Educating mathematics teacher educators
DEFF Research Database (Denmark)
Højgaard, Tomas; Jankvist, Uffe Thomas
2014-01-01
The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....
Meaning in mathematics education
Valero, Paola; Hoyles, Celia; Skovsmose, Ole
2005-01-01
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed - theoretical and practical - and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge.
Teaching Mathematical Modeling in Mathematics Education
Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant
2016-01-01
Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…
Research in Mathematics Education
Schoenfeld, Alan H.
2016-01-01
As one of the three Rs, "'rithmetic" has always been central to education and education research. By virtue of that centrality, research in mathematics education has often reflected and at times led trends in education research. This chapter provides some deep background on epistemological and other issues that shape current research,…
Mathematical Education for Geographers
Wilson, Alan
1978-01-01
Outlines mathematical topics of use to college geography students identifies teaching methods for mathematical techniques in geography at the University of Leeds; and discusses problem of providing students with a framework for synthesizing all content of geography education. For journal availability, see SO 506 593. (Author/AV)
Philosophical dimensions in mathematics education
Francois, Karen
2007-01-01
This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.
Mathematical Modelling Approach in Mathematics Education
Arseven, Ayla
2015-01-01
The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using…
Mentoring in mathematics education
Hyde, Rosalyn
2013-01-01
Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:
Directory of Open Access Journals (Sweden)
Abu Darda
2016-01-01
Full Text Available The objective of mathematics education is not only preparingmathematicians but making well-informed citizens. This is a broad generalterms for objective of the teaching of mathematics. And, this might beimplemented as “accurate thorough knowledge” or “original logicalthinking”. So, teaching mathematics is not the conversation andtransmission of mathematical knowledge, but on the aim of preparing wellinformedcitizens trained in independent, critical thinking.By the mathematics, sciences become simple, clearer, and easier to bedeveloped. The mathematics is often applied for solving any problem ofother field of sciences, either in the physics such as astronomy, chemistry,technique; or social sciences such as economy, demography, and assurance.Those all need an analysis reading ability.Mathematical skill, therefore, relates strongly with the analysisreading ability in the human intellectual structure. This study is about therelationship between them. And, result of the study shows us as below:Both Mathematical skill and analysis reading ability possess the “high type”of thinking operation. Both also involve the same content of the abstractintelligent, i.e. symbolic and semantic contents. Last but not least, both alsouse the same product of thinking, i.e. units, classes, relations, and systems.Both can be transformed and have an implication.
Mathematics Education and Language Diversity
DEFF Research Database (Denmark)
Moschkovich, Judit; Planas, Nuria
This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf...
Mathematics Education: For Whom?
Mesquita, Mônica
2009-01-01
To rethink about our role as researchers of the mathematics education pro- cess could be a way to think about the relation between for what and why mathematics education exists. Some thoughts, that grew from my inner dia- logues as a researcher, teacher, student, and mother that I am, were devel- oped within practices inside multiple systems in which I was engaged, bring- ing some questions that became a paper from the necessity for sharing them in the Discussion Group 3 of the ICME environment
Problematising Mathematics Education
Begg, Andy
2015-01-01
We assume many things when considering our practice, but our assumptions limit what we do. In this theoretical/philosophical paper I consider some assumptions that relate to our work. My purpose is to stimulate a debate, a search for alternatives, and to help us improve mathematics education by influencing our future curriculum documents and…
The Philosophy of Mathematics Education
DEFF Research Database (Denmark)
mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards......This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical...... research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also...
Interactive whiteboard in mathematics education
Cendelín, Jan
2013-01-01
Title: Interactive whiteboard in mathematics education Author: Bc. Jan Cendelín Department:Department of Mathematics Education Supervisor: RNDr. Antonín Slavík, Ph.D., Department of Mathematics Education Abstract: The development of modern technology is very fast. Almost everyone uses the technology at work and at home as well. So it is not unexpected that the technology gets into education at schools. This thesis focuses on the education of modern mathematics, and especially on the use of th...
Cognitive science and mathematics education
Schoenfeld, Alan H
1987-01-01
This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.
Difference, inclusion, and mathematics education
DEFF Research Database (Denmark)
Figueiras, Lourdes; Healy, Lulu; Skovsmose, Ole
2016-01-01
The round-table discussion on Difference, Inclusion and Mathematics Education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects the di...
Difference, inclusion, and mathematics education
DEFF Research Database (Denmark)
Figueiras, Lourdes; Healy, Lulu; Skovsmose, Ole
2016-01-01
The round-table discussion on Difference, Inclusion and Mathematics Education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects...... the diversity of learners in different educational contexts – in Brazil and beyond. This paper presents the contributions to the discussion, which focus on the problematisation of the term “inclusion”, explorations of how the practices of previously marginalized students can bring new resources to the teaching...... and learning of mathematics and reflections upon the potentially discriminatory nature of the structures which currently mould school mathematics. The paper aims to serve as material for the developing research agenda of the thirteenth working group of the Brazilian Society of Mathematics Education, which met...
Mathematics education a spectrum of work in mathematical sciences departments
Hsu, Pao-sheng; Pollatsek, Harriet
2016-01-01
Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its val...
An invitation to critical mathematics education
DEFF Research Database (Denmark)
Skovsmose, Ole
An Invitation to Critical Mathematics Education deals with a range of crucial topics. Among these are students’ foreground, landscapes of investigation, and mathematics in action. The book is intended for a broad audience: educators, students, teachers, policy makers, anybody interested...... in the further development of mathematics education. The book discusses concerns and preoccupation. This way it provides an invitation into critical mathematics education....
Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches
Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem
2014-01-01
Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…
Critical Mathematics education: Past, present and future
DEFF Research Database (Denmark)
contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics...... such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics......Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal...
Mathematical Modeling: A Bridge to STEM Education
Kertil, Mahmut; Gurel, Cem
2016-01-01
The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may…
Mathematics Education and Democracy Education
Çetin, Ömer Faruk
2015-01-01
Democracy is a most accepted form of government system and has a great importance for citizens by allowing them equal and active participation in common life. As its development and characteristics are important for all citizens of a country, each democratic country puts much emphasis on democracy education in its educational curricula. In recent…
Directory of Open Access Journals (Sweden)
Angel Garrido
2012-01-01
Full Text Available From ancient times, the history of human beings has developed by a succession of steps and sometimes jumps, until reaching the relative sophistication of the modern brain and culture. Researchers are attempting to create systems that mimic human thinking, understand speech, or beat the best human chess player. Understanding the mechanisms of intelligence, and creating intelligent artifacts are the twin goals of Artificial Intelligence (AI. Great mathematical minds have played a key role in AI in recent years; to name only a few: Janos Neumann (also known as John von Neumann, Konrad Zuse, Norbert Wiener, Claude E. Shannon, Alan M. Turing, Grigore Moisil, Lofti A. Zadeh, Ronald R. Yager, Michio Sugeno, Solomon Marcus, or Lászlo A. Barabási. Introducing the study of AI is not merely useful because of its capability for solving difficult problems, but also because of its mathematical nature. It prepares us to understand the current world, enabling us to act on the challenges of the future.
Journal Quality in Mathematics Education
Williams, Steven R.; Leatham, Keith R.
2017-01-01
We present the results of 2 studies, a citation-based study and an opinion-based study, that ranked the relative quality of 20 English-language journals that exclusively or extensively publish mathematics education research. We further disaggregate the opinion-based data to provide insights into variations in judgment of journal quality based on…
Vital directions for mathematics education research
Leatham, Keith R
2013-01-01
In this book, experts discuss vital issues in mathematics education and what they see as viable directions for research in mathematics education to address them. Their recommendations take the form of overarching principles and ideas that cut across the field.
Panel Debate: Technics and technology in mathematics and mathematics education
DEFF Research Database (Denmark)
Misfeldt, Morten
2015-01-01
The use of computer technology for teaching and learning of mathematics has several consequences and does sometimes give rise to both controversies and misunderstandings. We address these problems by both a philosophical and a historical approach, investigating what it actually is that goes on when...... guidelines and conclusions regarding the use of computer technology in mathematics education....... new technologies enter mathematics as a discipline and mathematics education as a societal practice. Our analysis suggests a focus on continuities in time and place in the sense that it is necessary to understand the history of “tool use” in mathematics and the various ways that scholastic and non...
Symbolising the Real of Mathematics Education
Pais, Alexandre
2015-01-01
This text, occasioned by a critical reading of Tony Brown's new book "Mathematics Education and Subjectivity," aims at contributing to the building of a sociopolitical approach to mathematics education based on Lacanian psychoanalysis and Slavoj Žižek's philosophy. Brown has been bringing into the field of mathematics education the work…
Third international handbook of mathematics education
Bishop, Alan; Keitel, Christine; Kilpatrick, Jeremy; Leung, Frederick
2013-01-01
This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field. Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions. What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education. The first chapter in each section identifies and analyzes historical antecedents The “middle” chapters draw attention to present-day key issues and themes The final chapter in ...
The History of Mathematics and Mathematical Education
Grattan-Guinness, I.
1977-01-01
Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)
Sriraman, Bharath, Ed.
2012-01-01
The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…
Mathematics Education in Singapore - an Insider's Perspective
Kaur, Berinderjeet
2014-01-01
Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore dur...
Driven by History: Mathematics Education Reform
Permuth, Steve; Dalzell, Nicole
2013-01-01
The advancement of modern societies is fueled by mathematics, and mathematics education provides the foundation upon which future scientists and engineers will build. Society dictates how mathematics will be taught through the development and implementation of mathematics standards. When examining the progression of these standards, it is…
Mathematics education for social justice
Suhendra
2016-02-01
Mathematics often perceived as a difficult subject with many students failing to understand why they learn mathematics. This situation has been further aggravated by the teaching and learning processes used, which is mechanistic without considering students' needs. The learning of mathematics tends to be just a compulsory subject, in which all students have to attend its classes. Social justice framework facilitates individuals or groups as a whole and provides equitable approaches to achieving equitable outcomes by recognising disadvantage. Applying social justice principles in educational context is related to how the teachers treat their students, dictates that all students the right to equal treatment regardless of their background and completed with applying social justice issues integrated with the content of the subject in order to internalise the principles of social justice simultaneously the concepts of the subject. The study examined the usefulness of implementing the social justice framework as a means of improving the quality of mathematics teaching in Indonesia involved four teacher-participants and their mathematics classes. The study used action research as the research methodology in which the teachers implemented and evaluated their use of social justice framework in their teaching. The data were collected using multiple research methods while analysis and interpretation of the data were carried out throughout the study. The findings of the study indicated that there were a number of challengesrelated to the implementation of the social justice framework. The findings also indicated that, the teachers were provided with a comprehensive guide that they could draw on to make decisions about how they could improve their lessons. The interactions among students and between the teachers and the students improved, they became more involved in teaching and learning process. Using social justice framework helped the teachers to make mathematics more
Preservice Agricultural Education Teachers' Mathematics Ability
Stripling, Christopher T.; Roberts, T. Grady
2012-01-01
The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…
Mathematics Teacher Education: A Model from Crimea.
Ferrucci, Beverly J.; Evans, Richard C.
1993-01-01
Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)
Constructivism and mathematics education in Ghana | Fletcher ...
African Journals Online (AJOL)
Mathematics is a subject found in every school Curriculum in almost every country. Here in Ghana, mathematics is a compulsory subject in both the basic education (i.e. primary and junior secondary) and senior secondary curricula. This paper argues that in spite of the desire of mathematics educators in Ghana to pursue a ...
Positioning Mathematics Education Researchers to Influence Storylines
Herbel-Eisenmann, Beth; Sinclair, Nathalie; Chval, Kathryn B.; Clements, Douglas H.; Civil, Marta; Pape, Stephen J.; Stephan, Michelle; Wanko, Jeffrey J.; Wilkerson, Trena L.
2016-01-01
The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified--including the media, companies and foundations, and other academic domains--affect the public's perception of mathematics and…
Alternate Trajectories: Women Moving into Mathematics Education
Toney, Allison F.
2014-01-01
While only about one-third of each year's doctoral graduates in mathematics are women, about two-thirds of the doctoral graduates in mathematics education are women. This article reports on the results of a qualitative investigation into the nature of the graduate school-related experiences of women in collegiate mathematics education doctoral…
Conceptualising inquiry based education in mathematics
DEFF Research Database (Denmark)
Blomhøj, Morten; Artigue, Michéle
2013-01-01
of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...
Mathematical potential of special education students
Peltenburg, M.C.
2012-01-01
This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there might be unused talent in SE students. In the research project, two mathematical domains were chosen as a topic of investigation. One topic is part of the mathematics curriculum in SE and is gener...
9th International Congress on Mathematical Education
Hashimoto, Yoshihiko; Hodgson, Bernard; Lee, Peng; Lerman, Stephen; Sawada, Toshio
2004-01-01
Mathematics as a discipline has a long history, emerging from many cultures, with a truly universal character. Mathematicians throughout the world have a fundamentally common understanding of the nature of mathematics and of its central problems and methods. Research mathematicians in any part of the world are part of a cohesive intellectual community that communicates fluently. Mathematics education in contrast has a variable and culturally based character, and this is certainly true of educational organization and practice. Educational research is both an applied social science and a multidisciplinary domain of theoretical scholarship. Among organizations devoted to mathematics education, The International Commission on Mathematical Instruction (ICMI) is distinctive because of its close ties to the mathematics community. The great challenges now facing mathematics education around the world demand a deeper and more sensitive involvement of disciplinary mathematicians than we now have, both in the work of ed...
Annual Perspectives in Mathematics Education 2016: Mathematical Modeling and Modeling Mathematics
Hirsch, Christian R., Ed.; McDuffie, Amy Roth, Ed.
2016-01-01
Mathematical modeling plays an increasingly important role both in real-life applications--in engineering, business, the social sciences, climate study, advanced design, and more--and within mathematics education itself. This 2016 volume of "Annual Perspectives in Mathematics Education" ("APME") focuses on this key topic from a…
Mathematics education, democracy and development: Exploring connections
Directory of Open Access Journals (Sweden)
Renuka Vithal
2012-12-01
Full Text Available Mathematics education and its links to democracy and development are explored in this article, with specific reference to the case of South Africa. This is done by engaging four key questions. Firstly, the question of whether mathematics education can be a preparation for democracy and include a concern for development, is discussed by drawing on conceptual tools of critical mathematics education and allied areas in a development context. Secondly, the question of how mathematics education is distributed in society and participates in shaping educational possibilities in addressing its development needs and goals is used to examine the issues emerging from mathematics performance in international studies and the national Grade 12 examination; the latter is explored specifically in respect of the South African mathematics curriculum reforms and teacher education challenges. Thirdly, the question of whether a mathematics classroom can be a space for democratic living and learning that equally recognises the importance of issues of development in contexts like South Africa, as a post-conflict society still healing from its apartheid wounds, continuing inequality and poverty, is explored through pedagogies of conflict, dialogue and forgiveness. Finally the question of whether democracy and development can have anything to do with mathematics content matters, is discussed by appropriating, as a metaphor, South Africa’s Truth and Reconciliation Commission’s framework of multiple ‘truths’, to seek links within and across the various forms and movements in mathematics and mathematics education that have emerged in the past few decades.
Reforming Science and Mathematics Education
Lagowski, J. J.
1995-09-01
Since 1991, the National Science Foundation has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. Collectively, those agreements are known as the State Systemic Initiatives (SSI's). Two complimentary programs, The Urban and Rural Systemic Initiatives (USI's and RSI's), address similar reforms in the nation's largest cities and poorest rural areas. The SSI Program departs significantly from past NSF practice in several ways. The funding is for a longer term and is larger in amount, and the NSF is taking a more activist role, seeking to leverage state and private funds and promote the coordination of programs within states. The Initiatives also have a stronger policy orientation than previous NSF programs have had. The NSF strategy is a reflection of the growing and widely held view that meaningful reforms in schools are most likely to be achieved through state initiatives that set clear and ambitious learning goals and standards; align all of the available policy levers in support of reform; stimulate school-level initiatives; and mobilize human and financial resources to support these changes. Two premises underlie systemic reform: (1) all children can meet significantly higher standards if they are asked to do so and given adequate opportunities to master the content, and (2) state and local policy changes can create opportunities by giving schools strong and consistent signals about the changes in practice and performance that are expected. Because this is an enormous investment of Federal resources that is intended to bring about deep, systemic improvement in the nation's ability to teach science and mathematics effectively, the NSF has contracted with a consortium of independent evaluators to conduct a review of the program. The first of the SSI's were funded in 1991, sufficiently long ago to begin to formulate some initial impressions of their impact. Take
MATHEMATICS EDUCATION FOR LOGISTICS ENGINEERING
BÉLA ILLÉS; GABRIELLA BOGNÁR
2012-01-01
Mathematics is a crucial language in all engineering courses and researches where mathematical modeling, simulation and manipulation are commonly used. Engineering Mathematics courses are considered difficult courses in engineering curricula. This is reflected in engineering students’ performance at the end of each semester for these courses. Our goal is to overview a few questions on mathematics as a core subject of engineering.
University Science and Mathematics Education in Transition
DEFF Research Database (Denmark)
Skovsmose, Ole; Valero, Paola; Christensen, Ole Ravn
configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. Traditionally, educational studies in mathematics and science education have looked at change in education from within the scientific disciplines and in the closed context of the classroom....... Although educational change is ultimately implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network...... of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. University Science and Mathematics Education in Transition contributes to an understanding of the multiple aspects and dimensions of the transition...
van Kerkhove, Bart
2007-01-01
Philosophy of mathematics today has transformed into a very complex network of diverse ideas, viewpoints, and theories. Sometimes the emphasis is on the ""classical"" foundational work (often connected with the use of formal logical methods), sometimes on the sociological dimension of the mathematical research community and the ""products"" it produces, then again on the education of future mathematicians and the problem of how knowledge is or should be transmitted from one generation to the next. The editors of this book felt the urge, first of all, to bring together the widest variety of aut
E-learning materials in mathematics education
Fajfar, Tina
2012-01-01
When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...
Research in collegiate mathematics education VII
Hitt, Fernando; Thompson, Patrick W
2010-01-01
The present volume of Research in Collegiate Mathematics Education, like previous volumes in this series, reflects the importance of research in mathematics education at the collegiate level. The editors in this series encourage communication between mathematicians and mathematics educators, and as pointed out by the International Commission of Mathematics Instruction (ICMI), much more work is needed in concert with these two groups. Indeed, editors of RCME are aware of this need and the articles published in this series are in line with that goal. Nine papers constitute this volume. The first
A Study of Visualization for Mathematics Education
Daugherty, Sarah C.
2008-01-01
Graphical representations such as figures, illustrations, and diagrams play a critical role in mathematics and they are equally important in mathematics education. However, graphical representations in mathematics textbooks are static, Le. they are used to illustrate only a specific example or a limited set. of examples. By using computer software to visualize mathematical principles, virtually there is no limit to the number of specific cases and examples that can be demonstrated. However, we have not seen widespread adoption of visualization software in mathematics education. There are currently a number of software packages that provide visualization of mathematics for research and also software packages specifically developed for mathematics education. We conducted a survey of mathematics visualization software packages, summarized their features and user bases, and analyzed their limitations. In this survey, we focused on evaluating the software packages for their use with mathematical subjects adopted by institutions of secondary education in the United States (middle schools and high schools), including algebra, geometry, trigonometry, and calculus. We found that cost, complexity, and lack of flexibility are the major factors that hinder the widespread use of mathematics visualization software in education.
Compendium for Research in Mathematics Education
Cai, Jinfa, Ed.
2017-01-01
This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five…
Researching as an Enactivist Mathematics Education Researcher
Brown, Laurinda
2015-01-01
This paper focusses on how researching is done through reflections about, or at a meta-level to, the practice over time of an enactivist mathematics education researcher. How are the key concepts of enactivist theory ("ZDM Mathematics Education," doi: 10.1007/s11858-014-0634-7, 2015) applied? This paper begins by giving an…
Assessing Journal Quality in Mathematics Education
Nivens, Ryan Andrew; Otten, Samuel
2017-01-01
In this Research Commentary, we describe 3 journal metrics--the Web of Science's Impact Factor, Scopus's SCImago Journal Rank, and Google Scholar Metrics' h5-index--and compile the rankings (if they exist) for 69 mathematics education journals. We then discuss 2 paths that the mathematics education community should consider with regard to these…
Inhibiting Intuitive Thinking in Mathematics Education
Thomas, Michael O. J.
2015-01-01
The papers in this issue describe recent collaborative research into the role of inhibition of intuitive thinking in mathematics education. This commentary reflects on this research from a mathematics education perspective and draws attention to some of the challenges that arise in collaboration between research fields with different cultures,…
Inquiry-based Learning in Mathematics Education
DEFF Research Database (Denmark)
Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier
From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...
Mathematical potential of special education students
Peltenburg, M.C.|info:eu-repo/dai/nl/269423575
2012-01-01
This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there
Researching Research: Mathematics Education in the Political
Pais, Alexandre; Valero, Paola
2012-01-01
We discuss contemporary theories in mathematics education in order to do research on research. Our strategy consists of analysing discursively and ideologically recent key publications addressing the role of theory in mathematics education research. We examine how the field fabricates its object of research by deploying Foucault's notion of…
ICT- The Educational Programs in Teaching Mathematics
Directory of Open Access Journals (Sweden)
Dance Sivakova
2017-08-01
Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.
