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Sample records for hungarian mathematics education

  1. Radiology education in Hungarian schools

    Energy Technology Data Exchange (ETDEWEB)

    Marx, G. [Department of Atomic Physics, Boetvoes Univ., Budapest (Hungary)

    1999-09-01

    Basic concepts of nuclear physics are not more abstract and more difficult than those of electricity. For the orientation of the citizens of the 21st century, the Hungarian school curriculum has made them compulsory for all teenagers. According to the teachers' experience, the students find nuclear issues more relevant and more interesting than the topics inherited from the schoolbooks of earlier centuries. (author)

  2. New Features of Educational Media Development in Hungarian Secondary Education.

    Science.gov (United States)

    Benedek, Andras

    1994-01-01

    The development of educational technology media in Hungarian secondary education is discussed in terms of changing general pedagogical requirements; the influence of interactivity on teaching procedures; training teachers and developing educational media; and new statutory frameworks. (AEF)

  3. Education of Mathematically Talented Students in Hungary

    Science.gov (United States)

    Stockton, Julianna Connelly

    2010-01-01

    Hungary is famous for its production of large numbers of highly talented mathematicians and physicists. This study explores the Hungarian system for educating mathematically talented secondary school students with the goal of identifying successful features that may be applicable to education in the United States. Highlights of the Hungarian…

  4. The impact of the language barrier on the success of Hungarian minority women in the higher education system of Serbia

    Directory of Open Access Journals (Sweden)

    Lendák-Kabók Karolina

    2017-01-01

    Full Text Available The subject of the paper is to analyze the impact of the language barrier faced by Hungarian minority female professors and students in the higher education sys­tem of Serbia. The aim of this paper is to propose measures which might allow Hungarian minority students to overcome the language barrier more easily and to raise awareness for the need of more Hungarian women in the fields of science, technology, engineering and mathematics (STEM. The analysis is based on twenty four semi-structured interviews conducted with minority Hungarian female professors and students, who are working or studying at the University of Novi Sad, Serbia. Interviews were conducted with a pre-composed questionnaire between the end of 2014 and the beginning of 2015. Interviewees were chosen with a snowball sampling method. Results of analysis show that the majority of Hungarian women face a language barrier at the start of their studies, mostly because of their limited knowledge of the majority’s language. These barriers were more pronounced in Hungarian female students than with professor. This phenomenon can be attributed to the time in which they grew up, or to a different social environment of the twentieth century, when bilingualism was completely natural, from which, less segregation of the nations resulted and a better knowledge of the Serbian language. The professors particularly point out that being bilingual is a great advantage and that their knowledge of several languages was a key advantage in their academic careers. With the analysis of the interviews it was determined that the language barrier was mostly pronounced for students of social sciences and humanities (SSH, where language is the primary tool of communication. The language barrier was less important for the students studying in STEM sciences, where students and professors interact through formulas and written exams.

  5. Philosophy of Mathematics, Mathematics Education and Philosophy of Mathematics Education.

    Science.gov (United States)

    Zheng, Yuxin

    1994-01-01

    Uses the modern development of mathematics education in the United States as background for the analysis of the influence of mathematics philosophy on mathematics education. Discusses the problem of how to develop the subject of philosophy of mathematics education, regarded as an impetus from mathematics education, to the further development of…

  6. 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....

  7. Economics students’ migrations in the Hungarian higher education system

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    Réka Pusztai

    2016-01-01

    Full Text Available The Hungarian Higher Education has faced several structural challenges since the regime change of 1990. The ‘golden age’ seems to be over and the government tends to impose severe limits on institutions regarding the number of state-financed students, the minimal application points and the institutions’ missions. These new aspects influence the application procedures, as students are eager to achieve the highest price-value combination on the education market, which leads to internal and external migrations. In this study, we focus on the former, by using the agglomeration analysis of higher education institutions. We apply a modified Universal Law of Gravity to gather information about social and/or economic phenomena. On the level of single individuals, these types of decisions are random, but on the collective level, they can be characterized by certain principles and rules. This study explores the changes in the agglomeration areas and the limiting factors related to colleges and universities, offering economic education between 2004 and 2014. This period is adequate, as to identify the peculiarities and different influences of the market, the government, and the global trends and to identify the new spatial roles of the institutions.