The development of mathematics education as seen in mathematics education controversies in Japan
Makinae , Naomichi
2016-01-01
International audience; It can be said that mathematics education in Japan was started in 1872 when the school system was established. Since that establishment era, controversies have emerged time and again in mathematics education in Japan. Through these controversies, debates have been held on views on mathematics education such as how mathematics ought to be taught and what constitutes knowledge concerning numbers, quantities, and shapes that is desirable for students to acquire. In this ...
Research trends in mathematics teacher education
Lo, Jane-Jane; Zoest, Laura RVan
2014-01-01
Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...
African Journal of Educational Studies in Mathematics and Sciences
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences. ... Studies in Mathematics and Sciences (AJESMS) is an international publication that ... in the fields of mathematics education, science education and related disciplines.
Research in collegiate mathematics education VI
Selden, Annie; Harel, Guershon; Hauk, Shandy
2006-01-01
The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics. The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based
Research in collegiate mathematics education V
Selden, Annie; Harel, Guershon; Hitt, Fernando
2003-01-01
This fifth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary level. The articles in RCME are peer-reviewed for two major features: (1) advancing our understanding of collegiate mathematics education, and (2) readability by a wide audience of practicing mathematicians interested in issues affecting their own students. This is not a collection of scholarly arcana, but a compilation of useful and informative research regarding the ways our students think about and learn mathematics.
Working Together to Improve the Quality of Mathematics Education ...
African Journals Online (AJOL)
Prof
Key words: Parents; mathematics education; perception; school climate; .... elementary school children, established that parents with higher college degrees ..... International Journal of Mathematical Education in Science and Technology,.
GENERAL TASKS OF MATHEMATICAL EDUCATION DEVELOPMENT
Directory of Open Access Journals (Sweden)
V. A. Testov
2014-01-01
Full Text Available The paper discusses basic implementation aspects of the Mathematical Education Development Concept, adopted by the Russian Government in 2013. According to the above document, the main problems of mathematical education include: low motivation of secondary and higher school students for studying the discipline, resulted from underestimation of mathematical knowledge; and outdated educational content, overloaded by technical elements. In the author’s opinion, a number of important new mathematical fields, developed over the last years, - the graph theory, discrete mathematics, encoding theory, fractal geometry, etc – have a large methodological and applied educational potential. However, these new subdisciplines have very little representation both in the secondary and higher school mathematical curricula. As a solution for overcoming the gap between the latest scientific achievements and pedagogical practices, the author recommends integration of the above mentioned mathematical disciplines in educational curricula instead of some outdated technical issues. In conclusion, the paper emphasizes the need for qualified mathematical teachers’ training for solving the problems of students’ motivation development and content updates.
Directory of Open Access Journals (Sweden)
Emel Çilingir
2016-12-01
Full Text Available The aim of study was to investigate the effects of Realistic Mathematics Education (RME based instruction in the elementary mathematics curriculum on the mathematics achievement, Visual Mathematics Literacy Self Efficiency Perceptions (VMLSP and Mathematics Problem Solving Attitude (MPSA. The study was determined as a quasi-experimental study which conducted as a pre-posttest design with a control group. The research was conducted with 147 students at fourth grade of a public elementary school in Adana. In the study, the experimental group and one of the control group were instructed by one of the researchers, while in other control group was instructed by their teacher. „Geometric Shapes‟ unit was instructed with RME at the experimental group while the current instructional method was conducted to the control groups. The data were obtained with mathematics achievement tests and VMLSP and MPSA Scale which provided goodness according to the confirmatory factor analysis model. The quantitative data was evaluated by using mixed ANOVA and tTest methods. As a result, it was found that the students at the experimental group have more successful in mathematic achievement tests and more progress on VMLSP and MPSA than control group. [Araştırmanın amacı, ilkokulda Gerçekçi Matematik Eğitimi yaklaşımıyla gerçekleştirilen öğretimin, öğrencilerin matematik başarılarına, görsel matematik okuryazarlık özyeterlik algılarına ve matematik problemlerini çözmeye yönelik tutumlarına etkisini incelemektir. Bu amaçla öntest-sontest kontrol gruplu yarı deneysel bir çalışma yapılmıştır. Araştırma, Adana’daki bir devlet ilkokulunun 4. sınıfına giden 147 öğrenci üzerinde gerçekleştirilmiştir. Araştırmada deney grubunda ve iki kontrol grubundan birinde dersler araştırmacı tarafından diğer kontrol grubunda ise sınıfın öğretmeni tarafından yürütülmüştür. Deney grubunda ‘Geometrik Şekiller’
Handbook on the history of mathematics education
Schubring, Gert
2014-01-01
This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history...
Mathematics education and the dignity of being
Directory of Open Access Journals (Sweden)
Paola Valero
2012-11-01
Full Text Available On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.
Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education
Stemn, Blidi S.
2017-01-01
In some African cultures, the concept of division does not necessarily mean sharing money or an item equally. How an item is shared might depend on the ages of the individuals involved. This article describes the use of the Realistic Mathematics Education (RME) approach to teach division word problems involving money in a 3rd-grade class in…
Mathematics, the Computer, and the Impact on Mathematics Education.
Tooke, D. James
2001-01-01
Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)
Research in Mathematics Education and Language
Planas, Núria
2016-01-01
A synthesis of reasons for the production of this monograph is presented with a focus on contemporary research in the context of the Ninth Congress of the European Society for Research in Mathematics Education. Within the domain of mathematics and language, three lines of concern are addressed: (1) classroom discourse, (2) language diversity, and…
Broadening the role of theory in mathematics education research
DEFF Research Database (Denmark)
Pais, Alexandre; Stentoft, Diana; Valero, Paola
2010-01-01
In C. Bergsten, E. Jablonka and T. Wedege (Eds), Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF7, The Seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010. Linköping: SMDF....
Mathematics education and comparative historical studies
Directory of Open Access Journals (Sweden)
Wagner RODRIGUES VALENTE
2013-11-01
Full Text Available This paper has as its aims: to characterize the area of research «history of mathematics education» and to defend the idea that mathematics education has constituted a privileged research theme within the field of comparative historical studies. To achieve these aims, the text includes references to a review of the literature concerning comparative studies, the analysis of two fundamental moments focused on attempts to internationalize the mathematics curriculum, both of which occurred during the 20th century, and, to end, a case study emanating from an international cooperation between researchers in Brazil and Portugal.
Watts, Beverly Kinsey
2011-01-01
Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…
Keles, Oguz; Tas, Isil; Aslan, Durmus
2016-01-01
The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…
Politics of Meaning in Mathematics Education
DEFF Research Database (Denmark)
Skovsmose, Ole
2016-01-01
By a politics of meaning I refer to the social, economic, cultural and religious conditions for experiencing meaning. I refer as well to the layers of visons, assumptions, presumptions and preconceptions that might construct something as being meaningful. By addressing different politics of meani...... of such factors. Politics of meaning can be analysed with reference to sexism, racism, instrumentalism, the school mathematics tradition, critical mathematics education, and the banality of expertise....
Solving for Irrational Zeros: Whiteness in Mathematics Teacher Education
Warburton, Trevor Thayne
2015-01-01
For many, mathematics and social justice are perceived as incompatible. Several mathematics education researchers have noted resistance to social justice among mathematics teachers. However, mathematics education has a consistently negative impact on the education of students of color. This study seeks to better understand the nature of this…
Modelling Mathematical Reasoning in Physics Education
Uhden, Olaf; Karam, Ricardo; Pietrocola, Maurício; Pospiech, Gesche
2012-04-01
Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.
Munakata, Mika
2010-01-01
The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…
Cognitive Neuroscience Meets Mathematics Education
De Smedt, Bert; Ansari, Daniel; Grabner, Roland H.; Hannula, Minna M.; Schneider, Michael; Verschaffel, Lieven
2010-01-01
While there has been much theoretical debate concerning the relationship between neuroscience and education, researchers have started to collaborate across both disciplines, giving rise to the interdisciplinary research field of neuroscience and education. The present contribution tries to reflect on the challenges of this new field of empirical…
History, applications, and philosophy in mathematics education
DEFF Research Database (Denmark)
Jankvist, Uffe Thomas
2013-01-01
on the observation that a use of history, applications, and philosophy as a 'goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use......The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different 'whys' and 'hows' of including these three dimensions in mathematics education. Based...... of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics-HAPh-modules-are outlined...
DEVELOPING EVALUATION INSTRUMENT FOR MATHEMATICS EDUCATIONAL SOFTWARE
Directory of Open Access Journals (Sweden)
Wahyu Setyaningrum
2012-02-01
Full Text Available The rapid increase and availability of mathematics software, either for classroom or individual learning activities, presents a challenge for teachers. It has been argued that many products are limited in quality. Some of the more commonly used software products have been criticized for poor content, activities which fail to address some learning issues, poor graphics presentation, inadequate documentation, and other technical problems. The challenge for schools is to ensure that the educational software used in classrooms is appropriate and effective in supporting intended outcomes and goals. This paper aimed to develop instrument for evaluating mathematics educational software in order to help teachers in selecting the appropriate software. The instrument considers the notion of educational including content, teaching and learning skill, interaction, and feedback and error correction; and technical aspects of educational software including design, clarity, assessment and documentation, cost and hardware and software interdependence. The instrument use a checklist approach, the easier and effective methods in assessing the quality of educational software, thus the user needs to put tick in each criteria. The criteria in this instrument are adapted and extended from standard evaluation instrument in several references. Keywords: mathematics educational software, educational aspect, technical aspect.
Developing a Mathematics Education Quality Scale
Ciftci, S. Koza; Karadag, Engin
2016-01-01
The aim of this study was to evaluate students' perceptions of the quality of mathematics education and to develop a reliable and valid measurement tool. The research was conducted with 638 (first study) and 407 (second study) secondary school students in Eskisehir, Turkey. Item discrimination, structural validity (exploratory factor analysis and…
Cultural Diversity in Mathematics (Education): CIEAEM 51.
Ahmed, Afzal; Williams, Honor; Kraemer, Jean Marie
The 51st meeting of the Commission Internationale pour L'Etude et L'Amelioration de L'Ensignment des Mathematiques (CIEAEM) was held July, 1999 at Chichester, UK and facilitated the collaboration of delegates from over 30 countries providing a variety of perspectives on the theme OCultural Diversity in Mathematics Education'. The papers in this…
Artificial Intelligence, Computational Thinking, and Mathematics Education
Gadanidis, George
2017-01-01
Purpose: The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances.…
Mathematics education and the dignity of being
DEFF Research Database (Denmark)
Valero, Paola; García, Gloria; Camelo, Francisco
2012-01-01
On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the di...... of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity....
Mathematicians' and Math Educators' Views on "Doing Mathematics"
Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch
2016-01-01
Educators often argue that mathematics should be taught so that the students in the course are actually "doing mathematics." Is there a consensus among mathematicians and mathematics educators as to the meaning of "doing mathematics?" In an effort to answer this question, we administered a survey to hundreds of university-level…
Critical issues in mathematics education major contributions of Alan Bishop
Presmeg, Norma C; Presmeg, Norma C
2008-01-01
Here are presented the contributions of Professor Alan Bishop within the mathematics education research community. Six critical issues in the development of mathematics education research are reviewed and the current developments in each area are discussed.
An intentionality-interpretation of meaning in mathematics education
DEFF Research Database (Denmark)
Skovsmose, Ole
2015-01-01
explore this interpretation with respect to mathematics education by addressing imaginations, possibilities, obstructions, hopes, fears, stereotypes and preconceptions. I relate meaning in mathematics education to far away horizons of students’ life worlds, to negotiations, to political issues...
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Journal Home > African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Log in or Register to get access to full text downloads.
Research in collegiate mathematics education III
Arcavi, A; Kaput, Jim; Dubinsky, Ed; Dick, Thomas
1998-01-01
Volume III of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary level. This volume contains information on methodology and research concentrating on these areas of student learning: Problem solving. Included here are three different articles analyzing aspects of Schoenfeld's undergraduate problem-solving instruction. The articles provide new detail and insight on a well-known and widely discussed course taught by Schoenfeld for many years. Understanding concepts. These articles fe
An institutional approach to university mathematics education:
DEFF Research Database (Denmark)
Winsløw, Carl; Barquero, Berta; De Vleeschouwer, Martine
2014-01-01
University mathematics education (UME) is considered, in this paper, as a kind of didactic practice – characterised by institutional settings and by the purpose of inducting students into mathematical practices. We present a research programme – the anthropological theory of the didactic (ATD......) – in which this rough definition can be made much more precise; we also outline some cases of ATD-based research on UME. Three cases are presented in more detail. The first is a theoretical and empirical study of the topic of dual vector spaces, as it appears in undergraduate courses on linear algebra...... for engineering students....
Directory of Open Access Journals (Sweden)
Itamar Miranda da Silva
2011-06-01
Full Text Available This paper discusses the possibilities of articulation of theory-and-practice in the teaching, by means of critical mathematics education as a proposal for the teacher facing the challenges of daily life in the classroom. The discussion is based on the literature through which was estudied and analyzed several books, articles and dissertations on the subject, as well as our experiences and reflections resulting from the process of teacher education we experienced. From the readings and analysis was possible to construct a teaching proposal that suggests to address critical mathematics education as an alternative link between theory and practice and to assign to the teaching of mathematics a greater dynamism, with the prospect of developing knowledge and pedagogical practices that contribute to a broader training, which prepares for citizenship and for being critical students and teachers in the training process. Conjectures were raised about possible contributions of critical mathematics education as a differentiated alternative as opposed to reproductivist teaching. We believe therefore that this article could help with the reflections on the importance of mathematics education in teacher education which enables the realization that beyond disciplinary knowledge (content, are necessary pedagogical knowledge, curriculum and experiential to address the problems that relate to the teaching of mathematics
Elementary General and Special Education Teachers' Mathematics Skills and Efficacy
Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita
2014-01-01
The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…
Enhancing Teacher Education in Primary Mathematics with Mobile Technologies
Schuck, Sandy
2016-01-01
A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…
Coding as a Trojan Horse for Mathematics Education Reform
Gadanidis, George
2015-01-01
The history of mathematics educational reform is replete with innovations taken up enthusiastically by early adopters without significant transfer to other classrooms. This paper explores the coupling of coding and mathematics education to create the possibility that coding may serve as a Trojan Horse for mathematics education reform. That is,…
New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring
DEFF Research Database (Denmark)
Jankvist, U. T.; Kjeldsen, T. H.
2011-01-01
. The first scenario occurs when history is used as a ‘tool’ for the learning and teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics education. We introduce a multiple-perspective approach to history, and suggest that research on history......The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education that each gives rise to different problems...... in mathematics education follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this is described. Secondly, when...
Educational Development and Developmental Research in Mathematics Education
Gravemeijer, K.P.E.
1994-01-01
In light of anticipated changes in mathematics education, an alternative for the well- known "research-development-diffusion" model is presented. It is based on an integration of curriculum research and design embedded in "educational development." In this context curriculum development is described
Mathematical Modeling Activities as a Useful Tool for Values Education
Doruk, Bekir Kursat
2012-01-01
Values education is crucial since it is one of the factors to reach success in education in broader sense and in mathematics education in particular sense. It is also important for educating next generations of societies. However, previous research showed that expected importance for values education was not given in Mathematics courses. In a few…
Directory of Open Access Journals (Sweden)
Effandi Zakaria
2017-02-01
Full Text Available This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30$ namely, the Realistic Mathematics Approach group (PMR and the control group $(n = 31$ namely, the traditional group. This study was conducted for six weeks. The instruments used in this study were the achievement test and the attitudes towards mathematics questionnaires. Data were analyzed using SPSS. To determine the difference in mean achievement and attitudes between the two groups, data were analyzed using one-way ANOVA test. The result showed significant differences between the Realistic Mathematics Approach and the traditional approach in terms of achievement. The study showed no significant difference between the Realistic Mathematics Approach and the traditional approach in term of attitudes towards mathematics. It can be concluded that the use of realistic mathematics education approach enhanced students' mathematics achievement, but not attitudes towards mathematics. The Realistic Mathematics Education Approach encourage students to participate actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education Approach is an appropriate methods to improve the quality of teaching and learning process.
Toward an Analysis of Video Games for Mathematics Education
Offenholley, Kathleen
2011-01-01
Video games have tremendous potential in mathematics education, yet there is a push to simply add mathematics to a video game without regard to whether the game structure suits the mathematics, and without regard to the level of mathematical thought being learned in the game. Are students practicing facts, or are they problem-solving? This paper…
Effandi Zakaria; Muzakkir Syamaun
2017-01-01
This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30)$ namely, the Realistic Mathematics Approach group ...
Learning via problem solving in mathematics education
Directory of Open Access Journals (Sweden)
Piet Human
2009-09-01
Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproﬁciency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the
Mathematics and communication skills using educational software in math classes
Directory of Open Access Journals (Sweden)
Marjolis Laffita-Cuza
2017-04-01
Full Text Available The current transformations conceive among others, to form in the race of Mathematics-Physics a professor who imparts indistinctly the subjects of Mathematics and Physics in the upper secondary education from the third year of this race which requires putting more emphasis in the orientation of those Subjects to achieve greater professionalism. The present paper approaches from the theoretical aspects the essential aspects in the educational process of the learning of mathematics for the Mathematics-Physics career of the university of pedagogical sciences such as mathematical communicative competences and the use of educational software, all in function of achieving A greater development of student's mathematical logical thinking.
The pragmatics of mathematics education vagueness and mathematical discourse
Rowland, Tim
2003-01-01
Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers'' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.
The Effects of an Educational Video Game on Mathematical Engagement
Chang, Mido; Evans, Michael A.; Kim, Sunha; Norton, Anderson; Deater-Deckard, Kirby; Samur, Yavuz
2016-01-01
In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students.…
STEM Education: What Does Mathematics Have to Offer?
Fitzallen, Noleine
2015-01-01
The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate…
Mathematics Education in Singapore--An Insider's Perspective
Kaur, Berinderjeet
2014-01-01
Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012…
What Is Our First Philosophy in Mathematics Education?
Ernest, Paul
2012-01-01
What are the theoretical foundations of mathematics education? Recently disciplines other than mathematics and psychology have grown in importance, including philosophy. But which branch of philosophy is the most fundamental for mathematics education? In this article, I consider the claims of five branches of philosophy to be our "first…
Innovation in mathematics education: beyond the technology
Directory of Open Access Journals (Sweden)
Salvador Llinares
2013-06-01
Full Text Available Relationships between mathematical competence and mathematics teaching innovation do emerge the need for new practices of mathematics teaching. One of the aspects of this new practice is the interaction patterns in the classroom characterizing the mathematical discourse. From these perspectives, the relation between innovation and new mathematics practices defines different contexts for professional development of mathematics teacher.
Teaching using moodle in mathematics education
Handayanto, A.; Supandi, S.; Ariyanto, L.
2018-05-01
The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences. ... on senior high school students' proficiency in solving linear equation word problems ... from parents and teachers' influence on students' mathematics-related self-beliefs ...
Misu, La; Ketut Budayasa, I.; Lukito, Agung
2018-03-01
This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.
Establishing a mathematical Lesson Study culture in Danish teacher education
DEFF Research Database (Denmark)
Skott, Charlotte Krog; Østergaard, Camilla Hellsten
Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...
Theory-practice Dichotomy in Mathematics Teacher Education: An ...
African Journals Online (AJOL)
Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.
Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education
Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas
2017-01-01
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in…
Activity and sign grounding mathematics education
Hoffmann, Michael HG; Seeger, Falk
2005-01-01
The advancement of a scientific discipline depends not only on the ""big heroes"" of a discipline, but also on a community's ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part
Theory and practice in mathematics teacher education
DEFF Research Database (Denmark)
Østergaard, Kaj
2016-01-01
to the ATD, it is illustrated with an example on addition of fractions how the notions of didactic transposition and praxeology can be used to analyse the theory-practice relation in this situation. Build on this analysis, the two models are combined into a more comprehensive model for describing......The challenge of establishing an interplay between theory and practice in mathematics teacher education is examined by the use of the anthropological theory of the didactic (ATD). The theory-practice problem is described both in an international and a Danish context. After a brief introduction...
Research in collegiate mathematics education IV
Dubinsky, Ed; Kaput, Jim
2001-01-01
This fourth volume of Research in Collegiate Mathematics Education (RCME IV) reflects the themes of student learning and calculus. Included are overviews of calculus reform in France and in the U.S. and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. The work continues with detailed studies relating students' understanding of calculus and associated topics. Direct focus is then placed on instruction and student comprehension of courses other than calculus, namely abstract algebra and number theory. The volume co
Lowrie, Tom; Jorgensen, Robyn
2016-01-01
This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…
Can Scientific Research Answer the "What" Question of Mathematics Education?
van den Heuvel-Panhuizen, Marja
2005-01-01
This paper problematizes the issue of how decisions about the content of mathematics education can be made. After starting with two examples where research in mathematics education resulted in different choices on the content of primary school teaching, I explore where and how, in the scientific enterprise within the domain of education, issues of…
Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education
Ryve, Andreas; Nilsson, Per; Mason, John
2012-01-01
Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…
An introduction to inferentialism in mathematics education
Derry, Jan
2017-12-01
This paper introduces the philosophical work of Robert Brandom, termed inferentialism, which underpins this collection and argues that it offers rich theoretical resources for reconsidering many of the challenges and issues that have arisen in mathematics education. Key to inferentialism is the privileging of the inferential over the representational in an account of meaning; and of direct concern here is the theoretical relevance of this to the process by which learners gain knowledge. Inferentialism requires that the correct application of a concept is to be understood in terms of inferential articulation, simply put, understanding it as having meaning only as part of a set of related concepts. The paper explains how Brandom's account of the meaning is inextricably tied to freedom and it is our responsiveness to reasons involving norms which makes humans a distinctive life form. In an educational context norms, function to delimit the domain in which knowledge is acquired and it is here that the neglect of our responsiveness to reasons is significant, not only for Brandom but also for Vygotsky, with implications for how knowledge is understood in mathematics classrooms. The paper explains the technical terms in Brandom's account of meaning, such as deontic scorekeeping, illustrating these through examples to show how the inferential articulation of a concept, and thus its correct application, is made visible. Inferentialism fosters the possibility of overcoming some of the thorny old problems that have seen those on the side of facts and disciplines opposed to those whose primary concern is the meaning making of learners.
45 Re-imagining mathematics and mathematics education for equity ...
African Journals Online (AJOL)
The students begin by using their knowledge of school mathematics and propose three ..... discussions were 'strikingly internalistic', drawing on the ontology of ... activities, interactions, values, etc. in particular spaces and at particular times ...
Jansen, Amanda; Berk, Dawn; Meikle, Erin
2017-01-01
In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…
Starting a Conversation about Open Data in Mathematics Education Research
Logan, Tracy
2015-01-01
This position paper discusses the role of open access research data within mathematics education, a relatively new initiative across the wider research community. International and national policy documents are explored and examples from both the scientific and social science paradigms of mathematical sciences and mathematics education…
The Role of Mathematics Learning Centres in Engineering Education.
Fuller, Milton
2002-01-01
Points out the diminishing demand for mathematics undergraduate programs and the strong trend in engineering education to make greater use of computer coursework such as Mathcad, Matlab, and other software systems for the mathematical and statistical components of engineering programs. Describes the changing role of mathematics learning centers…
Mathematics education giving meaning to Social Science students
DEFF Research Database (Denmark)
Andersson, Annica; Valero, Paola
Compulsory mathematics for social science students is problematic. We discuss the case of a group of students in Sweden who met a mathematics course inspired on the ideas of critical mathematics education and ethnomathematics. The evidence collected about students' experiences on this course...
The Use of GBL to Teach Mathematics in Higher Education
Naik, Nitin
2017-01-01
Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…
Financial Education Through Mathematics and IT Curricula: Pocket Money Management
Gortcheva, Iordanka
2013-01-01
Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013 Mathematics and IT classes in the Bulgarian school provide various opportunities for developing students’ logical, mathematical, and technological thinking. Being an important part of mathematical literacy, financial literacy can be systematically built in the frame of national mathematics and IT curricula. Following that objective, exemplary word problems ...
Classroom Climate among Teacher Education Mathematics Students
Directory of Open Access Journals (Sweden)
Polemer M. Cuarto
2015-11-01
Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.
Quality of secondary preservice mathematics teacher education programs
Gómez, Pedro
2005-01-01
Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model
CULTUROLOGICAL APPROACH AS METHODOLOGICAL BASIS OF MATHEMATICAL EDUCATION
Directory of Open Access Journals (Sweden)
Ye. A. Perminov
2017-01-01
Full Text Available Introduction. Today, in the era of a mathematization of science and total expansion of digital technologies, mass mathematical education becomes a necessary part of culture of every person. However, there are some serious obstacles to formation and development of general mathematical culture: insufficient understanding of its importance by society and the state; fragmentary-clipconsciousness, emerging among representatives of the younger generation under the influence of the Internet, and preventing formation of a complete picture of the modern world; traditional system of disjointed subjects and courses in school, secondary vocational and high school mathematics education; non-cognitive (automatic transferring of the approaches, principles, technologies and techniques into training which are not specific in order to master a course. Development of sociological, axiological and especially culturological aspects of mathematical methodology is required for the solution of the urgent problems of methodology in mathematical education.The aim of the publication is to discuss methodological aspects of culturological approach realization in mathematical education.Methodology and research methods. The theoretical scientific methods of the present article involve analysis and synthesis of the content of philosophical, mathematical, pedagogical, methodological literature and normative documents; comparative, culturological and logical types of analysis of mathematical education; systematic, competence-based, practice-oriented and personal-activity metho-dological approaches were used to understand the concept of mathematical education.Results and scientific novelty. The practicability and leading role of culturological approach to promoting mathematical knowledge is proved from historical, philosophical and pedagogical positions. It is stated that objective conceptualization of progressive ideas and new methods of mathematical science and mathematical
Perspectives on instructor modeling in mathematics teacher education
Brown, Cassondra
2009-01-01
Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...
Technology-Enhanced Mathematics Education for Creative Engineering Studies
DEFF Research Database (Denmark)
Triantafyllou, Eva; Timcenko, Olga
2014-01-01
This project explores the opportunities and challenges of integrating digital technologies in mathematics education in creative engineering studies. Students in such studies lack motivation and do not perceive the mathematics the same way as mathematics students do. Digital technologies offer new...... are conceptualized. Then, we are going to apply this field data in designing learning technologies, which will be introduced in university classrooms. The effect of this introduction will be evaluated through educational design experiments....
Special Educators and Mathematics Phobia: An Initial Qualitative Investigation
Humphrey, Michael; Hourcade, Jack J.
2010-01-01
Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, because students in their caseloads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits…
Open Primary Education School Students' Opinions about Mathematics Television Programmes
Yenilmez, Kursat
2008-01-01
The purpose of this study was to determine open primary education school students' opinions about mathematics television programmes. This study indicated that to determine differences among open primary education school students' opinions about mathematics television programmes point of view students' characteristics like gender, age, grade,…
The power of mathematics education in the 18th century
Kruger, J.H.J.
2014-01-01
In the Dutch Republic in the 18th century mathematics was considered very important for many professions. However there were hardly any national or regional educational institutes which provided mathematics education. Three orphanages in different towns received a large inheritance under condition
Amidst Multiple Theories of Learning in Mathematics Education
Simon, Martin A.
2009-01-01
Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…
Mathematics education as a network of social practices
DEFF Research Database (Denmark)
Valero, Paola
2010-01-01
Based on an analysis of mathematics education research as an academic field and on current social, political and economic transformations in many European countries, I would argue for the need to rethink and enlarge definitions and views of mathematics education as a scientific field of study in ...
Critical analysis of the policy practice of mathematics education in ...
African Journals Online (AJOL)
Ensuring a smooth mathematics education programme requires the formulation and implementation of appropriate instructional policies. This study is a survey of some practices of the instructional policies and their influence on mathematics education. Completed Basic School Annual Census (CBSAC) forms and ...
Research Commentary: The Promise of Qualitative Metasynthesis for Mathematics Education
Thunder, Kateri; Berry, Robert Q., III.
2016-01-01
Mathematics education has benefited from qualitative methodological approaches over the past 40 years across diverse topics. Although the number, type, and quality of qualitative research studies in mathematics education has changed, little is known about how a collective body of qualitative research findings contributes to our understanding of a…
Mathematics Capital in the Educational Field: Bourdieu and Beyond
Williams, Julian; Choudry, Sophina
2016-01-01
Mathematics education needs a better appreciation of the dominant power structures in the educational field: Bourdieu's theory of capital provides a good starting point. We argue from Bourdieu's perspective that school mathematics provides capital that is finely tuned to generationally reproduce the social structures that serve to keep the…
Mathematics Education as a Practice: A Theoretical Position
Grootenboer, Peter; Edwards-Groves, Christine
2013-01-01
In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the "sayings," "doings," and "relatings" inherent in the teaching and learning practices of mathematics education. This theorising is…
Directory of Open Access Journals (Sweden)
Shintia Revina
2018-02-01
Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.
Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education
Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena
2017-05-01
Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.
A Dubious Distinction? The BA versus the BS in Psychology
Pfund, Rory A.; Norcross, John C.; Hailstorks, Robin; Aiken, Leona S.; Stamm, Karen E.; Christidis, Peggy
2016-01-01
Previous studies have documented small differences between the bachelor of arts (BA) and the bachelor of science (BS) psychology degrees in their general education core requirements, particularly mathematics and science courses. But are there differences between the BA and BS degrees within the psychology curriculum? Using data from the…
University Mathematics Education, Competencies and the Fighting of Syllabusitis
DEFF Research Database (Denmark)
Højgaard, Tomas
2016-01-01
Syllabusitis is a name for a disease that consists of identifying the mastering of a subject with proficiency related to a syllabus. In this paper I argue that using a set of mathematical competencies as the hub of mathematics education can be a means to fight syllabusitis. The introduction and t...... proven to be a crucial element when attempting to put the competency idea into educational practice, and exemplify how that can be done when it comes to mathematics education at university level.......Syllabusitis is a name for a disease that consists of identifying the mastering of a subject with proficiency related to a syllabus. In this paper I argue that using a set of mathematical competencies as the hub of mathematics education can be a means to fight syllabusitis. The introduction...
Creating opportunities to learn in mathematics education: a sociocultural perspective
Goos, Merrilyn
2014-09-01
The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.
Fischer, Roland
1992-01-01
Discusses the impact that the relationship between people and mathematics could have on the development of pure and applied mathematics. Argues for (1) a growing interest in philosophy, history and sociology of science; (2) new models in educational and psychological research; and (3) a growing awareness of the human factor in technology,…
Rasiman
2015-01-01
This research aims to determine the leveling of critical thinking abilities of students of mathematics education in mathematical problem solving. It includes qualitative-explorative study that was conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The…
Fauzan, Ahmad; Slettenhaar, Dick; Plomp, T.
2002-01-01
This paper presents a case study about employing Realistic Mathematics Education (RME)-approach to teach mathematics in Indonesian primary schools. Many obstacles, such as the very dependent attitude of the pupils, the pupils who were not used to working in groups, lack of reasoning capability and
Dalla Vecchia, Rodrigo
2015-01-01
This study discusses aspects of the association between Mathematical Modeling (MM) and Big Data in the scope of mathematical education. We present an example of an activity to discuss two ontological factors that involve MM. The first is linked to the modeling stages. The second involves the idea of pedagogical objectives. The main findings…
Restructuring STM (Science, Technology, and Mathematics) Education for Entrepreneurship
Ezeudu, F. O.; Ofoegbu, T. O.; Anyaegbunnam, N. J.
2013-01-01
This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their…
Multilingualism in indigenous mathematics education: an epistemic matter
Parra, Aldo; Trinick, Tony
2017-12-01
An investigation into an aspect of indigenous education provides the opportunity to forefront an epistemological discussion about mathematical knowledge. This paper analyses indigenous peoples' educational experiences in Colombia and Aotearoa/New Zealand of mathematics education, focusing on, among other things, sociolinguistic issues such as language planning. In these experiences, researchers, teachers and local communities, working together, elaborated their respective languages to create a corpus of lexicon that has enabled the teaching of Western mathematics. An analysis using decolonial theory is made, showing how this corpus development works to enable the teaching of [Western] mathematics resulted in investigations into culture, language and mathematics that revealed an interplay among knowledge and power. Such analysis raises issues about the epistemology of mathematics and the politics of knowledge, analogous with current discussions on multilingualism in mathematics education and in ethnomathematics. The paper concludes that mathematics educators can explore and take advantage of the sociolinguistic and epistemological issues that arise when an indigenous language is elaborated in a short period of time in comparison to other languages which have been developed incrementally over hundreds of years and thus much more difficult to critique.
'Whys' and 'Hows' of using philosophy in mathematics education
DEFF Research Database (Denmark)
Jankvist, Uffe Thomas; Iversen, Steffen Møllegaard
2014-01-01
The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories...... of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination...... approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones....
How anthropology can contribute to mathematics education
Directory of Open Access Journals (Sweden)
Karen François
2013-03-01
Full Text Available This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996 and on the work of Vithal & Skovsmose (1997.The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner. Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010 has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children.In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.
How anthropology can contribute to mathematics education
Directory of Open Access Journals (Sweden)
Karen François
2013-01-01
Full Text Available This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996 and on the work of Vithal & Skovsmose (1997. The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner. Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010 has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.
Videogames as an incipient research object inMathematics Education
Albarracín, Lluís; Hernández-Sabaté, Aura; Gorgorió, Núria
2017-01-01
[EN] This article presents a review of research made in the eld of mathematics education onthe use of video games in the classroom. These investigations have focused on four areas:impact in academic performance focused on mathematical contents, speci c mathematicalcontents learning, videogame design elements for mathematical learning and relation bet-ween videogames and problem solving. Finally, we propose two research new approachesthat have not been explored so far, like ...
Regaining the Edge in Urban Education: Mathematics and Sciences.
Gallon, Dennis P., Ed.
In order to remain competitive in the world economy, the United States must develop and improve mathematics and science education. Given that the future workforce in this country will be comprised largely of women and minorities, groups traditionally not entering mathematics and science careers, special recruitment and retention efforts must be…
"Whys" and "Hows" of Using Philosophy in Mathematics Education
Jankvist, Uffe Thomas; Iversen, Steffen Møllegaard
2014-01-01
The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so-the so-called "whys" and "hows". More precisely, the "whys" are divided into the two categories of "philosophy as…
Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education
Björklund, Camilla; Barendregt, Wolmet
2016-01-01
Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…
Shortage of Mathematics Teachers in Thai Basic Education Level
Puncreobutr, Vichian; Rattanatumma, Tawachai
2016-01-01
The objective of this study was to identify the reasons for shortage of Mathematics teachers at Thai Basic Education level. This research is both quantitative and qualitative in nature. For the purpose of study, survey was conducted with senior high school students, in order to find out their willingness to pursue mathematics in Bachelor of…
Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers
Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.
2014-01-01
The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…
Teachers' Attitudes towards Mathematics in Early Childhood Education
Thiel, Oliver
2010-01-01
In Germany during the past few years the nursery school (for ages three-six) is increasingly regarded as an educational institution rather than a childcare centre. This is reflected in the increasing number of curricula for young children, which include mathematics as a domain of learning skills. In the past mathematics has not been part of the…
How to Introduce Mathematic Modeling in Industrial Design Education
Langereis, G.R.; Hu, J.; Feijs, L.M.G.; Stillmann, G.A.; Kaiser, G.; Blum, W.B.; Brown, J.P.
2013-01-01
With competency based learning in a project driven environment, we are facing a different perspective of how students perceive mathematical modelling. In this chapter, a model is proposed where conventional education is seen as a process from mathematics to design, while competency driven approaches
Victorian Certificate of Education: Mathematics, Science and Gender
Cox, Peter J.; Leder, Gilah C.; Forgasz, Helen J.
2004-01-01
Gender differences in participation and performance at "high stakes" examinations have received much public attention, which has often focused on mathematics and science subjects. This paper describes the innovative forms of assessment introduced into mathematics and science subjects within the Victorian Certificate of Education (VCE)…
Mathematics Teacher Educators' Perceptions and Use of Cognitive Research
Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca
2013-01-01
Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…
In Defense of Mathematics and Its Place in Anarchist Education
Wolfmeyer, Mark
2012-01-01
This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics' status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can…
Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses
Hemmi, Kirsti; Ryve, Andreas
2015-01-01
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences. ... The level of detail varies; some disciplines produce manuscripts that comprise discrete .... Duplicate publication, sometimes called self-plagiarism, occurs when an author ...
Students with ‘Special Rights' for mathematics education
DEFF Research Database (Denmark)
Lindenskov, Lena; Gervasoni, Ann
2011-01-01
The issues of equity and quality have been central to international debates on mathematics in research, policy, curriculum and teaching. This book covers a wide variety of topics in the research and practice of mathematics education, demonstrating how equity and quality are inherently political...... equity and quality within various educational contexts and with a variety of marginalized populations. Written by teachers, researchers and academics from all over the world, this book represents a powerful response to the international call for quality education of all students in mathematics around...... terms whose political bedrock is obscured by them being taken for granted. Mapping Equity and Quality in Mathematics Education is broken into four parts. Section 1 addresses the constructs of equity and quality from a variety of theoretical perspectives and outlines new directions to approach...
Videogames as an incipient research object inMathematics Education
Directory of Open Access Journals (Sweden)
Lluís Albarracín
2017-01-01
Full Text Available This article presents a review of research made in the field of mathematics education on the use of video games in the classroom. These investigations have focused on four areas: impact in academic performance focused on mathematical contents, specific mathematical contents learning, videogame design elements for mathematical learning and relation bet-ween videogames and problem solving. Finally, we propose two research new approaches that have not been explored so far, like the use of commercial videogames for mathematical activities or the use of simulation games as environment to promote mathematical modeling.
New directions for situated cognition in mathematics education
Winbourne, Peter; Winbourne, Peter
2008-01-01
This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research. It is appropriate to review the field now and collect a range of papers which all relate to situated cognition and show how its application to mathematics education has matured and become usefully embedded in our approach to central issues about learning mathematics.
An Objectivist Critique of Relativism in Mathematics Education
Rowlands, Stuart; Graham, Ted; Berry, John
Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics.
Mathematics Education in Singapore – An Insider’s Perspective
Directory of Open Access Journals (Sweden)
Berinderjeet Kaur
2014-07-01
Full Text Available Singapore’s Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore during the same period. The curriculum, teachers, leaners and the learning environment may be said to contribute towards Singapore’s performance in international benchmark studies such as TIMSS and PISA.
Directory of Open Access Journals (Sweden)
Aurel Pera
2015-10-01
Full Text Available This study is part of a broader research which will be found in future work, Psychology and epistemology of mathematical creation, complementary work of experimental research psychology mathematics, whose investigative approach, promoting the combination type cross section paradigms and quantitative methods and qualitative and comparative method and the analytic-synthetic, based on the following idea: to make learning as efficient, contents and methods must be appropriate to the individual particularities of the pupils, a measure of the balance between converging and diverging dosing tasks as a promising opening to the transition from education proficiency in math performance. At this juncture, mathematical existence as ontological approach against the background of a history of "abstraction" mathematical and theoretical observations on the abstraction, realization and other mathematical thought processes, explanatory approach fulfills the context in which s mathematics constituted an important factor in psychological and methodological perspective, in a context of maximizing the educational effectiveness that depends on the quality of the methods used in teaching, focused on knowledge of the general principles of psycho-didactics not only mathematical and mental organization individual student or knowledge of the factors that make possible psycho-educational learning process.
Pursuing excellence in mathematics education essays in honor of Jeremy Kilpatrick
Silver, Edward
2014-01-01
Chapters in this book recognize the more than forty years of sustained and distinguished lifetime achievement in mathematics education research and development of Jeremy Kilpatrick. Including contributions from a variety of skilled mathematics educators, this text honors Jeremy Kilpatrick, reflecting on his groundbreaking papers, book chapters, and books - many of which are now standard references in the literature - on mathematical problem solving, the history of mathematics education, mathematical ability and proficiency, curriculum change and its history, global perspectives on mathematics education, and mathematics assessment. Many chapters also offer substantial contributions of their own on important themes, including mathematical problem solving, mathematics curriculum, the role of theory in mathematics education, the democratization of mathematics, and international perspectives on the professional field of mathematics education..
ICT Integration Level of Mathematics Tutors of Colleges of Education ...
African Journals Online (AJOL)
ICT Integration Level of Mathematics Tutors of Colleges of Education in Ghana. ... International Journal of Pedagogy, Policy and ICT in Education ... The study used a developmental research design which is a disciplined inquiry conducted in the context of the development of a product or programme for the purpose of ...
Study on the Efficiency of Mathematics Distance Education
Directory of Open Access Journals (Sweden)
Abdollah Safavi
2013-07-01
Full Text Available In view of scientific and technological advancements, enthusiasm and need of the people for learning and the phenomenon of urban sprawl in many countries, especially advanced and industrial countries, distance education system has been used for many years as a method of teaching people in different locations and in different times without the student's needing to attend a class. Since it has been only a few years that this type of education has been used in the education system of the vast country of Iran and in view of special structure of mathematics and the importance and sensitiveness of its education, the present study was made to assess the success of students in this system of mathematics education. The statistical population of this research consists of 95 boy students from high schools of Tehran who were chosen by quasi-cluster method. 35 students in distance education system were chosen as experiment group and 60 students in traditional education system were chosen as control group. Using quasi-standard harmonious mathematics test and according to the results of descriptive statistics, Levene tests and independent samples test, this method of mathematics education was not found efficient for high school students of Tehran.
Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research
Stoilescu, Dorian
2016-01-01
This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism, situated cognition, critical theory, place-based learning, postmodernism and poststructuralism and their significant aspects in…
Prevalence of Mixed Methods Research in Mathematics Education
Ross, Amanda A.; Onwuegbuzie, Anthony J.
2012-01-01
In wake of federal legislation such as the No Child Left Behind Act of 2001 that have called for "scientifically based research in education," this study examined the possible trends in mixed methods research articles published in 2 peer-reviewed mathematics education journals (n = 87) from 2002 to 2006. The study also illustrates how…
An Alternative to Piagetian Psychology for Science and Mathematics Education
Novak, Joseph D.
1978-01-01
Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)
Mathematics education and the information society
Gravemeijer, K.P.E.; Damlamian, A.; Rodigues, J.F.; Sträßer, R.
2013-01-01
Starting point for this chapter is that societal changes ask for adaptations of a foundational mathematics curriculum for all. This chapter especially looks at the effects of information technology and globalization on the job market and employability with an eye on its consequences for the goals of
Connective Intelligence for Childhood Mathematics Education
Novo, María-Luisa; Alsina, Ángel; Marbán, José-María; Berciano, Ainhoa
2017-01-01
The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a…
Research on Team-teaching in Mathematics Education
重松, 敬一; 井戸野, 佐知子; 勝美, 芳雄
1995-01-01
Recently, there are many classes in which at least two teachers teach mathematics in elementary and lower secondary schools. We call that kind of teaching team-teaching. In some countries, it is called co-operative teaching. In this paper, we investigate the concept of team-teaching in mathematics education implementing a questionnaire, interviews or observing classroom lessons. Today, team-teaching has been administratively systematized. For example, additive teachers are sent to local schoo...
Epistemological bases OF THE RELATIONSHIP between culture and mathematics education
Directory of Open Access Journals (Sweden)
Neivaldo Oliveira Silva
2011-06-01
Full Text Available Our main intention with this theoretical construct is to understand the mathematics education embedded in the social context to which it belongs and where different groups are present with their beliefs, knowledge, practices that, in turn, are the result of a historical process, in which changes occur and affect most of the different fields ofIcnowledge.In the theoretical construction, we start from a more general picture of the world and society, focusing on the historical and social changes and, at the same time, in changes in the scope of mathematical knowledge. We do this through a historical analysis and, along the way, we seek to understand culture, Mathematics and Mathematics Education, as fields or dimensions present in this broader context of historical changes, and seek to establish relationships between thesefields or areas of knowledge, in the context of their productions. ln seeking to understand "culture", we try not to lose sight of the social dynamics that are established in the contacts between different groups, each with characteristics that involve traditions, artistic manifestations, culinary language, but surrounded by a society that results from a globalization process getting stronger. It is in this broader context that we seek to understand mathematics, as a field of knowledge, making an analysis that goes from its origin as well as its implications with reality and society, so that to the end, we present and discuss the Ethnomathematics as a possible alternative to do or to understand the articulation pointed out. Finally, we extend the discussion to understand the mathematics education, in view of its social integration, and the socialization perspective of the mathematical knowledge. We realized that mathematics education, seen as a field of knowledge and considering the need for socialization of this knowledge, is also the result of practices developed and a comprehensive process of change that has been occurring in
International Conference on Research and Education in Mathematics
Srivastava, Hari; Mursaleen, M; Majid, Zanariah
2016-01-01
This book features selected papers from The Seventh International Conference on Research and Education in Mathematics that was held in Kuala Lumpur, Malaysia from 25 - 27th August 2015. With chapters devoted to the most recent discoveries in mathematics and statistics and serve as a platform for knowledge and information exchange between experts from academic and industrial sectors, it covers a wide range of topics, including numerical analysis, fluid mechanics, operation research, optimization, statistics and game theory. It is a valuable resource for pure and applied mathematicians, statisticians, engineers and scientists, and provides an excellent overview of the latest research in mathematical sciences.
Heuristic and algorithmic processing in English, mathematics, and science education.
Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane
2008-01-01
Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.
Students with ‘Special Rights' for mathematics education
DEFF Research Database (Denmark)
Lindenskov, Lena; Gervasoni, Ann
2011-01-01
insights and implications from research on the special needs of different "equity groups," illuminating the way in which a "one-size-fits-all" approach tends to limit quality education to only dominant groups. And Section 4 contains lessons learned by researchers and practitioners who attempted to manage......The issues of equity and quality have been central to international debates on mathematics in research, policy, curriculum and teaching. This book covers a wide variety of topics in the research and practice of mathematics education, demonstrating how equity and quality are inherently political...... terms whose political bedrock is obscured by them being taken for granted. Mapping Equity and Quality in Mathematics Education is broken into four parts. Section 1 addresses the constructs of equity and quality from a variety of theoretical perspectives and outlines new directions to approach...
Directory of Open Access Journals (Sweden)
Adeneye Olarewaju Awofala
2018-04-01
Full Text Available The study investigated educational values of mathematics in relation to gender and attitudes toward mathematics among 480 Nigerian preservice mathematics teachers from four universities in Southwest, Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of frequency, percentage, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson moment correlation, and multiple regression analysis. Findings revealed that preservice mathematics teachers showed high level of educational value of mathematics. There were significant possible correlations among preservice mathematics teachers’ practical value, aesthetic value, cultural value, social value, moral value, disciplinary value, recreational value, and attitudes toward mathematics. While gender differences in some dimensions of educational value of mathematics (practical value, disciplinary value, social value, and cultural value are no longer important and are declining there are subtle gender differences in attitudes toward mathematics and educational values of mathematics in this study. In addition, 73.7% of the variance in preservice teachers’ attitudes toward mathematics was accounted for by the eight predictor variables (gender, practical or utilitarian value, disciplinary value, cultural value, social value, moral value, aesthetic value and recreational value taken together. Based on this baseline study, it was thus, recommended that future studies in Nigeria should investigate the educational value of mathematics of in-service teachers with varied ethnicity and socio-economic background so as to generalise the results of this study.
Problem Posing with Realistic Mathematics Education Approach in Geometry Learning
Mahendra, R.; Slamet, I.; Budiyono
2017-09-01
One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.
Fried, Michael N.
2009-01-01
The first goal of this article to show the profound difference between how equality and similarity are understood in Greek geometry and how they are presented in modern mathematics classes. It highlights that the formula "equal-and-similar" reflects the distinct character of "equal" and "similar" as signs in Greek…
Krummheuer, Götz; Leuzinger-Bohleber, Marianne; Müller-Kirchof, Marion; Münz, Melanie; Vogel, Rose
2013-01-01
First results of the project "Mathematical Creativity of Children at Risk" (MaKreKi) will be presented. The project is conducted in the interdisciplinary research center "Individual Development and Adaptive Education of Children at Risk" (IDeA [http://www.idea-frankfurt.eu; accessed 7 June 2013]). Combining a…
Implementing a 'European' appoach to mathematics education in Indonesia through teacher education
Zulkardi, Z.; Nieveen, N.M.; van den Akker, Jan; de Lange, Jan
2002-01-01
This paper reports on the results of a four-year study called CASCADE-IMEI that is a learning environment (LE) in the form of a face-to-face course and a web site (www.clix.to/zulkardi ) which aims to introduce Realistic Mathematics Education (RME), Dutch approach to mathematics education, as an
Using multimedia cases for educating the primary school mathematics teacher educator: a design study
Dolk, M.L.A.M.; Hertog, den J.B.; Gravemeijer, K.P.E.
2002-01-01
The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to
EDUCATION AND NATIONAL SECURITY: SYSTEM DEFICIENCIES OF MATHEMATICAL EDUCATION IN RUSSIA AND THE USA
Directory of Open Access Journals (Sweden)
M. A. Choshanov
2013-01-01
Full Text Available The paper looks at the mathematical education in Russian schools regarded not long ago as fundamental and based on developing students' mental abilities. However, the analysis of the Trends in International Mathematics and Science Study (TIMSS 2011 demonstrates the non-consistent results in mathematical achievements of young Russians over the last fifteen years referring to the decreasing rate of successfully solved high level problems. The author disapproves of mechanical duplication of any foreign experience contradicting the Russian realities. Meanwhile, a lot of people in the USA and elsewhere abroad realize that national security is closely related to the human capital, which directly depends on education. The publication considers the limitations of mathematical education both in Russia and the USA from the national security stand point.The author gives the comparative analysis of the system errors in mathematical education of the USA, and singles out the ones to be avoided: the residual investment into the human capital, rising gap between the school mathematics and mathematical science, degrading fundamentality of mathematical education, test drills instead of in-depth training, non-consistency of school reorganization, reduced academic hours, etc. In the author’s opinion, the negative foreign experience should be considered in order to meet the time requirements and preserve a unique Russian brand of the high quality mathematical education.
Adaptation of mathematical educational content in e-learning resources
Directory of Open Access Journals (Sweden)
Yuliya V. Vainshtein
2017-01-01
Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive
Development of Mathematics Competences in Higher Education Institutions
Directory of Open Access Journals (Sweden)
Anda Zeidmane
2013-03-01
Full Text Available The changes in society require revision of the content of higher education. Mathematics as a classical subject has played an important part in higher education until now, especially in engineering education. The introduction of mathematics IT programmes (MathCad, MathLab, Matematica, Maple… in labour market caused the reduction of the practical application of the classical mathematics, therefore it is important to draw attention to the development of mathematical competences. The theoretical part of the paper deals with the notion of competence, its aspects and types, considers the question of the essence of mathematics, examines general competences driven teaching of mathematics, describes organisational model underlying the curriculum in mathematics that is based on the division of the content of mathematics into levels. The paper describes the main issues of the development of teaching of mathematics discussed by European mathematicians (SEFI Math Working Group. The paper presents the results of the ERDF project “Cross-border network for adapting mathematical competences in the socio-economic development (MatNet”, which
Making Unseen Privilege Visible in Mathematics Education Research
Bartell, Tonya Gau; Johnson, Kate R.
2013-01-01
In this essay, the authors begin to "unpack the invisible knapsack" of mathematics education research privilege. They present short statements representing the multiplicity of their respective identities; acknowledging that efforts to understand privilege and oppression are often supported and constrained by identities. The authors then…
The Rationality Debate: Application of Cognitive Psychology to Mathematics Education
Leron, Uri; Hazzan, Orit
2006-01-01
Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…
Positioning in Mathematics Education: Revelations on an Imported Theory
Herbel-Eisenmann, Beth A.; Wagner, David; Johnson, Kate R.; Suh, Heejoo; Figueras, Hanna
2015-01-01
We develop theory within the field of mathematics education based on analysis of an imported theory--positioning theory--and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms "positioning" and "storyline." We offer Lemke's idea of timescales…
Generations of Research on New Technologies in Mathematics Education
Sinclair, Nathalie
2014-01-01
This article traces some of the influential ideas and motivations that have shaped a large part of the research on the use of new technologies in mathematics education over the past 40 years. Particular attention is focused on Papert's legacy, Celia's Hoyles' transformation of it, and how both relate to the current research landscape that features…
Trajectories of Mathematics and Technology Education Pointing to Engineering Design
Daugherty, Jenny L.; Reese, George C.; Merrill, Chris
2010-01-01
A brief examination and comparison of mathematics and technology education provides the background for a discussion of integration. In particular, members of each field have responded to the increasing pressures to better prepare students for the technologically rich, globally competitive future. Approaches based within each discipline are varied…
The Professional Identity of Mathematics Teachers in Further Education
Dalby, Diane
2017-01-01
Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…
Observations on Citation Practices in Mathematics Education Research. Research Commentary
Leatham, Keith R.
2015-01-01
The author argues that the field of mathematics education as a whole can and should improve its citation practices. He discusses 4 forms of citation practice and considers how they vary with respect to transparency of voice. He also discusses several ways that citation practices may misrepresent cited authors' ideas. He concludes with suggestions…
Cooperative learning and Mathematics Education: A happy Marriage?
Terwel, J.; Stéphan Vincent-Lancrin, S.; Kiira Kärkkäinen, K.; Francesco Avvisati, F.
2011-01-01
One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a
Mathematical analysis of education tax in Nigerian private schools ...
African Journals Online (AJOL)
To overcome inadequate funding of public schools, the introduction of education tax has been suggested in literature. This paper analysed the effects of such tax on private schools using mathematical models, and highlighted the ways for achieving the smooth functioning of the system. Three case senerios were studied: ...
Inferentialism in mathematics education : introduction to a special issue
Bakker, Arthur; Hußmann, Stephan
2017-01-01
Inferentialism, as developed by the philosopher Robert Brandom (1994, 2000), is a theory of meaning. The theory has wide-ranging implications in various fields but this special issue concentrates on the use and content of concepts. The key idea, relevant to mathematics education research, is that
Computers in Science and Mathematics Education in the ASEAN Region.
Talisayon, Vivien M.
1989-01-01
Compares policies and programs on computers in science and mathematics education in the six ASEAN countries: Brunei, Indonesia; Malaysia, Philippines, Singapore, and Thailand. Limits discussion to the computer as a teaching aid and object of study, attendant problems, and regional cooperation. (MVL)
Digital Curriculum Resources in Mathematics Education: Foundations for Change
Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie
2017-01-01
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review…
Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review
Bakker, Arthur; Smit, Jantien; Wegerif, Rupert
2015-01-01
This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview…
Collaborative and Cooperative Learning in Malaysian Mathematics Education
Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd
2012-01-01
Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…
Electrooculography: Connecting Mind, Brain, and Behavior in Mathematics Education Research
Shipulina, Olga V.; Campbell, Stephen R.; Cimen, Arda O.
2009-01-01
This paper reports on the potential roles and importance of electrooculography (EOG) for mathematics educational neuroscience research. EOG enables accurate measurements of eye-related behavior (i.e., blinks & movements) by recording changes in voltage potentials generated by eye-related behavior. We identify and discuss three main uses of EOG.…
Theoretical Framework of Researcher Knowledge Development in Mathematics Education
Kontorovich, Igor'
2016-01-01
The goal of this paper is to present a framework of researcher knowledge development in conducting a study in mathematics education. The key components of the framework are: knowledge germane to conducting a particular study, processes of knowledge accumulation, and catalyzing filters that influence a researcher's decision making. The components…
Wittrock's Influence on Mathematics Education: Some Personal Comments
Romberg, Thomas A.
2010-01-01
Merlin C. Wittrock was a friend and colleague who influenced me and many other contemporary mathematics educators on how students learn. In this article I summarize my interactions with Merl beginning in 1965, and how over the following half-century he influenced my thinking on student learning for understanding and, in turn, on how to design…
An analytical framework for mathematics teacher education from a ...
African Journals Online (AJOL)
Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake a retrospective, reflexive analysis of my praxis as ...
Place Matters: Mathematics Education Reform in Urban Schools
Rousseau Anderson, Celia
2014-01-01
While mathematics education research has often focused at the level of the classroom (Rousseau Anderson & Tate, 2008), there are emerging calls for attention to shift from individual classrooms to consider the process of reform at the school or district level. Investigating the role of the institution and conditions of the organization becomes…
Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education
Dogan, Mustafa
2012-01-01
The use of computers and technology in mathematics education affects students' learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers' views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two…
Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.
2014-01-01
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that…
Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers
Sagirli, Meryem Özturan
2014-01-01
This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…
ABOUT THREE PROCESSES IN MATHEMATICS EDUCATION FOR SOLIDARITY ECONOMY ENTERPRISES
Directory of Open Access Journals (Sweden)
Renata Cristina Geromel Meneghetti
2013-07-01
Full Text Available This paper focuses on Mathematics Education in the context of Solidarity Economy and aims to approach our performance, aiming to answer demands of Mathematics Education of the three Solidarity Economy Enterprises (SEE: a cooperative cleaning, of a women carpenter’s group and a group manufacturing homemade soap. Based on the Ethnomathematics, a pedagogical intervention with these SEE was performed, in which we seek to work the Mathematics within the cultural context of these enterprises through problem situations related to their daily work. The research followed a qualitative research through action research. As a result we found that the approach applied has contributed to changes some attitudes, it was favorable to the learning of concepts and also the socioeconomic reintegration, in the direction of a posture more critical and emancipatory. The interventions were inserted in the Non Formal Education, and we point out that realize this type of education can indeed contribute to the ideals of Education in the Solidarity Economy as a way include those who have been socially excluded by formal education provided at school.
Abakpa , Benjamin ,; Abah , Joshua ,; Okoh Agbo-Egwu , Abel
2018-01-01
International audience; This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students' distinctive appetite for consuming science-related media for...
Luitel, Bal Chandra
2013-01-01
The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of…
Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.
2016-01-01
Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…
Schindler, Maike; Mackrell, Kate; Pratt, Dave; Bakker, A.
2017-01-01
Schindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In G. Kaiser (Ed.). Proceedings of the 13th International Congress on Mathematical Education, ICME-13
The early mathematical education of Ada Lovelace
Hollings, C; Martin, UM; Rice, A
2017-01-01
Ada, Countess of Lovelace, is remembered for a paper published in 1843, which translated and considerably extended an article about the unbuilt Analytical Engine, a general-purpose computer designed by the mathematician and inventor Charles Babbage. Her substantial appendices, nearly twice the length of the original work, contain an account of the principles of the machine, along with a table often described as “the first computer program”. In this paper we look at Lovelace’s education before...
Teaching mathematics remotely: changed practices in distance education
Lowrie, Tom; Jorgensen, Robyn
2012-09-01
This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu's work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu's notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.
Directory of Open Access Journals (Sweden)
Trude Nilsen
2013-10-01
Full Text Available As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal on the application of mathematics in physics education compared with the research related to the conceptual knowledge of physics. In order to clarify the nature of mathematics in physics education, we developed a theoretical framework for mathematical competencies pertinent to various physics tasks based on theoretical frameworks from mathematics and physics education. We used this synthesis of frameworks as a basis to create a model for physics competence. The framework also served as a tool for analyzing and categorizing trend items from the international large-scale survey, TIMSS Advanced 1995 and 2008. TIMSS Advanced assessed students in upper secondary school with special preparation in advanced physics and mathematics. We then investigated the changes in achievements on these categorized items across time for nations who participated in both surveys. The results from our analysis indicate that students whose overall physics achievement declined struggled the most with items requiring mathematics, especially items requiring them to handle symbols, such as manipulating equations. This finding suggests the importance of collaboration between mathematics and physics education as well as the importance of traditional algebra for physics education.
Graph comprehension in science and mathematics education: Objects and categories
DEFF Research Database (Denmark)
Voetmann Christiansen, Frederik; May, Michael
types of registers. In the second part of the paper, we consider how diagrams in science are often composites of iconic and indexical elements, and how this fact may lead to confusion for students. In the discussion the utility of the Peircian semiotic framework for educational studies......, the typological mistake of considering graphs as images is discussed related to litterature, and two examples from engineering education are given. The educational implications for science and engineering are discussed, with emphasis on the need for students to work explicitly with conversions between different...... of representational forms in science is discussed, and how the objects of mathematics and science relate to their semiotic representations....
Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding
Bullock, Erika C.
2018-01-01
In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by…
Mathematics Education Research in South Africa 2007-2015: Review and Reflection
Adler, Jill; Alshwaikh, Jehad; Essack, Regina; Gcsamba, Lizeka
2017-01-01
This article reports a review of research in mathematics education in South Africa published in local and international journals in the period 2007-2015. The purpose of the review was to describe the landscape of mathematics education research in the country over the past (almost) decade. Findings indicate that the mathematics education research…
Discourses of power in mathematics education research: Concepts and possibilities for action
DEFF Research Database (Denmark)
Valero, Paola
2008-01-01
Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is...
Kollosche, David
2016-01-01
Socio-political studies in mathematics education often touch complex fields of interaction between education, mathematics and the political. In this paper I present a Foucault-based framework for socio-political studies in mathematics education which may guide research in that area. In order to show the potential of such a framework, I discuss the…
Singer, Florence Mihaela; Sheffield, Linda Jensen; Leikin, Roza
2017-01-01
Creativity and giftedness in mathematics education research are topics of an increased interest in the education community during recent years. This introductory paper to the special issue on Mathematical Creativity and Giftedness in Mathematics Education has a twofold purpose: to offer a brief historical perspective on the study of creativity and…
Integrating HIV & AIDS education in pre-service mathematics education for social justice
Directory of Open Access Journals (Sweden)
Linda van Laren
2011-01-01
Full Text Available Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.
Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher
Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao
2015-01-01
This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…
Implications for Science and Mathematics Education of Current Philosophies of Education.
Hopkins, Richard L.
1981-01-01
Differing philosophies of education associated with John Dewey, Robert Maynard Hutchins, Jerome Bruner, and A. S. Neill are outlined. Implications of each philosophy for mathematics and science teaching are suggested. (MP)
Papadakis, Stamatis; Kalogiannakis, Michail; Zaranis, Nicholas
2016-01-01
The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the ...
Impact and productivity of Latin American publications about mathematics education
Directory of Open Access Journals (Sweden)
Aida Maria Torres-Alfonso
2015-04-01
Full Text Available More than a century room recently they have been carrying out, frequently annual Educational Mathematics Latin American Meetings (RELME and the works presented in the event, after a revision for even of experts, the ALME is published (Latin American Mathematics Education Act. We present a qualitative analysis of the impact of publications recorded in ALME in the period between 2000 and 2009. They use scientific production indicators, indicators of impact or influence: who provided the scientific community use made of these results based on the count of citations received by papers published in ALME in the publication itself, supplemented by an analysis of citations according to Google Scholar and collaboration indicators that showed the type of existing collaboration in the scientific community.
Networking of theories as a research practice in mathematics education
Bikner-Ahsbahs, Angelika
2014-01-01
How can we deal with the diversity of theories in mathematics education This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of netw...
STEM Education and Leadership: A Mathematics and Science Partnership Approach
Twyford, John; Järvinen, Esa-Matti
2010-01-01
The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States’ performance in the STEM disciplines have placed our nation in grave risk of relinquishing its competitive edge in the marketplace (e.g., Rising above the gathering storm, 2007). A Congressional Research Service (2006) report stated that...
Digital curriculum resources in mathematics education: foundations for change
Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.
2017-01-01
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studi...
A protocol for analysing mathematics teacher educators' practices
Kuzle , Ana; Biehler , Rolf
2015-01-01
International audience; Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of ...
Proposal of a pedagogical model for mathematics teacher education
Directory of Open Access Journals (Sweden)
Alfonso Jiménez Espinosa
2011-01-01
Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.
Mathematics and Astronomy: Inquire Based Scientific Education at School
de Castro, Ana I. Gómez
2010-10-01
Mathematics is the language of science however, in secondary and high school education students are not made aware of the strong implications behind this statement. This is partially caused because mathematical training and the modelling of nature are not taught together. Astronomy provides firm scientific grounds for this joint training; the mathematics needed is simple, the data can be acquired with simple instrumentation in any place on the planet and the physics is rich with a broad range of levels. In addition, astronomy and space exploration are extremely appealing to young (14-17 years old) students helping to motivate them to study science doing science, i.e. to introduce Inquiry Based Scientific Education (IBSE). Since 1997 a global consortium is being developed to introduce IBSE techniques in secondary/high school education on a global scale: the Global Hands-On Universe association (www.globalhou.org) making use of the astronomical universe as a training lab. This contribution is a brief update on the current activities of the HOU consortium. Relevant URLS: www.globalhou.org, www.euhou.net, www.houspain.com.
Governing the Modern, Neoliberal Child through ICT Research in Mathematics Education
DEFF Research Database (Denmark)
Valero, Paola; Knijnik, Gelsa
2015-01-01
Research on the pedagogical uses of ICT for the learning of mathematics formulates cultural thesis about the desired subject of education and society, and thereby contribute to fabricate the rational, Modern, self-regulated, entrepreneurial neoliberal child. Using the Foucauldian notion...... of governmentality, the section Technology in the mathematics curriculum in the Third International Mathematics Education Research Handbook is discursively analyzed. We problematize how mathematics education research on ICT devices pedagogical technologies that steer the conduct of children to become the desired...
Serin, Mehmet Koray; Incikabi, Semahat
2017-01-01
Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…
Felix Klein and the NCTM's Standards: A Mathematician Considers Mathematics Education.
McComas, Kim Krusen
2000-01-01
Discusses the parallels between Klein's position at the forefront of a movement to reform mathematics education and that of the National Council of Teachers of Mathematics' (NCTM) Standards. Draws a picture of Klein as an important historical figure who saw equal importance in studying pure mathematics, applying mathematics, and teaching…
The Unit of Analysis in Mathematics Education: Bridging the Political-Technical Divide?
Ernest, Paul
2016-01-01
Mathematics education is a complex, multi-disciplinary field of study which treats a wide range of diverse but interrelated areas. These include the nature of mathematics, the learning of mathematics, its teaching, and the social context surrounding both the discipline and applications of mathematics itself, as well as its teaching and learning.…
Bills, Liz; Husbands, Chris
2005-01-01
The issue of values has been a longstanding concern of mathematics education research. Attempts have been made to analyze the specifically mathematical values which characterize the practice of mathematics teachers. In this paper we draw on one teacher's articulation of her practice to explore values issues in the teaching of mathematics, drawing…
Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz
2015-01-01
One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…
An, Song A.; Tillman, Daniel A.; Paez, Carlos R.
2015-01-01
This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…
Palinussa, Anderson L.
2013-01-01
This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in…
Calculus Problem Solving Behavior of Mathematic Education Students
Rizal, M.; Mansyur, J.
2017-04-01
The purpose of this study is to obtain a description of the problem-solving behaviour of mathematics education students. The attainment of the purpose consisted of several stages: (1) to gain the subject from the mathematic education of first semester students, each of them who has a high, medium, and low competence of mathematic case. (2) To give two mathematical problems with different characteristics. The first problem (M1), the statement does not lead to a resolution. The second problem (M2), a statement leads to problem-solving. (3) To explore the behaviour of problem-solving based on the step of Polya (Rizal, 2011) by way of thinking aloud and in-depth interviews. The obtained data are analysed as suggested by Miles and Huberman (1994) but at first, time triangulation is done or data’s credibility by providing equivalent problem contexts and at different times. The results show that the behavioral problem solvers (mathematic education students) who are capable of high mathematic competency (ST). In understanding M1, ST is more likely to pay attention to an image first, read the texts piecemeal and repeatedly, then as a whole and more focus to the sentences that contain equations, numbers or symbols. As a result, not all information can be received well. When understanding the M2, ST can link the information from a problem that is stored in the working memory to the information on the long-term memory. ST makes planning to the solution of M1 and M2 by using a formula based on similar experiences which have been ever received before. Another case when implementing the troubleshooting plans, ST complete the M1 according to the plan, but not all can be resolved correctly. In contrast to the implementation of the solving plan of M2, ST can solve the problem according to plan quickly and correctly. According to the solving result of M1 and M2, ST conducts by reading the job based on an algorithm and reasonability. Furthermore, when SS and SR understand the
Eustaquio, William Rafael
2015-01-01
As manifested by various studies conducted, the present state of Mathematics education in the teaching-learning process is relatively declining and the existing effort to identify emotional intelligence and mathematics competencies of Mathematics major student-teachers at Higher Education Institutions in Isabela is an attempt to help alleviate the…
Budinski, Natalija; Milinkovic, Dragica
2017-01-01
The availability of technology has a big impact on education, and that is the main reason for discussing the use of technologies in mathematical education in our paper. The availability of technology influences how mathematical contents could be presented to students. We present the benefits of learning mathematical concepts through real life…
Developing a learning environment on realistic mathematics education for Indonesian student teachers
Zulkardi, Z.
2002-01-01
The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated
A Categorization Model for Educational Values of the History of Mathematics: An Empirical Study
Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke
2017-01-01
There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the…
A Review of Literature Published in 1973 on Mathematics Education in the Community Junior College.
Gimmestad, Beverly, Swadener, Marc
Twenty-eight reports, articles, and papers published in 1973 which concern mathematics education in the community junior college are reviewed. Much of this literature was found in "The Two-Year College Mathematics Journal,""The American Mathematical Monthly," or among Educational Resources Information Center (ERIC) reports. The references are…
Stinson, David W.; Walshaw, Margaret
2017-01-01
In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical…
Local Instruction Theories as Means of Support for teachers in Reform Mathematics Education
Gravemeijer, K.P.E.
2004-01-01
This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies
Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice
Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.
2017-01-01
Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…
The Effect of the Success in Teaching Geometry of Basic Level Education Mathematics
Yavuz, Ayse; Aydin, Bünyamin; Avci, Musa
2016-01-01
The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last…
MATHEMATICS COURSES AND NEW EMERGING DESIGN TOOL AN OVERVIEW OF ARCHITECTURAL EDUCATION IN INDONESIA
Directory of Open Access Journals (Sweden)
Aswin Indraprastha
2008-01-01
Full Text Available Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.
Discrete mathematics in deaf education: a survey of teachers' knowledge and use.
Pagliaro, Claudia M; Kritzer, Karen L
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.
Communitarian education and mathematics learning: A way of value diversity
Directory of Open Access Journals (Sweden)
Adamuz-Povedano Natividad
2016-01-01
Full Text Available In our society there is high diversity so we need educational methodologies that promote equal opportunities for personal success inside the difference. It is necessary to explore the role of non-formal educational practices in multicultural contexts and to implement a model of communitarian education that allows the practices of other cultures to become valued by and visible to the broader society. Nowadays there are not doubts about the importance of the developing of number sense in the early mathematics learning, however, the entrance to the scholar arithmetic is, in most cases, through the teaching of the four rules using the traditional algorithms. Here we show how to use open calculations based on numbers (ABN as an inclusive methodological alternative, based on the meaningful learning of the decimal system, the operations and their properties. We think the method fits very well with people from other ethnics as Romanian people.
Snips and Snails and Puppy Dogs' Tails: Genderism and Mathematics Education
Esmonde, Indigo
2011-01-01
This paper contrasts public discussions about the educational troubles of boys and girls to consider what a gender equitable mathematics education might look like. Both public discussions and mathematics education research typically do not carefully define or theorize gender, tend to essentialize gender, and have narrow or unclear definitions of…
Novaes de Andrade, Thales Haddad; Vilela, Denise Silva
2013-01-01
In Brazil, mathematics education was associated with Jean Piaget's theory. Scholars in the field of education appropriated Piaget's work in different ways, but usually emphasized logical aspects of thought, which probably lead to an expansion of mathematics education influenced by psychology. This study attempts to extend the range of…
Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America
DEFF Research Database (Denmark)
Parra, Aldo; Mendes, Jackeline; Valero, Paola
2016-01-01
In Latin America, there is a considerable Indigenous population whose participation in the educational system has been systematically obstructed by the imposition of Spanish and Portuguese, the languages of the colonial powers. The historical process of Indigenous education was rooted in the colo...... the development of mathematical registers and language revitalization as central issues within the mathematics education of Indigenous people....
An Analysis of the New 9-Year Basic Education Mathematics Curriculum in Nigeria
Awofala, Adeneye O. A.
2012-01-01
The intention of this paper is to describe and reflect on the changes in the new 9-year basic education mathematics curriculum in Nigeria. The paper is divided into four major themes: history of curriculum development in mathematics education at the basic education level in Nigeria, the motivations for the revision of the primary and junior…
Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective
Brown, Desline A.
2016-01-01
The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…
A Categorization Model for Educational Values of the History of Mathematics. An Empirical Study
Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke
2017-11-01
There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the history of mathematics by combining the objectives of high school mathematics curriculum in China. This framework includes six dimensions: the harmony of knowledge, the beauty of ideas or methods, the pleasure of inquiries, the improvement of capabilities, the charm of cultures, and the availability of moral education. The results show that this framework better explained the all-educational values of the history of mathematics that all teaching cases showed. Therefore, the framework can guide teachers to better integrate the history of mathematics into teaching.
Bleiler, Sarah K.
2015-01-01
Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…
Erdogan, Ahmet
2010-01-01
Based on Social Cognitive Carier Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), this study tested the effects of mathematics teacher candidates' self-efficacy in, outcome expectations from, and interest in CAME on their intentions to integrate Computer-Assisted Mathematics Education (CAME). While mathematics teacher candidates' outcome…
Stripling, Christopher T.; Roberts, T. Grady
2013-01-01
The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…
A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.
Alkhateeb, Haitham M; Abed, Adnan S
2003-10-01
This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.
O'Meara, Niamh; Fitzmaurice, Olivia; Johnson, Patrick
2017-01-01
Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out…
Problem Solving in the Digital Age: New Ideas for Secondary Mathematics Teacher Education
Abramovich, Sergei; Connell, Michael
2017-01-01
The paper reflects on an earlier research on the use of technology in secondary mathematics teacher education through the lenses of newer digital tools (Wolfram Alpha, Maple), most recent standards for teaching mathematics, and recommendations for the preparation of schoolteachers. New ideas of technology integration into mathematics education…
Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use
Pagliaro, C.; Kritzer, K. L.
2005-01-01
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…
Sayeski, Kristin L.; Paulsen, Kim J.
2010-01-01
In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…
The limitations of mathematical modeling in high school physics education
Forjan, Matej
The theme of the doctoral dissertation falls within the scope of didactics of physics. Theoretical analysis of the key constraints that occur in the transmission of mathematical modeling of dynamical systems into field of physics education in secondary schools is presented. In an effort to explore the extent to which current physics education promotes understanding of models and modeling, we analyze the curriculum and the three most commonly used textbooks for high school physics. We focus primarily on the representation of the various stages of modeling in the solved tasks in textbooks and on the presentation of certain simplifications and idealizations, which are in high school physics frequently used. We show that one of the textbooks in most cases fairly and reasonably presents the simplifications, while the other two half of the analyzed simplifications do not explain. It also turns out that the vast majority of solved tasks in all the textbooks do not explicitly represent model assumptions based on what we can conclude that in high school physics the students do not develop sufficiently a sense of simplification and idealizations, which is a key part of the conceptual phase of modeling. For the introduction of modeling of dynamical systems the knowledge of students is also important, therefore we performed an empirical study on the extent to which high school students are able to understand the time evolution of some dynamical systems in the field of physics. The research results show the students have a very weak understanding of the dynamics of systems in which the feedbacks are present. This is independent of the year or final grade in physics and mathematics. When modeling dynamical systems in high school physics we also encounter the limitations which result from the lack of mathematical knowledge of students, because they don't know how analytically solve the differential equations. We show that when dealing with one-dimensional dynamical systems
Edwin Musdi
2016-01-01
This research aims to develop a mathematics instructional model based realistic mathematics education (RME) to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase. At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characterist...
Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.
2016-02-01
This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.
Iji, Clement Onwu; Abah, Joshua Abah; Anyor, Joseph Wuave
2018-01-01
This study investigated the impact of cloud services on mathematics education students' mathematics confidence, affective engagement, and behavioral engagement in public universities in Benue State, Nigeria. Ex-post facto research design was adopted for the study. The instrument for the study was the researcher-developed Cloud Services Mathematics…
Mathematics education practice in Nigeria: Its impact in a post-colonial era
Enime, Noble O. J.
This qualitative research method of study examined the impacts of the Nigerian pre-independence era Mathematics Education Practice on the Post-Colonial era Mathematics Education Practice. The study was designed to gather qualitative information related to Pre-independence and Postcolonial era data related to Mathematics Education Practice in Nigeria (Western, Eastern and the Middle Belt) using interview questions. Data was collected through face to face interviews. Over ten themes emerged from these qualitative interview questions when data was analyzed. Some of the themes emerging from the sub questions were as follows. "Mentally mature to understand the mathematics" and "Not mentally mature to understand the mathematics", "mentally mature to understand the mathematics, with the help of others" and "Not Sure". Others were "Contented with Age of Enrollment" and "Not contented with Age of Enrollment". From the questions of type of school attended and liking of mathematics the following themes emerged: "Attended UPE (Universal Primary Education) and understood Mathematics", and "Attended Standard Education System and did not like Mathematics". Connections between the liking of mathematics and the respondents' eventual careers were seen through the following themes that emerged. "Biological Sciences based career and enjoyed High School Mathematics Experience", "Economics and Business Education based career and enjoyed High School Mathematics Experience" and five more themes. The themes, "Very helpful" and "Unhelpful" emerged from the question concerning parents and students' homework. Some of the themes emerging from the interviews were as follows: "Awesome because of method of Instruction of Mathematics", "Awesome because Mathematics was easy", "Awesome because I had a Good Teacher or Teachers" and four other themes, "Like and dislike of Mathematics", "Heavy work load", "Subject matter content" and "Rigor of instruction". More emerging themes are presented in this
Cole, Michael, Ed.; Griffin, Peg, Ed.
This book summarizes research on the various ways that students' cultural backgrounds and innate ways of learning affect academic achievement. It also offers descriptions and recommendations for improving science and mathematics education for minorities and women, based on successful programs, that take these differences into account. The focus is…
Modelling and applications in mathematics education the 14th ICMI study
Galbraith, Peter L; Niss, Mogens
2007-01-01
The book aims at showing the state-of-the-art in the field of modeling and applications in mathematics education. This is the first volume to do this. The book deals with the question of how key competencies of applications and modeling at the heart of mathematical literacy may be developed; with the roles that applications and modeling may play in mathematics teaching, making mathematics more relevant for students.
Koestler, Courtney
2010-01-01
In this dissertation, I present my attempts at designing an elementary mathematics methods course to support prospective teachers in developing an understanding of how to teach all students in learning powerful mathematics. To do this, I introduced them to teaching mathematics for equity and social justice by discussing ways to support students'…
Eringen, A Cemal
2013-01-01
Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th
Impact of High Mathematics Education on the Number Sense
Castronovo, Julie; Göbel, Silke M.
2012-01-01
In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS. PMID:22558077
Open access web technology for mathematics learning in higher education
Directory of Open Access Journals (Sweden)
Mari Carmen González-Videgaray
2016-05-01
Full Text Available Problems with mathematics learning, “math anxiety” or “statistics anxiety” among university students can be avoided by using teaching strategies and technological tools. Besides personal suffering, low achievement in mathematics reduces terminal efficiency and decreases enrollment in careers related to science, technology and mathematics. This paper has two main goals: 1 to offer an organized inventory of open access web resources for math learning in higher education, and 2 to explore to what extent these resources are currently known and used by students and teachers. The first goal was accomplished by running a search in Google and then classifying resources. For the second, we conducted a survey among a sample of students (n=487 and teachers (n=60 from mathematics and engineering within the largest public university in Mexico. We categorized 15 high-quality web resources. Most of them are interactive simulations and computer algebra systems. ResumenLos problemas en el aprendizaje de las matemáticas, como “ansiedad matemática” y “ansiedad estadística” pueden evitarse si se usan estrategias de enseñanza y herramientas tecnológicas. Además de un sufrimiento personal, el bajo rendimiento en matemáticas reduce la eficiencia terminal y decrementa la matrícula en carreras relacionadas con ciencia, tecnología y matemáticas. Este artículo tiene dos objetivos: 1 ofrecer un inventario organizado de recursos web de acceso abierto para aprender matemáticas en la universidad, y 2 explorar en qué medida estos recursos se usan actualmente entre alumnos y profesores. El primer objetivo se logró con un perfil de búsqueda en Google y una clasificación. Para el segundo, se condujo una encuesta en una muestra de estudiantes (n=487 y maestros (n=60 de matemáticas e ingeniería de la universidad más grande de México. Categorizamos 15 recursos web de alta calidad. La mayoría son simulaciones interactivas y
Energy Technology Data Exchange (ETDEWEB)
1994-04-01
The purpose of this Guidebook to Excellence is to assist educators, parents, and students across the country in attaining the National Education Goals, particularly Goal 4: By the year 2000, US students will be first in the world in science and mathematics achievement. The Guidebook will help make the education community aware of the Federal Government`s extensive commitment to mathematics and science education. Sixteen Federal agencies collaborated with the Eisenhower National Clearinghouse to produce this publication. Although the Guidebook contains valuable information for anyone involved in mathematics and science education, its focus is on the elementary and secondary levels.
The `M' in SMEC: a short history of the mathematics education presence
Malone, John A.
2011-09-01
In this paper I examine the history of the integration of mathematics education into the Science Education Centre, which had been established by physicist, John de Laeter, within the School of Science and Engineering at Curtin University in Perth, Australia. De Laeter's vision for science education was that teachers should have access to professional education that allowed them to extend their discipline and pedagogical knowledge using strategies that brought together theory and practice in ways that were meaningful for teachers. This model was expanded when mathematics education was also included, paving the way also for technology education. I present the history of this integration laying out the themes that are important for the continued educational effectiveness of the Science and Mathematics Education Centre (SMEC) and the role that mathematics education has played in this process. As the title suggests, this article focuses on the activities of the group of mathematics educators who have worked within the Science and Mathematics Education Centre of Curtin University since it was established 30 or so years ago and who have contributed to its reputation. The two streams operated then and now more-or-less independently in matters of student thesis topic choice but offered students opportunities for interaction that might not have been available if the "M" had not been incorporated into the Science Education Centre (SEC). This article's focus is on the mathematics educators who contributed to the Centre's success and reputation, highlighting the synergistic relationship between mathematics and science that helped to make SMEC a leading center for mathematics and science education.
Demir, Seda; Basol, Gülsah
2014-01-01
The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…
Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education
Ozgen, Kemal; Bindak, Recep
2012-01-01
The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…
Problem solving as a challenge for mathematics education in The Netherlands
Doorman, M.; Drijvers, P.; Dekker, T.; Heuvel-Panhuizen, T. van; Lange, J. de; Wijers, M.
2007-01-01
This paper deals with the challenge to establish problem solving as a living domain in mathematics education in The Netherlands. While serious attempts are made to implement a problem-oriented curriculum based on principles of realistic mathematics education with room for modelling and with
Iji, Clement Onwu; Abah, Joshua Abah
2016-01-01
International audience; Historically, mathematics education has been bedeviled by the deployment of instructional strategies that seriously stunt the growth of students. Methodologies and approaches of instructional delivery in tertiary institutions have raised the need for technological augmentation for both students and mathematics educators. Cloud computing yield itself to this quest by strengthening individualized learning via unrestricted access to infrastructure, platforms, content, and...
Blended Learning, E-Learning and Mobile Learning in Mathematics Education
Borba, Marcelo C.; Askar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez
2016-01-01
In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in…
Mathematics Education ITE Students Examining the Value of Digital Learning Objects
Hawera Ngarewa; Wright, Noeline; Sharma, Sashi
2017-01-01
One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school…
Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers
Haynes, J. Chris; Stripling, Christopher T.
2014-01-01
School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…
Zulkardi, Z.; Nieveen, N.M.
2001-01-01
CASCADE-IMEI is a learning environment in the form of a face-to-face course and a web site (www.cascadeimei.com) which aims to support student teachers in Indonesia to learn Realistic Mathematics Education (RME). RME is an instructional theory in mathematics education that was originally developed
Bennison, Anne; Goos, Merrilyn
2016-01-01
Collaboration between mathematicians and mathematics educators may provide a means of improving the quality of pre-service teacher education for prospective teachers of mathematics. Some preliminary findings of a project that investigates this type of interdisciplinary collaboration, both within and across institutions, are reported on in this…
Helping Early Childhood Educators to Understand and Assess Young Children's Mathematical Minds
Ginsburg, Herbert P.
2016-01-01
This issue of "ZDM Mathematics Education" focuses on the formative assessment of young children's mathematical thinking, with an emphasis on computer-based approaches drawing upon on cognitive and educational research. The authors discuss several different assessment methods, including clinical interviewing, observation, and testing,…
Enhancing Science and Mathematics Education for Child Care Providers and Preschool Teachers.
White, Jennifer Meux; Hosoume, Kimi
The Lawrence Hall of Science (LHS), University of California at Berkeley has completed a 3-year project to develop a science and mathematics education course and science curriculum for early childhood educators. This project was in response to the need for improving the science and mathematics knowledge and teaching skills of adults who work with…
Center for Research and Reform in Education, 2012
2012-01-01
This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…
de Andrade, Thales Haddad Novaes; Vilela, Denise Silva
2013-09-01
In Brazil, mathematics education was associated with Jean Piaget's theory. Scholars in the field of education appropriated Piaget's work in different ways, but usually emphasized logical aspects of thought, which probably lead to an expansion of mathematics education influenced by psychology. This study attempts to extend the range of interlocutions and pose a dialogue between the field of mathematics education in Brazil and the sociology of science proposed by David Bloor. The main point of Bloor's theory is that logical-mathematical knowledge is far from being true and universal and is socially conditioned. In particular we will be discussing the first principle of the strong program, which deals with conditions that generate beliefs promoted by education policies in Brazil, such as the MEC/USAID treaties. In this case the "naturalization of logic" was stimulated by a widespread diffusion of both Piaget studies and the Modern Mathematics Movement.
Aydin, Emin
2005-01-01
The purpose of this study is to review the changes that computers have on mathematics itself and on mathematics curriculum. The study aims at investigating different applications of computers in education in general, and mathematics education in particular and their applications on mathematics curriculum and on teaching and learning of…
Physics and Mathematics as Interwoven Disciplines in Science Education
Galili, Igal
2018-03-01
The relationship between physics and mathematics is reviewed upgrading the common in physics classes' perspective of mathematics as a toolkit for physics. The nature of the physics-mathematics relationship is considered along a certain historical path. The triadic hierarchical structure of discipline-culture helps to identify different ways in which mathematics is used in physics and to appreciate its contribution, to recognize the difference between mathematics and physics as disciplines in approaches, values, methods, and forms. We mentioned certain forms of mathematical knowledge important for physics but often missing in school curricula. The geometrical mode of codification of mathematical knowledge is compared with the analytical one in context of teaching school physics and mathematics; their complementarity is exemplified. Teaching may adopt the examples facilitating the claims of the study to reach science literacy and meaningful learning.
The Language Policy Practice in Mathematics Education in the ...
African Journals Online (AJOL)
kofimereku
mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the ..... Cambridge: Cambridge Univ. Press, 9-33.
Mathematics and evolutionary biology make bioinformatics education comprehensible
Weisstein, Anton E.
2013-01-01
The patterns of variation within a molecular sequence data set result from the interplay between population genetic, molecular evolutionary and macroevolutionary processes—the standard purview of evolutionary biologists. Elucidating these patterns, particularly for large data sets, requires an understanding of the structure, assumptions and limitations of the algorithms used by bioinformatics software—the domain of mathematicians and computer scientists. As a result, bioinformatics often suffers a ‘two-culture’ problem because of the lack of broad overlapping expertise between these two groups. Collaboration among specialists in different fields has greatly mitigated this problem among active bioinformaticians. However, science education researchers report that much of bioinformatics education does little to bridge the cultural divide, the curriculum too focused on solving narrow problems (e.g. interpreting pre-built phylogenetic trees) rather than on exploring broader ones (e.g. exploring alternative phylogenetic strategies for different kinds of data sets). Herein, we present an introduction to the mathematics of tree enumeration, tree construction, split decomposition and sequence alignment. We also introduce off-line downloadable software tools developed by the BioQUEST Curriculum Consortium to help students learn how to interpret and critically evaluate the results of standard bioinformatics analyses. PMID:23821621
Mathematics and evolutionary biology make bioinformatics education comprehensible.
Jungck, John R; Weisstein, Anton E
2013-09-01
The patterns of variation within a molecular sequence data set result from the interplay between population genetic, molecular evolutionary and macroevolutionary processes-the standard purview of evolutionary biologists. Elucidating these patterns, particularly for large data sets, requires an understanding of the structure, assumptions and limitations of the algorithms used by bioinformatics software-the domain of mathematicians and computer scientists. As a result, bioinformatics often suffers a 'two-culture' problem because of the lack of broad overlapping expertise between these two groups. Collaboration among specialists in different fields has greatly mitigated this problem among active bioinformaticians. However, science education researchers report that much of bioinformatics education does little to bridge the cultural divide, the curriculum too focused on solving narrow problems (e.g. interpreting pre-built phylogenetic trees) rather than on exploring broader ones (e.g. exploring alternative phylogenetic strategies for different kinds of data sets). Herein, we present an introduction to the mathematics of tree enumeration, tree construction, split decomposition and sequence alignment. We also introduce off-line downloadable software tools developed by the BioQUEST Curriculum Consortium to help students learn how to interpret and critically evaluate the results of standard bioinformatics analyses.
Innovative trends in mathematics education: Implications for global ...
African Journals Online (AJOL)
Acquisition of Mathematical knowledge and skills requires effective teaching and learning. The traditional method of teaching that is usually adopted by Mathematics Teachers has been identified as one of the causes of students' poor performance Mathematics. However, adoptions of innovative strategies have been ...
Delivering Online Professional Development in Mathematics to Rural Educators
Cady, Jo; Rearden, Kristin
2009-01-01
Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…
ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension
Boote, Stacy K.; Boote, David N.
2018-01-01
Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…
Modelling as a foundation for academic forming in mathematics education
Perrenet, J.C.; Morsche, ter H.G.
2004-01-01
The Bachelor curriculum of Applied Mathematics in Eindhoven includes a series of modelling projects where pairs of students solve mathematical problems posed in non-mathematical language. Communication skills training is integrated with this track. Recently a new course has been added. The students
Exploring Kuwaiti mathematics: student-teachers' beliefs toward using Logo and mathematics education
Sulaiman, NAJ
2011-01-01
The main objective of this study is to explore the effect of one taught course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for mathematics instruction. The Logo module comprised of 24-sessions (deducted from the hours of the Methods of Teaching Mathematics ...
Tatto, Maria Teresa; Peck, Ray; Schwille, John; Bankov, Kiril; Senk, Sharon L.; Rodriguez, Michael; Ingvarson, Lawrence; Reckase, Mark; Rowley, Glenn
2012-01-01
The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…
Directory of Open Access Journals (Sweden)
Hasan Topçu
2014-08-01
Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words: Educational computer games, mathematics teaching, elementary school pre-service teachers
Stein, Sherman K
2010-01-01
Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi
Opening the research text critical insights and in(ter)ventions into mathematics education
de Freitas, Elizabeth
2008-01-01
In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term 'math wars' is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that 'mathematics education' cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the d...
Bailey, Judy
2014-01-01
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…
Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education
Siller, Hans-Stefan; MaaB, Jurgen
2012-01-01
No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge…
Directory of Open Access Journals (Sweden)
Aweke Shishigu
2018-02-01
Full Text Available In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students' interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students' current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of East Shoa Zone in Oromia region. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS, whereas students' current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.
Vogt, Gregory L.; George, Jane A. (Editor)
1998-01-01
A Teacher's Guide with Activities for Technology Education, Mathematics, and Science National Aeronautics and Space Administration Office of Human Resources and Education Education Division Washington, DC Education Working Group NASA Johnson Space Center Houston, Texas This publication is in the Public Domain and is not protected by copyright. Permission is not required for duplication.
Enemali, I. A.; Adah, Obe Christopher
2015-01-01
Farm mathematics, an aspect of agricultural science education is being taught in our educational institutions in the country. This effort is to enhance agricultural productivity and quality of agricultural science education for national integration. For the realization of this, a quality assured educational administration is vital. The paper…
Directory of Open Access Journals (Sweden)
Sunisa Sumirattana
2017-09-01
This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process. The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104 ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1 posing real life problems, (2 solving problems individually or in a group, (3 presenting and discussing, (4 developing formal mathematics, and (5 applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.
International Nuclear Information System (INIS)
Demazure, M.
1988-01-01
The 1988 progress report of the Mathematics center (Polytechnic School, France), is presented. The Center is composed of different research teams: analysis, Riemann geometry, group theory, formal calculus and algorithm geometry, dynamical systems, topology and singularity. For each team, the members, the research topics, the national and international cooperations, are given. The papers concerning the investigations carried out in 1988, are listed [fr
Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students
2013-01-01
find amusing but that we find of less educational value, like having the robots say comical things. Those who have more teaching time would doubtless...Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students by Edward M. Measure and Edward Creegan...TR-6220 January 2013 Gains in the Education of Mathematics and Science (GEMS): Teaching Robotics to High School Students Edward M
Maričić, Sanja; Ćalić, Maja
2015-01-01
Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...
INVOLVING STUDENTS IN RESEARCH AS A FORM OF INTEGRATION OF ENGINEERING WITH MATHEMATICAL EDUCATION
Directory of Open Access Journals (Sweden)
Viktor M. Fedoseyev
2016-03-01
Full Text Available Introduction: questions of integration of mathematical with engineering training in educational process of higher education institution are explored. The existing technologies of the integrated training are analyzed, and the project-oriented direction is distinguished. Research involving students as an organisational and methodical form of training bachelors of the technical speciali sations is discussed. Materials and Methods: results of article are based on researches of tendencies of development of technical and mathematical education, works on the theory and methodology of pedagogical integration, methodology of mathematics and technical science. Methods of historical and pedagogical research, analytical, a method of mathematical modeling were used. Results: the main content of the paper is to make discussion of experience in developing and using integrated educational tasks in real educational process. Discussion is based on a specific technological assignment including a number of mathematical tasks used as a subject of research for students. In the assignment a special place is allocated to the questions reflecting the interplay of a technical task with a mathematical method of research highlighting the objective significance of mathematics as a method to solve engineering problems. Discussion and Conclusions: the paper gives reasons to conditions for using research work with students as an organisational and methodical form of integrated training in mathematics. In realisation of educational technology it is logical to apply the method of projects. It is necessary to formulate a task as an engineering project: to set an engineering objective of research, to formulate specifications; to differentiate between engineering and mathematical tasks of the project, to make actual interrelations between them; the mathematical part of the project has to be a body of research; assessment of the project must be carried out not only accounting for
A case study of pedagogy of mathematics support tutors without a background in mathematics education
Walsh, Richard
2017-01-01
This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors' provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.
Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning
Afthina, H.; Mardiyana; Pramudya, I.
2017-09-01
This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.
Technology-integrated Mathematics Education at the Secondary School Level
Directory of Open Access Journals (Sweden)
Hamdi Serin
2017-06-01
Full Text Available The potential of technological devices to enrich learning and teaching of Mathematics has been widely recognized recently. This study is founded on a case study that investigates how technology-related Mathematics teaching can enhance learning of Mathematical topics. The findings indicate that when teachers integrate technology into their teaching practices, students’ learning of Mathematics is significantly promoted. It was seen that the use of effective presentations through technological devices highly motivated the students and improved their mathematics achievement. This highlights that the availability of technological devices, teacher beliefs, easy access to resources and most importantly teacher skills of using technological devices effectively are decisive factors that can provide learners better understanding of mathematical concepts.
Inferentialism as an alternative to socioconstructivism in mathematics education
Noorloos, Ruben; Taylor, Samuel D.; Bakker, Arthur; Derry, Jan
2017-12-01
The purpose of this article is to draw the attention of mathematics education researchers to a relatively new semantic theory called inferentialism, as developed by the philosopher Robert Brandom. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. The article argues that inferentialism can help to overcome certain problems that have plagued the various forms of constructivism, and socioconstructivism in particular. Despite the range of socioconstructivist positions on offer, there is reason to think that versions of these problems will continue to haunt socioconstructivism. The problems are that socioconstructivists (i) have not come to a satisfactory resolution of the social-individual dichotomy, (ii) are still threatened by relativism, and (iii) have been vague in their characterization of what construction is. We first present these problems; then we introduce inferentialism, and finally we show how inferentialism can help to overcome the problems. We argue that inferentialism (i) contains a powerful conception of norms that can overcome the social-individual dichotomy, (ii) draws attention to the reality that constrains our inferences, and (iii) develops a clearer conception of learning in terms of the mastering of webs of reasons. Inferentialism therefore represents a powerful alternative theoretical framework to socioconstructivism.
Directory of Open Access Journals (Sweden)
Himmatul Afthina
2017-12-01
Full Text Available The aims of this research to determine the effect of Think Talk Write (TTW and Think Pair Share (TPS model with Realistic Mathematics Education (RME approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1 TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2 Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3 In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4 In each category of mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.
Characteristic of critical and creative thinking of students of mathematics education study program
Rochmad; Agoestanto, A.; Kharis, M.
2018-03-01
Critical and creative thinking give important role in learning matematics for mathematics education students. This research to explored the characteristic of critical and creative thinking of students of mathematics study program in mathematics department. Critical thinking and creative thinking can be illustrated as two sides of a coin, which one is associated to the other. In elementary linear algebra courses, however, critical thinking can be seen as a foundation to build students’ creative thinking.
Mathematics computer-based training tool for pupils with special educational needs
Čeponienė, Lina
2010-01-01
Mathematics has a great influence on the development of world science and education, technology and human culture. Ukeje observes that without mathematics there is no science, without science there is no modern technology and without modern technology there is no modern society. In other words, mathematics is the precursor and the queen of science and technology and the indispensable single element in modern societal development. So, it plays a vital role in developing learners abilities to c...
Jupri, Al
2017-04-01
In this article we address how Realistic Mathematics Education (RME) principles, including the intertwinement and the reality principles, are used to analyze geometry tasks. To do so, we carried out three phases of a small-scale study. First we analyzed four geometry problems - considered as tasks inviting the use of problem solving and reasoning skills - theoretically in the light of the RME principles. Second, we tested two problems to 31 undergraduate students of mathematics education program and other two problems to 16 master students of primary mathematics education program. Finally, we analyzed student written work and compared these empirical to the theoretical results. We found that there are discrepancies between what we expected theoretically and what occurred empirically in terms of mathematization and of intertwinement of mathematical concepts from geometry to algebra and vice versa. We conclude that the RME principles provide a fruitful framework for analyzing geometry tasks that, for instance, are intended for assessing student problem solving and reasoning skills.
Jansen, Daniel J.
Teacher efficacy continues to be an important area of study in educational research. This study tested an instrument designed to assess the perceived efficacy of agricultural education teachers when engaged in lessons involving mathematics instruction. The study population of Oregon and Washington agricultural educators utilized in the validation of the instrument revealed important demographic findings and specific results related to teacher efficacy for the study population. An instrument was developed from the assimilation of three scales previously used and validated in efficacy research. Participants' mathematics teaching efficacy was assessed using a portion of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and personal mathematics efficacy was evaluated by the mathematics self-belief instrument which was derived from the Betz and Hackett's Mathematics Self-Efficacy Scale. The final scale, the Teachers' Sense of Efficacy Scale (TSES) created by Tschannen-Moran and Woolfolk Hoy, examined perceived personal teaching efficacy. Structural equation modeling was used as the statistical analyses tool to validate the instrument and examine correlations between efficacy constructs used to determine potential professional development needs of the survey population. As part of the data required for validation of the Mathematics Enhancement Teaching Efficacy instrument, demographic information defining the population of Oregon and Washington agricultural educators was obtained and reported. A hypothetical model derived from teacher efficacy literature was found to be an acceptable model to verify construct validity and determine strength of correlations between the scales that defined the instrument. The instrument produced an alpha coefficient of .905 for reliability. Both exploratory and confirmatory factor analyses were used to verify construct and discriminate validity. Specifics results related to the survey population of agricultural educators
Boundary crossing and brokering between disciplines in pre-service mathematics teacher education
Goos, Merrilyn; Bennison, Anne
2017-12-01
In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.
African Journals Online (AJOL)
MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.
An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students
Klingenberg, Oliv G.; Fosse, Per; Augestad, Liv Berit
2012-01-01
Introduction: The study presented here estimated the occurrence of braille-reading students in Norway who were educated according to their grade-level progression in mathematics from 1967 to 2007. It also analyzed the association among these students' progression in mathematics and the causes of visual impairment, the age at which the diagnosis…
Jones, Steven R.
2018-01-01
Many mathematical concepts may have prototypical images associated with them. While prototypes can be beneficial for efficient thinking or reasoning, they may also have self-attributes that may impact reasoning about the concept. It is essential that mathematics educators understand these prototype images in order to fully recognize their benefits…
Context problems in realistic mathematics education: A calculus course as an example
Gravemeijer, K.P.E.; Doorman, L.M.
1999-01-01
This article discusses the role of context problems, as they are used in the Dutch approach that is known as realistic mathematics education (RME). In RME, context problems are intended for supporting a reinvention process that enables students to come to grips with formal mathematics. This approach
My Entirely Plausible Fantasy: Early Mathematics Education in the Age of the Touchscreen Computer
Ginsburg, Herbert P.
2014-01-01
This paper offers an account of what early mathematics education could look like in an age of young digital natives. Each "Tubby," as the tablets are called, presents Nicole (our generic little child) with stimulating mathematics microworlds, from which, beginning at age 3, she can learn basic math concepts, as well as methods of…
Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education.
Apple, Michael W.
1992-01-01
Discusses the ideological and social grounding and effects of the NCTM's "Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics." Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics…
Hodges, Thomas E.; Hodge, Lynn Liao
2017-01-01
This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…
Opinions of Secondary School Science and Mathematics Teachers on STEM Education
Yildirim, Bekir; Türk, Cumhur
2018-01-01
In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…
Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses
Wu, Yingkang; Hwang, Stephen; Cai, Jinfa
2017-01-01
In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching…
Hong, Ye Yoon; Kerr, Suzanne; Klymchuk, Sergiy; McHardy, Johanna; Murphy, Priscilla; Spencer, Sue; Thomas, Michael O. J.; Watson, Peter
2009-01-01
The transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education in mathematics. One key variable in this transition is the teacher or lecturer. This article deals with a small part of the data…
Universal Basic Education and the Provision of Quality Mathematics in Southern Africa
Kazima, Mercy
2014-01-01
In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries.…
Battista, Michael T.
1999-01-01
Because traditional instruction ignores students' personal construction of mathematical meaning, mathematical thought development is not properly nurtured. Several issues must be addressed, including adults' ignorance of math- and student-learning processes, identification of math-education research specialists, the myth of coverage, testing…
Mathematics Education as a Proving-Ground for Information-Processing Theories.
Greer, Brian, Ed.; Verschaffel, Lieven, Ed.
1990-01-01
Five papers discuss the current and potential contributions of information-processing theory to our understanding of mathematical thinking as those contributions affect the practice of mathematics education. It is concluded that information-processing theories need to be supplemented in various ways to more adequately reflect the complexity of…
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching
Louie, Nicole L.
2017-01-01
In this article, I investigate the influence of the dominant culture characterizing mathematics education--which I term the "culture of exclusion"--on efforts to teach for equity. Analyzing a year of observations in an urban high school mathematics department, I found that this culture structured everyday instruction even for teachers…
Pepin, Birgit
2014-01-01
In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course…
Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education
Meletiou-Mavrotheris, Maria, Ed.; Mavrou, Katerina, Ed.; Paparistodemou, Efi, Ed.
2015-01-01
Despite increased interest in mobile devices as learning tools, the amount of available primary research studies on their integration into mathematics teaching and learning is still relatively small due to the novelty of these technologies. "Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education" presents…
Use and Exchange Value in Mathematics Education: Contemporary CHAT Meets Bourdieu's Sociology
Williams, Julian
2012-01-01
Empirical work has shown how mathematics education exhibits certain tensions between its value as being practically useful to production and consumption on the one hand and in offering access to scarce resources on the other hand. These tensions can be ultimately traced to the contradictions in the way mathematical knowledge enhances the use value…
Niss, Mogens; Bruder, Regina; Planas, Núria; Turner, Ross; Villa-Ochoa, Jhony Alexander
2016-01-01
This paper presents the outcomes of the work of the ICME 13 Survey Team on "Conceptualisation and the role of competencies, knowing and knowledge in mathematics education research". It surveys a variety of historical and contemporary views and conceptualisations of what it means to master mathematics, focusing on notions such as…
History, Applications, and Philosophy in Mathematics Education: HAPh--A Use of Primary Sources
Jankvist, Uffe Thomas
2013-01-01
The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different "whys" and "hows" of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and…
Socially Response-Able Mathematics Education: Implications of an Ethical Approach
Atweh, Bill; Brady, Kate
2009-01-01
This paper discusses an approach to mathematics education based on the concept of ethical responsibility. It argues that an ethical approach to mathematics teaching lays the theoretical foundations for social justice concerns in the discipline. The paper develops a particular understanding of ethical responsibility based on the writings of Emanuel…
Hine, Gregory S. C.
2015-01-01
This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…
Orton, Robert E.
1988-01-01
The ideas of Kuhn and Lakatos are used to study four issues in mathematics education related to values, units of analysis, theory of mind, and nature of mathematical entities. The goal is to determine whether differences between the assumptions are best understood in Kuhnian or Lakatosian terms. (MNS)
On the difficulties of acquiring mathematical experience: Case rural education
DEFF Research Database (Denmark)
Booss-Bavnbek, Bernhelm
2014-01-01
Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...
Mathematical Performance: What's in It for Developmental Educators?
Garofalo, Joe
1985-01-01
Points out that successful mathematical performance depends not only on declarative and procedural content knowledge, but also upon mathematical thinking skills such as problem-schema knowledge, decision-making skills, and metacognitive knowledge. Argues that the growing need for remediation should influence schools' traditional overemphasis on…
Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.
Mesa Public Schools, AZ.
Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)
Business Mathematics for Business Education Departments in Pennsylvania's Public Schools.
Parfet, James A.
This document is meant to be used as a teaching aid to help business teachers in Pennsylvania high schools prepare pupils to assume positions in business offices. Methods are suggested by which business mathematics may be presented to develop the greatest level of pupil achievement. The chapters outline business mathematics in the high school…
The Hammer-and-Nail Phenomenon in Mathematics Education
Lim, Kien H.
2012-01-01
This paper uses the hammer-and-nail metaphor to highlight the rigidity and impulsiveness that can be found in student mathematical behaviour. The hammer-and-nail phenomenon can be attributed to two plausible causes: (1) the way the human mind works; and (2) the way mathematics is traditionally taught in school. In this paper, the following aspects…
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
Effects of mathematical game and instructional analogy as advance organizers on students' achievement in secondary school mathematics · EMAIL FREE FULL ... Family socio-economic status and its influences on adolescents perception of, and attitude to, HIV/AIDS prevention among secondary schools in Cross River ...
The Role of the Mathematics Supervisor in K-12 Education
Greenes, Carole
2013-01-01
The implementation of "the Common Core Standards for Mathematics" and the assessments of those concepts, skills, reasoning methods, and mathematical practices that are in development necessitate the updating of teachers' knowledge of content, pedagogical techniques to enhance engagement and persistence, and strategies for responding to…
The language policy practice in mathematics education in the upper ...
African Journals Online (AJOL)
The study showed that teachers teach between 30-46% of their mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the language and the lack of materials in the native language.
Currents in industrial mathematics from concepts to research to education
Prätzel-Wolters, Dieter
2015-01-01
Mathematics has many branches: there are the pure, the applied, and the applicable; the theoretical and the practical. There is mathematics for school, for college, and for industry. All these belong to the same family and are bound together by a "mathematical way of thinking." Some mathematicians devote themselves entirely to the well being of this family by preserving it, developing it, and teaching it to the next generation. Others use the familial attributes to help outsiders by taking up their problems and transforming them into mathematical questions in order to solve them. The work of these mathematicians is thus problem driven, based on mathematical models, and oriented on the goal of offering practicable solutions. This second group is sizeable; its members include almost all college graduates working in industry, in the private sector, or in the Fraunhofer Institutes, for example. This group is hardly visible, however, and one seldom hears its voices either. This book remedies this situation by rela...
Directory of Open Access Journals (Sweden)
Anderson L. Palinussa
2013-01-01
Full Text Available This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students’ critical mathematical thinking skills and character through realistic mathematics education (RME culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students’ early math skills test, critical thinking skills mathematical test and perception scale of students’character. Data was analyzed by using t-test and Anova. The study found that: 1 Achievements and enhancement of students’ critical mathematical thinking skills who were treated with by realistic mathematics education is better then students’ skills were treated by conventional mathematics education. The differences are considered to: a overall students, b the level of early math skills, and c schools’ level; 2 Quality of students’ character who were treated by realistic mathematics education is better then students’ character who were treated by conventional mathematics education The differences are considered to: a overall students, b the level of early math skills, and c schools’ level Keywords: Critical Thinking, Students’ Character, Realistic Mathematics Education Culture-Based DOI: http://dx.doi.org/10.22342/jme.4.1.566.75-94
Mitchell, Rebecca; Laski, Elida
2013-01-01
Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…
Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices
Tan, Paulo
2017-01-01
Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics…
Bringing Bourdieu to Mathematics Education: A Response to Williams and Choudry
Noyes, Andrew
2016-01-01
For those engaged in educational "improvement," it is important to pause from time to time to ask the question: what is improving? If Bourdieu's thesis is correct, namely that education is a key site of social reproduction, does school improvement, and/or improvement of mathematics education, also enhance that capacity for the social…
Ten years of democracy: Translating policy into practice in mathematics and science education
Directory of Open Access Journals (Sweden)
Kgabo Masehela
2005-10-01
Full Text Available This paper provides a 10-year (1994 – 2004 review of the state of mathematics and physical science education (SME in South Africa with respect to participation and performance, and its relationship with policy implementation.
Bakker, M.; Heuvel-Panhuizen, M.H.A.M. van den; Robitzsch, A.
2016-01-01
This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative
Wafubwa, Ruth Nanjekho
2015-01-01
The general performance in mathematics in Kenya has been declining over the past years. This prompted the researchers to investigate the influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) In Service Education and Training (INSET) on students' attitudes towards mathematics performance in public secondary schools of…
Mathematics education and students with learning disabilities: introduction to the special series.
Rivera, D P
1997-01-01
The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and
Yuliana, Yuliana; Tasari, Tasari; Wijayanti, Septiana
2017-01-01
The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model a...
The impact of computer use in the development of Mathematics teaching in primary education
Alawadhi, Nabil
2011-01-01
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almos...
Forces for Change in Mathematics Education: The Case of TIMSS
Directory of Open Access Journals (Sweden)
Donald S. Macnab
2000-02-01
Full Text Available The results of the Third International Study in Mathematics and Science Education (TIMSS were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.
A critique on the role of social justice perspectives in mathematics education
DEFF Research Database (Denmark)
Dahl, Bettina
2008-01-01
This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes.......This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes....
The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education
松島, 充
2014-01-01
In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...
Addressing Mathematization Obstacles with Unformalized Problems in Physics Education
DEFF Research Database (Denmark)
Niss, Martin
2018-01-01
Abstract: Solving a physics problem requires that the problem solver either implicitly or explicitly structure the problem situation in such a way that she can set up the mathematical equations based on the relevant physics. This part of the mathematization process has been shown to cause obstacles...... for students (Niss, 2016). In the paper, we show how the students’ ability to perform this mathematization process can be trained by using so-called unformalized physics problems. Some examples of how this training can be done are provided from a course on problem solving in physics taught at Roskilde...
Ahl, Linda; Aguilar, Mario Sánchez; Jankvist, Uffe Thomas
2017-01-01
While distance education (DE) is often considered as a means to provide mathematical education to students in remote locations or to promote the professional development of mathematics teachers, this article reports a case showing that DE may also be useful in providing mathematical instruction to individuals who are marginalized or disadvantaged…
Cryptanalysis in World War II--and Mathematics Education.
Hilton, Peter
1984-01-01
Hilton describes the team of cryptanalysts who tried to decipher German and Japanese codes during the Second World War. The work of Turing, essentially developing the computer, is reported, as well as inferences about pure and applied mathematics. (MNS)
Mathematics education and language: interpreting hermeneutics and post-structuralism
National Research Council Canada - National Science Library
Brown, Tony, Ph. D
1997-01-01
... 79 81 84 86 Vvi CONTENTS PART TWO. THE CLASSROOM ENVIRONMENT 99 CHAPTER 4. SOME LESSONS 103 CHAPTER5. THE PHENOMENOLOGY OF THE MATHEMATICS CLASSROOM 132 Personal Space Appresentational Associati...
Study and Research Paths at Upper Secondary Mathematics Education
DEFF Research Database (Denmark)
Jessen, Britta Eyrich
the scope of teaching at this level. With respect to mathematical modelling, links and gaps were identified between scholarly knowledge and knowledge to be taught in secondary school. It is suggested that SRP based teaching can bridge parts of the identified gaps. Finally, it is found that in order for SRP......In didactics of mathematics, researchers have for decades been interested in how to teach students to pose questions and solve problems. Several approaches rely on the idea, that students learn mathematics, when they are engaged in activities similar to research mathematicians. This PhD project...... touch upon these ideas from the perspective offered by the Anthropological Theory of Didactics (ATD ). Within ATD, teaching is proposed to be designed as Study and Research Paths (SRP). This thesis investigates how SRP's support the students' learning of mathematics in a bidisciplinary context involving...
National Center for Mathematics and Science - K-12 education research
Reasoning in the Elementary Grades Classroom Assessment as the Basis for Teacher Change (CATCH) Statistics motion, calculus, statistics, genetics, evolution, astronomy, and other topics. Teacher professional populations in California, Massachusetts, and Wisconsin are examining (a) children's mathematical and
Bridging a gap between theory and practice in mathematics teacher education
DEFF Research Database (Denmark)
Jóelsdóttir, Lóa Björk; Errebo-Hansen, Dorthe; Westphael, Henning
Bridging the dichotomy of theory and practices has long been a key issue of the research in teacher education both in general and within mathematics education (Østergaard, 2016). In the15th ICMI Study (Even & Ball, 2009) there is brief discussion of this dichotomy in (Ponte et al, 2009) but mainly...... the perspective is either on students learning from practice or students learning in an educational programme, which we see as an example of the dichotomy between theory and practices often seen in research of mathematics teacher education. In studies, focusing on bridging the gap often it is seen being...
Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses
Rash, Agnes M.; Fillebrown, Sandra
2016-01-01
This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…
Directory of Open Access Journals (Sweden)
Diane Parker
2006-10-01
Full Text Available In South Africa the National Curriculum Statement for Grades 10 – 12 (General: Mathematics (DoE, 2003 together with the Norms and Standards for Educators (DoE, 2000a are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000 to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002 description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002 and others to raise questions related to teacher knowledge and the challenges of developing specialist mathematics teacher identities through initial teacher education programmes.
Didactic trajectory of research in mathematics education using research-based learning
Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim
2017-10-01
This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.
Approaches to qualitative research in mathematics education examples of methodology and methods
Bikner-Ahsbahs, Angelika; Presmeg, Norma
2014-01-01
This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.
MATHEMATICS PRACTICES AND THEIR EFFECTS ON FIRST-TO-FOURTH-GRADE TEACHER EDUCATION
Directory of Open Access Journals (Sweden)
Marta Cristina Cezar Pozzobon
2012-12-01
Full Text Available Grounded on Foucauldian studies, we have attempted to understand how mathematics practices have produced effects on first-to-fourth-grade mathematics teachers. We have argued that such effects go beyond the borders of the pedagogical and the contents of this knowledge area, becoming part of a “general policy” of truth that comprehends the conceptions of scientific knowledge, mathematics and teaching of a particular time. The materials here considered were produced in a High School course in the 1990’s. We have realized that the practices of mathematics education in that period could be assessed from three emphases: a education to teach mathematics through the “concrete”, the “logical knowledge” and the “abstract”, showing mathematics teaching practices from a constructivist, science-oriented perspective, b “globalized teaching”, and c “emphasis on reality”. This has enabled us to problematize the mathematical education of first-to-fourth grade teachers produced in those practices.
Luitel, Bal Chandra; Taylor, Peter Charles
2007-07-01
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher's point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.
Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy
2018-01-01
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…
Gottschall, Holli; Garcia-Bayonas, Mariche
2008-01-01
Group work is a widely used teaching technique in higher education. Faculty find themselves utilizing this method in their classes more and more, yet few studies examine what students actually think about group work. The current study surveyed Mathematics, Education, and Business Administration majors at a mid-sized southeastern university in…
Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach
Veselovsky, Aleksandra
2017-01-01
Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…
Leadership Training in Science, Technology, Engineering and Mathematics Education in Bulgaria
Bairaktarova, Diana; Cox, Monica F.; Evangelou, Demetra
2011-01-01
This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership…
Digital Game-Based Learning for K-12 Mathematics Education: A Meta-Analysis
Byun, JaeHwan; Joung, Eunmi
2018-01-01
Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta-analysis study (a) investigates the current trend of digital game-based learning (DGBL) by reviewing the research studies on the use of DGBL for…
Brekelmans, M.; van den Eeden, P.; Terwel, J.; Wubbels, Th.
1997-01-01
In two studies, one on secondary mathematics education, the other on secondary physics education, data were collected on students' cognitive achievement and characteristics of students and their learning environment. In this chapter the findings of the two studies are brought together in secondary
ter Vrugte, Judith; de Jong, Anthonius J.M.; Vandercruysse, Sylke; Wouters, Pieter; van Oostendorp, Herre; Elen, Jan
2015-01-01
The present study addresses the effectiveness of an educational mathematics game for improving proportional reasoning in students from prevocational education. Though in theory game-based learning is promising, research shows that results are ambiguous and that we should look into ways to support
Lesson play in mathematics education a tool for research and professional development
Zazkis, Rina; Liljedahl, Peter
2015-01-01
This book applies years of experience in the use of lesson play to a variety of situations involving mathematics thinking and learning. Covers lesson play in pre-service teacher education, and discusses its potential for both researchers and teacher educators.
Brower, Rebecca L.; Woods, Chenoa S.; Jones, Tamara Bertrand; Park, Toby J.; Hu, Shouping; Tandberg, David A.; Nix, Amanda N.; Rahming, Sophia G.; Martindale, Sandra K.
2018-01-01
The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at…
Karahan, Engin; Canbazoglu Bilici, Sedef; Unal, Aycin
2015-01-01
Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The…
Tsai, Tsung-Lung; Li, Hui-Chuan
2017-01-01
Over the past few decades, researchers, policy makers, educators and the general public, who have an interest in mathematics education in different countries, pay a great deal of attention to the results from international comparative studies. Of great interest to the international studies is the results of Eastern students consistently achieving…
Scarborough, Jule Dee
2004-01-01
This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…
Pampaka, M.; Pepin, B.; Sikko, S.A.
2016-01-01
Drawing on our projects of transition to mathematically demanding subjects in UK Higher Education and an extension of this work in Norway, we explore the measurement of various pedagogical and learning aspects of students’ transition into Higher Education. We focus on experiences of engagement, and
Stotsky, Sandra
2009-01-01
To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
Research, statistics and mathematics educators in Nigeria: effect ...
African Journals Online (AJOL)
Over reliance on the perspective of a dichotomous reject or fail-to-reject outcome from a null hypothesis testing framework to answer research questions has become a worrisome issue to research methodologists and statistics experts. Thus, the Journals of Mathematical Association of Nigeria, Abacus (2013 & 2014) were ...
Information Technology, Mathematics Achievement and Educational Equity in Developed Economies
Tan, Cheng Yong; Hew, Khe Foon
2017-01-01
The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after…
Learned Helplessness in Mathematics: What Educators Should Know.
Gentile, J. Ronald; Monaco, Nanci M.
1986-01-01
The range of problems associated with learned helplessness in mathematics is introduced through three hypothetical case studies. Then the basic theory of, the evidence for, and variables affecting learned helplessness are described. Issues of cure and prevention are discussed, and some suggestions are offered for teachers. (MNS)
Technology-driven developments and policy implications for mathematics education
Trouche, L.; Drijvers, P.H.M.|info:eu-repo/dai/nl/074302922; Gueudet, G.; Sacristan, A.I.
2013-01-01
The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture—a virtual culture with new paradigms—which differs crucially from preceding cultural forms. In this chapter, the
The Language Policy Practice in Mathematics Education in the ...
African Journals Online (AJOL)
kofimereku
mathematics lesson periods in English at the lower primary level. Efforts to ... children to derive the benefits of the language policy, the study recommends taking teachers linguistic competence into consideration during teacher postings and an ... not catered for in the classroom, the learner finds himself at a crossroad not.
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. I Oluyemi Onabanjo, PN Okpala, 9-17.
Mathematics in Early Childhood Education: Revolution or Evolution?
Stipek, Deborah
2013-01-01
Hachey (2013) aptly describes a recent surge in attention to mathematics for young children. The value of math for children as young as preschool age, however, was discovered before the 21st century. This is presently not a revolution but rather a potentially important step in an evolution of work that began at least a half century ago. Some…
The Use of Educational Platforms as Teaching Resource in Mathematics
Gómez-Zermeño, Marcela; Franco-Gutiérrez, Héctor
2018-01-01
Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics' failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model…
Classroom assessment in Chinese primary school mathematics education
Zhao, X.
2018-01-01
In mainland China, where there exists a deeply-rooted examination culture, an assessment reform promoting the use of assessment to support teaching and learning has been carried out since 2001. After a decade, however, only a few studies have been done that focus on primary school mathematics
Developing classroom formative assessment in dutch primary mathematics education
van den Berg, M.; Harskamp, E.G.; Suhre, C.J.M.
2016-01-01
In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative
Japanese lesson study in mathematics its impact, diversity and potential for educational improvement
Isoda, Masami; Stephens, Max
2007-01-01
In Before It''s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler''s conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.
NATO Advanced Research Workshop on Exploiting Mental Imagery with Computers in Mathematics Education
Mason, John
1995-01-01
The advent of fast and sophisticated computer graphics has brought dynamic and interactive images under the control of professional mathematicians and mathematics teachers. This volume in the NATO Special Programme on Advanced Educational Technology takes a comprehensive and critical look at how the computer can support the use of visual images in mathematical problem solving. The contributions are written by researchers and teachers from a variety of disciplines including computer science, mathematics, mathematics education, psychology, and design. Some focus on the use of external visual images and others on the development of individual mental imagery. The book is the first collected volume in a research area that is developing rapidly, and the authors pose some challenging new questions.
Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne
2015-01-01
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…
Arslan, Okan; Isiksal-Bostan, Mine
2016-01-01
The purpose of this study was to investigate beliefs and perceived self-efficacy beliefs of Turkish prospective elementary mathematics teachers in using origami in mathematics education. Furthermore, gender differences in their beliefs and perceived self-efficacy beliefs were investigated. Data for the current study was collected via Origami in…
Leyva, Luis A.
2017-01-01
Gender research in mathematics education has experienced methodological and theoretical shifts over the past 45 years. Although achievement studies have used assessment tools to explore and subsequently challenge the assumption of male superiority on mathematics assessments, research on participation has unpacked these studies' sex-based…
Prendergast, Mark; O'Donoghue, John
2014-01-01
This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment)…
Use and exchange value in mathematics education: Contemporary CHAT meets Bourdieu's sociology
Williams, Julian
2012-01-01
Empirical work has shown how mathematics education exhibits certain tensions between its value as being practically useful to production and consumption on the one hand and in offering access to scarce resources on the other hand. These tensions can be ultimately traced to the contradictions in the way mathematical knowledge enhances the use value and exchange value of labour power, respectively. To understand this as a social psychological phenomenon, I look to two well-known theoretical per...
A critical evaluation of mathematics courses in architectural education and practice
Çıkış, Şeniz
2010-01-01
Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of mathematics courses to contemporary conditions. On these grounds, the historical conditions when these courses were first considered within architect...
Zubainur, Cut Morina; Veloo, Arsaythamby; Khalid, Rozalina
2015-05-01
This study aims to explore the implementation of the Indonesian Realistic Mathematics Education (PMRI) in Aceh primary schools, Indonesia. This study investigates the students' mathematics activities involved in the implementation of PMRI and for this purpose; students' mathematics activities in the classroom were observed. Students were observed three times within five weeks during mathematics class, based on PMRI. A total of 25 year five students from a public school participated in this study. Observation check list was used in this study based on ten items. The observation conducted was based on two different time periods which were 105 minutes for group A and 70 minutes for group B. The observation was conducted every 5 minutes. The results show that PMRI is being practised in Aceh, but not completely. This study shows that mathematics activities for those who were taught using PMRI are higher than for those using the traditional approach. Overall, the findings showed that the number of student activities undertaken in PMRI achieved 90.56%. The higher percentage of activities suggests that the Aceh Education Office expands the implementation of PMRI in all primary schools so that learning of mathematics is more effective. This indirectly increases the mathematics achievement of students in Aceh to a higher level on par with Indonesia's national achievement.
The Study of Second Higher Education through Mathematical Statistics
Directory of Open Access Journals (Sweden)
Olga V. Kremer
2014-05-01
Full Text Available The article deals with the statistic reasons, age and wages of people who get the second higher education. People opt for the second higher education mostly due to many economical and physiological factors. According to our research, the age is a key motivator for the second higher education. Based on statistical data the portrait of a second higher education student was drawn.
Directory of Open Access Journals (Sweden)
Edwin Musdi
2016-02-01
Full Text Available This research aims to develop a mathematics instructional model based realistic mathematics education (RME to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase. At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.
Mathematical reasoning in Elementary School and Higher Education
Directory of Open Access Journals (Sweden)
Joana Mata-Pereira
2012-12-01
Full Text Available This paper analyzes the reasoning processes in mathematical tasks of two students in the 9th year of elementary school and two students in the second year of college. It also focuses the representation and meaningfulness, given their close relation with the mathematical reasoning. Results presented are based on two qualitative and interpretive studies which resort to several data sources. These results show that mastering of the algebraic language by the students in the 9th year is still insufficient to promptly solve the problems proposed, which does not occur with the college students though. All students use inductive initial strategies. However, one of the students in the 9th year and both college students revealed clearly their capability to reason deductively. The signification levels vary considerably, and several students have shown skills to build or mobilize relevant meanings. The model of analysis presented, articulating reasoning, representations and meaningfulness proved itself a promising tool to study the students’ reasoning processes.
Directory of Open Access Journals (Sweden)
Georgios Fesakis
2018-05-01
Full Text Available Seeking a systematic combination of the pedagogical model of m-learning with the Realistic Mathematics Education (RME approach, this study concerns the use of math trail as a learning activity model that can take the advantages of mobile computing devices for the design of effective learning experiences in an authentic context. The paper presents the design and the case study of the first pilot implementation of a math trail, using mobile devices for primary school students. In this math trail, the students are guided, through a digital map, to a sequence of preselected sites of a park where they solve specially designed math problems using data from the environmental context. The students measure real objects’ dimensions either with conventional instruments or by measurement applications of their tablet. According to the findings of the study, students solved the puzzles by applying mathematical knowledge, discussion and collaboration. The students applied and reinforced their knowledge through an effective and engaging learning activity. Moreover, the students were puzzled about the differences of the measurements by conventional and digital instruments and this confusion triggered social negotiation. Further research is needed for a grounded theory development about m-learning design for RME.
Jacobson, Erik; Simpson, Amber
2018-04-01
Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.
Contemporary Peasant Education Pictures: Investigative Movements in the Jiquiriçá Valley-BA
Directory of Open Access Journals (Sweden)
Mônica de Almeida Santos
2018-03-01
Full Text Available This article is the result of a survey carried out in the village of Serrote, a rural area in the municipality of Elísio Medrado-Bahia, in the framework of studies carried out by the Jiquiriçá Valley Observatory in Education (OBSERVALE/UFRB, whose purpose is to expand studies and promote debates on Peasant Education in the Jiquiriçá Valley Territory. The analyzes that result in this text derive from the research: “Peasant Education Pictures: Contemporary Scenarios”, carried out with 12 rural schools and 12 teachers and representatives of the public power. The research was anchored methodologically in a qualitative approach research, through the use of semi-structured interviews and the observation of the school context. In this article, specifically, we used data from one of the schools investigated, aiming at a more accurate analysis of reports from two collaborators and data collected in the research. The study revealed the presence of an urban-centric model of education that distances itself from the principles and conceptions that guide the movement for a Peasant Education in Brazil, revealing the predominance of an education oriented by a homogeneous curriculum and detached from the contexts of the students, revealing thus, portraits of a Rural Education, although, we are in times of struggle for a Peasant Education.
Briars, Diane J.; Larson, Matt; Strutchens, Marilyn E.; Barnes, David
2015-01-01
In his commentary "The Collective Black and 'Principles to Actions,'" Martin (2015) offers a thought-provoking critique of "Principles to Actions: Ensuring Mathematical Success for All" (National Council of Teachers of Mathematics [NCTM], 2014). Martin (2015) states that the mathematics education community, in general, and the…
Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.
2017-01-01
Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…
Directory of Open Access Journals (Sweden)
Korbinian eMoeller
2011-11-01
Full Text Available Usually children learn the basic principles of number and arithmetic by the help of finger-based representations. However, whether the reliance on finger-based representations is only beneficial or whether it may even become detrimental is the subject of an ongoing debate between neuro-cognitive and mathematics education researchers. From the neuro-cognitive perspective finger counting provides multi-sensory input conveying both cardinal and ordinal aspects of numbers. Recent data indicate that children with good finger-based numerical representations show better arithmetic skills and that training finger gnosis enhances mathematical skills. From this neuro-cognitive researchers conclude that elaborate finger-based numerical representations are beneficial for later numerical development.However, mathematics education research recommends fostering mental numerical representations so as to induce children to abandon finger-counting. More precisely mathematics education recommends moving from finger counting to concrete structured representations and then, finally, to mental representations of numbers.Taken together, there is obviously an important debate between the neuro-cognitve and mathematics education research concerning the benefits or detriments of finger-based strategies for numerical development. In the present review, the rationale of both lines of evidence will be presented and discussed.
Directory of Open Access Journals (Sweden)
Johann Engelbrecht
2009-09-01
Full Text Available Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1 - 12 with an outcomes-based education system (OBE. The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998. The implementation of the OBE system did not occur without problems, giving rise to revised initiatives and a fair amount of criticism. The 2009 intake of students at universities is the ﬁrst group of students that had been subjected to the OBE approach for their entire school career. This is also the ﬁrst group of students for whom some form of mathematics was compulsory up to Grade 12 level in the form of mathematics or mathematical literacy. These students were characterised by the fact that their mathematics marks for Grade 12 were exceptionally high and that many more students qualiﬁed for university entrance. This article reports on the impact of this new education system on the mathematics prepared-ness of students entering university. The study involves an empirical analysis of the students in the ﬁrst-year mathematics course for engineering students at the University of Pretoria as well as an analysis of a questionnaire completed by experienced lecturers at this university. The question addressed in this article is how the 2009 intake of students cope with mathematics at university level with regard to Performance General attributes Mathematical attributes Content-related attributesResults indicate a decrease in mathematics performance of these students at university level and that the inﬂated matric marks result in unjustiﬁed expectations. However, it is not unusual for marks to decrease from school to university and there is still too little evidence for serious concern. The study also indicates that these students seem to be better equipped with regard to personal attributes such as self-conﬁdence and
Shifts in the field of mathematics education Stephen Lerman and the turn to the social
Gates, Peter
2014-01-01
Professor Stephen Lerman has been a leader in the field of mathematics education for thirty years. His work is extensive, making many significant contributions to a number of key areas of research. Stephen retired from South Bank University in 2012, where he had worked for over 20 years, though he continues to work at Loughborough University. In this book several of his long standing colleagues and collaborators reflect on his contribution to mathematics education, and in so doing illustrate how some of Steve's ideas and interventions have resulted in significant shifts in the domain.
DESIGN OF EDUCATIONAL PROBLEMS ON LINEAR PROGRAMMING USING SYSTEMS OF COMPUTER MATHEMATICS
Directory of Open Access Journals (Sweden)
Volodymyr M. Mykhalevych
2013-11-01
Full Text Available From a perspective of the theory of educational problems a problem of substitution in the conditions of ICT use of one discipline by an educational problem of another discipline is represented. Through the example of mathematical problems of linear programming it is showed that a student’s method of operation in the course of an educational problem solving is determinant in the identification of an educational problem in relation to a specific discipline: linear programming, informatics, mathematical modeling, methods of optimization, automatic control theory, calculus etc. It is substantiated the necessity of linear programming educational problems renovation with the purpose of making students free of bulky similar arithmetic calculations and notes which often becomes a barrier to a deeper understanding of key ideas taken as a basis of algorithms used by them.
Education Research as Analytic Claims: The Case of Mathematics
Hyslop-Margison, Emery; Rogers, Matthew; Oladi, Soudeh
2017-01-01
Despite widespread calls for evidence-based research in education, this strategy has heretofore generated a surprisingly small return on the related financial investment. Some scholars have suggested that the situation follows from a mismatch between education as an assumed field of study and applied empirical research methods. This article's…
A Practical Study of Mathematics Education Using Gamification
Sakai, Kyohei; Shiota, Shingo
2016-01-01
This paper explores the use of gamification in math lessons for children in order to highlight the relationship between math education and its application to society. In school education, there is an existing problem about how to relate concepts learned in math to everyday life. One of the reasons for this problem is that it is difficult for…
Online supplementary mathematics tuition in a first-year childhood teacher education programme
Directory of Open Access Journals (Sweden)
Kathleen Fonseca
2016-02-01
Full Text Available This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.
Educational standardization and gender differences in mathematics achievement: A comparative study.
Ayalon, Hanna; Livneh, Idit
2013-03-01
We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap. Copyright © 2012 Elsevier Inc. All rights reserved.
Barton, Bill, Ed.; Irwin, Kathryn C., Ed.; Pfannkuch, Maxine, Ed.; Thomas, Michael O. J., Ed.
This document contains the proceedings of the 25th annual conference of the Mathematics Education Research Group of Australia (MERGA) held at the University of Auckland, New Zealand. The focus of this meeting is mathematics education in the South Pacific. Presentations are centered around the topic of numeracy in primary or elementary school.…
Developing Metacognitive and Discursive Activities in The Indonesian Mathematics Education
Directory of Open Access Journals (Sweden)
Christa Kaune
2012-01-01
Full Text Available This article reports on the findings of a German-Indonesian feasibility study, which has been conducted to examine whether a more extensive pilot study could be successful. The objective of the pilot study is to enhance the mathematical skills of Indonesian students in the 7th class by increasing the number of students who can really understand the mathematical concepts and methods introduced in class. In order to achieve this, a learning environment for the introduction of integers was designed and implemented in class. During its implementation a teaching style has been practised which encourages metacognitive and discursive activities in the students. In this paper the theoretical background for the construction of a comparing test is set out, several exercises are presented as examples and on the basis of student solutions, taken from the test, the effects of the innovative teaching is demonstrated. Keywords: Metacognition, Microworlds, Mental models, Metaphors, Integers DOI: http://dx.doi.org/10.22342/jme.3.1.619.1-16
Using GeoGebra for Mathematics Education at University Undergraduate Level
DEFF Research Database (Denmark)
Triantafyllou, Eva; Timcenko, Olga
Our research effort presented in this talk relates with developing digital tools for mathematics education at undergraduate university level. It focuses specifically on studies where mathematics is not a core subject but it is very important in order to cope with core subjects. For our design, we...... feedback inspire the next round of design requirements for the development of digital tools that support mathematics teaching and learning at university level....... conducted observations of teachers and students during lectures and exercise time. During these observations we were able to investigate how the applets were used in practice but also to get insight in the challenges that the students face during mathematics learning. These findings together with student...
Directory of Open Access Journals (Sweden)
Muhamad Saleh
2017-06-01
Full Text Available By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students’ mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high. The result suggests that the achievement and the improvement of students’ reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning.
Mathematics Education Problems and Attempts to Solve Them in Nowadays Lithuanian School
Directory of Open Access Journals (Sweden)
Malaukytė Ieva
2017-07-01
Full Text Available The decreasing number of the Lithuanian residents has strong impact on the educational system: the number of pupils is decreasing, the schools are getting closed. School is considered to be the provider of educational services, so it is necessary to search, how to preserve and attract clients – pupils. The growing competition induces search for distinctiveness among the schools. According to the theory of generations of William Strauss and Neil Howe, now we have to educate representatives of generation Z, who do not like violence, restrictions, want to be distinctive and are open to the world of technologies. The teacher faces the challenge when s/he wants to convey mathematical skills to these pupils. The profile teaching followed by training based on individual curricula provided more choices for the pupils. This freedom led to the dead-end of mathematical literacy and forced to return to a compulsory national final exam of Mathematics and to change the indexes for the persons entering studies of the first cycle and integrated studies. In the article, mathematics achievements and situation in schools in Lithuania as well as the measures taken to improve mathematical literacy in the country are described.
Berlin, Donna F.; White, Arthur L.
2002-01-01
Describes the purpose of the Master of Education (M. Ed.) Program in Integrated Mathematics, Science, and Technology Education (MSAT Program) at The Ohio State University and discusses preservice teachers' attitudes and perceptions toward integrated curriculum. (Contains 35 references.) (YDS)
Tsai, Tsung-Lung; Li, Hui-Chuan
2017-11-01
Over the past few decades, researchers, policy makers, educators and the general public, who have an interest in mathematics education in different countries, pay a great deal of attention to the results from international comparative studies. Of great interest to the international studies is the results of Eastern students consistently achieving higher marks among the participating countries. In recent years, we have seen a climate of intense global economic competition and a growing belief in the key role of education, which have persuaded governments to become increasingly obsessed with the international rankings of measured educational outcomes. Accordingly, educational policy is increasingly driven by national attempts to "copy" the perceived advantage associated with the educational strategies and techniques of other countries. In this note, we present a discussion of the benefits and criticisms of one of these international comparative studies: Trends in International Mathematics and Science Study (TIMSS) studies. In so doing, we attempt to call attention to a continuously growing culture of "teaching to the test" in mathematics education.
Improving science, technology and mathematics education in Nigeria
African Journals Online (AJOL)
The study assessed the impact of a World Bank Assisted Project “STEP-B” on ... of ICT, human resources and Educational Technology infrastructure in Post Basic ... technique based on gender, course, department, unit and job prescription.
African Journal of Educational Studies in Mathematics and Sciences ...
African Journals Online (AJOL)
Effects of constructivist teaching strategies and traditional lecture method on students' learning outcomes in Nigeria's integrated science education · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. DI Oludipe, DB Awofodu ...
National Academies Press, 2009
2009-01-01
In 1998, the National Science Foundation (NSF) launched a program of Grants for Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE). These grants were designed for institutions with PhD-granting departments in the mathematical sciences, for the purpose of developing high-quality education programs, at all levels,…
Sriraman, Bharath, Ed.; Bergsten, Christer, Ed.; Goodchild, Simon, Ed.; Palsdottir, Gudbjorg, Ed.; Sondergaard, Bettina Dahl, Ed.; Haapasalo, Lenni, Ed.
2010-01-01
The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world. The book is organized in sections co-ordinated by active researchers in…
Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course
Marin, Katherine Ariemma
2014-01-01
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…
Directory of Open Access Journals (Sweden)
Samuel L. Tunstall
2017-01-01
Full Text Available In this essay, I examine the extent to which mathematics education and education for quantitative literacy support students’ present and future flourishing, a concept that entails realizing objective goods in a life lived from the inside. This perspective requires disentangling philosophical assumptions about the aims of mathematics education, which—in the context of flourishing—I take to be a hybrid of those that have informed curricular discussions over the past two centuries. In the process, I problematize ("make strange" many of the common reasons given for students learning mathematics, including: learning it for one’s career, for one’s logical reasoning skills, or for its own sake. My conclusion is that, through the end of compulsory schooling, all students should take coursework that fosters quantitative literacy, or the ability and disposition to use, interpret, and criticize numbers as they manifest in daily life. In addition, in the same environment, traditional mathematics should be included and compulsory up to grade eight, but afterward required only insofar as it is necessary for fulfilling one’s goals. I pursue this line of argument with full cognizance of sociopolitical elements of mathematics education and other challenges in implementation, noting that appealing to consequences—while fine as a justification for avoiding change in the short-term—is not a tenable justification for doing so in the long-term. I challenge readers to reflect on our ability to empower students for future flourishing, and to consider the role that mathematics has in doing so.
Suter, Larry E.
2017-01-01
The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew…
Sung, Woonhee; Ahn, Junghyun; Black, John B.
2017-01-01
A science, technology, engineering, and mathematics-influenced classroom requires learning activities that provide hands-on experiences with technological tools to encourage problem-solving skills (Brophy et al. in "J Eng Educ" 97(3):369-387, 2008; Mataric et al. in "AAAI spring symposium on robots and robot venues: resources for AI…
Computational Literacy and "The Big Picture" Concerning Computers in Mathematics Education
diSessa, Andrea A.
2018-01-01
This article develops some ideas concerning the "big picture" of how using computers might fundamentally change learning, with an emphasis on mathematics (and, more generally, STEM education). I develop the big-picture model of "computation as a new literacy" in some detail and with concrete examples of sixth grade students…
Noble, Richard, III; Morton, Crystal Hill
2013-01-01
This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…
Real and Virtual Robotics in Mathematics Education at the School-University Transition
Samuels, Peter; Haapasalo, Lenni
2012-01-01
LOGO and turtle graphics were an influential movement in primary school mathematics education in the 1980s and 1990s. Since then, technology has moved forward, both in terms of its sophistication and pedagogical potential; and learner experiences, preferences and ways of thinking have changed dramatically. Based on the authors' previous work and a…
Directory of Open Access Journals (Sweden)
L. Shishko
2012-03-01
Full Text Available Annotation In this article is described the information an experience of introduction in educational process of pedagogical program systems of support of practical activities for example pedagogical software "Algebra, 8 class" and also aspect of formation of mathematical activity during algebra studying.
Governing the Modern, Neoliberal Child through ICT Research in Mathematics Education
Valero, Paola; Knijnik, Gelsa
2015-01-01
Research on the pedagogical uses of ICT for the learning of mathematics formulates cultural thesis about the desired subject of education and society, and thereby contribute to fabricate the rational, Modern, self-regulated, entrepreneurial neoliberal child. Using the Foucauldian notion of governmentality, the section Technology in the…
Mathematics Education in a Time of Earthquakes: Holding on and Letting Go
McChesney, Jane; Wilson, Susanna
2016-01-01
Two mathematics teacher educators describe their responses during a year disrupted by a serious earthquake and the ongoing effects on students and staff. We discuss our pedagogical responses to unforeseen changes in courses and in students' lives, including the re-calibrating of social relationships. We describe our work in a postgraduate course…
A Hybrid and Flipped Version of an Introductory Mathematics Course for Higher Education
Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud
2018-01-01
This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…
Characterising the Perceived Value of Mathematics Educational Apps in Preservice Teachers
Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter
2016-01-01
This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying…
Social Theories of Learning: A Need for a New Paradigm in Mathematics Education
Jorgensen, Robyn
2014-01-01
This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning…
Rockets: An Educator's Guide with Activities in Science, Mathematics, and Technology.
National Aeronautics and Space Administration, Washington, DC.
This educational guide discusses rockets and includes activities in science, mathematics, and technology. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry focus on Sir Isaac Newton's Three Laws of Motion. These laws explain…
The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education
Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin
2017-01-01
This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…
Li, Qiong; Ni, Yu-jing
2012-01-01
Focusing on the case of mathematics, this paper reviews debates on China's new Basic Education Curriculum Reform program, including the status of knowledge within the reformed curriculum, the arrangement of the curriculum system, and the push toward real-life applicability and hands-on participation. It discusses the related challenges that…
A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009
Ronau, Robert N.; Rakes, Christopher R.; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, David K.
2014-01-01
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%.…
Uses of technology in lower secondary mathematics education : a concise topical survey
Drijvers, P.H.M.; Ball, Lynda; Barzel, Barbel; Heid, M. Kathleen; Cao, Yiming; Maschietto, Michela
2016-01-01
This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness;
Greenseid, Lija O.; Lawrenz, Frances
2011-01-01
This study explores the use of citation analysis methods to assess the influence of program evaluations conducted within the area of science, technology, engineering, and mathematics (STEM) education. Citation analysis is widely used within scientific research communities to measure the relative influence of scientific research enterprises and/or…
Logo and Geometry. Journal for Research in Mathematics Education Monograph Series.
Clements, Douglas H.; Battista, Michael T.
This book, the 10th volume in the Journal for Research in Mathematics Education (JRME) Monograph Series, discusses the geometry curriculum and investigates how elementary school students learn geometric concepts and how Logo programming and its turtle graphics might affect this learning. This volume also provides details on the development,…
Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley
2013-01-01
This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…
A Short History of the Science and Mathematics Education Centre at Curtin University
Treagust, David F.
2011-01-01
This article is presented in four parts. In the first part, I describe the foundation of the Science and Mathematics Education Centre (SMEC) at Curtin University. In the second part, I explain the development of SMEC's teaching and research capacity under its three directors. In the third section, I describe how federal government support of SMEC…
Digital technology in mathematics education : Why it works (or doesn't)
Drijvers, P.H.M.
2015-01-01
The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading
Nkere, Nsidi
2016-01-01
A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level…
Pepin, B.
2014-01-01
In this article the concept of the Didactic Contract is used to investigate student ‘transition’ from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his
Tra, Yolande V.; Evans, Irene M.
2010-01-01
"BIO2010" put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on…
Pepin, B.; Rezat, S.; Hattermann, M.; Peter-Koop, A.
2014-01-01
In this article the concept of Feedback and Self-Regulated Learning has been used to investigate student ‘transition’ from upper secondary to university mathematics education. The findings are anchored in data from the TransMaths project (at the University of Manchester), more particularly the case
Special Education Teachers' Views on Using Technology in Teaching Mathematics
Baglama, Basak; Yikmis, Ahmet; Demirok, Mukaddes Sakalli
2017-01-01
Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special…
Subjectivity and Cultural Adjustment in Mathematics Education: A Response to Wolff-Michael Roth
Brown, Tony
2012-01-01
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown's book "Mathematics Education and Subjectivity". The reading contrasts Brown's approach with Roth's own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to "reunite" psychology and sociology. Brown's book, however, focuses on…
Teachers' use of classroom assessment in primary school mathematics education in the Netherlands
Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria
2013-01-01
This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about
Assessing Student Learning in Gender Inclusive Tertiary Mathematics and Physics Education.
Wistedt, Inger
1998-01-01
The merits and limitations of an alternative assessment method implemented in an inclusive university education program are discussed based on data from a study in which 24 Swedish university students presented mathematics and physics project results. The study shows how an interdisciplinary approach to assessment can promote critical reflection…
A journey towards mathematics. Effects of remedial education on early numeracy
Toll, S.W.M.
2013-01-01
Mathematical proficiency is one of the most important core targets in primary education. Early numeracy in kindergarten is one of the key targets for early identification of children at-risk for math learning difficulties. For most children, learning early numeracy skills is a natural process that
Alienation in Mathematics Education: A Problem Considered from Neo-Vygotskian Approaches
Radford, Luis; Roth, Wolff-Michael
2017-01-01
In a recent article published in this journal, Williams ("Educational Studies in Mathematics, 92," 59-72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the "funds of knowledge" and on "cultural-historical activity theoretic" perspectives. The critique has great value in that it…
Alienation in Mathematics Education: Critique and Development of Neo-Vygotskian Perspectives
Williams, Julian
2016-01-01
This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as…
Bakker, Marjoke; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander
2016-01-01
This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons…
Bakker, M.|info:eu-repo/dai/nl/355337770; Van den Heuvel-Panhuizen, M.|info:eu-repo/dai/nl/069266255; Robitzsch, Alexander
2016-01-01
This study examined the effects of a teacher-delivered intervention with online math-ematics mini-games on special education students’ multiplicative reasoning ability(multiplication and division). The games involved declarative, procedural, as well asconceptual knowledge of multiplicative
Anxiety towards Mathematics and Educational Level: A Study on Means Differences
Escalera-Chávez, Milka Elena; García-Santillán, Arturo; Córdova-Rangel, Arturo; González-Gómez, Santiago; Tejada-Peña, Esmeralda
2016-01-01
The aim of this research work is to analyze whether there is a difference in the degree of anxiety towards mathematics among students of different educational levels. The study is not experimental and cross sectional, and it is based on difference of means between groups. The sample is not probabilistic, and consisted of 226 students from…
"Geomat.dk": Historical Instruments of Navigation--Used as Educational Tools in Mathematics
Jakobsen, Ivan Tafteberg; Matthiasen, Jesper
2016-01-01
This paper gives a short description of the scope and content of an educational project. The approach is to use historical navigational devices, such as sextants and cross staffs, to teach mathematics in secondary schools. By making collections of these devices available to teachers and bringing them into the class room a new approach to combine…
Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology
Gillard, Ellen; Van Dooren, Wim; Schaeken, Walter; Verschaffel, Lieven
2009-01-01
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been…
Teaching Methods in Mathematics and the Current Pedagogical Point of View in School Education.
岩崎, 潔; Kiyosi, Iwasaki
1995-01-01
It should be a basic principal that studies in teaching profession in universities should take into consideration the current pedagogical points of view in education and the future prospects of that education. This paper discusses the findings of a survey on the degree of recognition that students in our Math courses have about the currents pedagogical understading of teacher trainig. In this paper I will consider how to teach effectively teaching methods in Mathematics.
Widlund, Anna; Tuominen, Heta; Korhonen, Johan
2018-01-01
It has been suggested that both performance and academic well-being play a role in adolescent students' educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students ( N grade 7 = 583, N grade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.