  8. 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...

  9. EXAMINATION OF MATHEMATICS TEXTBOOKS IN USE IN HUNGARIAN PRIMARY SCHOOLS IN ROMANIA

    Directory of Open Access Journals (Sweden)

    Baranyai Tünde

    2011-11-01

    Full Text Available A good textbook must meet a number of pedagogical, psychological, scientific, esthetical, and other requirements. The presented research examines whether the mathematics textbooks in use in Hungarian primary schools in Romania meet those requirements. We used documentation, contents analysis and surveys as research methods. We examined the mathematics textbooks against requirements in appearance, style and language, editing, approach and contents material. Following contents analysis we can state as a positive result that the textbooks provide a great variety of problem solving tasks, while meeting the principle of progressivity. Nevertheless, they contain mathematical mistakes, scientific inaccuracies, are not in total agreement with the curriculum and their language is inappropriate. These findings are supported by the results of our survey. The hundred and two teachers asked in the survey gave a medium qualification to the primary school mathematics textbooks. The most often quoted flaws are the lack of differentiated, layered and task based teaching material, as well as the inappropriate language owed to bad translation of the textbooks originally written in Romanian.

  10. Dr. Andras Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division, Budapest, Hungary

    CERN Multimedia

    Maximilien Brice

    2002-01-01

    Photo 01: Dr András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division (right) and Barbara Vizkelety Secretary of the Hungarian CERN Committee visiting the ASACUSA experiment on the Antiproton Decelerator Photo 02: Dr András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division (right) visiting the ASACUSA experiment on the Antiproton Decelerator with (from left to right) Dezso Horvath, Cecilia Jarlskog, Barbara Vizkelety Secretary of the Hungarian CERN Committee. Photo 03: Dr András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division (right) and Barbara Vizkelety Secretary of the Hungarian CERN Committee visiting the ASACUSA experiment on the Antiproton Decelerator.

  11. [Suggestions of reshaping medical education (The Hungarian medical elite at universities and the Hungarian Academy of Sciences) 1947-1948].

    Science.gov (United States)

    N Szabó, József

    2017-03-01

    This study is part of the monograph entitled Scientific Elites and Politics (1945-1948) to be published soon. The relationships of political parties with several elite groups, such as groups of agronomic, human, economic, legal, technical and natural sciences, as well as the roles of these elites in scientific life, have been looked into and published in renowned periodicals. Using new sources, different specialist groups' and political powers' suggestions of reshaping medical education in 1947 and 1948, are presented. The medical elite's situation at universities and the Hungarian Academy of Sciences is also outlined. The study renders an account of the entire post-war medical elite. It will be stated who and based on what scientific achievement became member of the Hungarian Academy of Sciences, who was appointed to professor and who became a habilitated doctor. This study, which is a desideratum of research, may not only interest researchers but is aimed at a broader readership, including physicians. Orv. Hetil., 2017, 158(11), 432-437.

  12. Quality Management in Hungarian Higher Education: Organisational Responses to Governmental Policy

    Science.gov (United States)

    Csizmadia, Tibor; Enders, Jurgen; Westerheijden, Don F.

    2008-01-01

    This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and…

  13. Quality Management in Hungarian Higher Education: Organisational Responses to Governmental Policy

    Science.gov (United States)

    Csizmadia, Tibor; Enders, Jurgen; Westerheijden, Don F.

    2008-01-01

    This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and…

  14. Dr. Andras Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division, Budapest, Hungary

    CERN Document Server

    Maximilien Brice

    2002-01-01

    Photo 01: Dr András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division (right) visiting the ALICE data acquisition laboratory with Ervin Denes. Photo 02: Ervin Denes in the ALICE DAQ (data acquisition) laboratory on the occasion of the visit of Dr András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division. Photo 03: Detector Data Link and data generator used for data acquisition system of the ALICE experiment photographed on the occasion of the visit of Dr. András Siegler, President of the Hungarian CERN Committee, Ministry of Education, Research and Development Division.

  15. From easel to professorship. The creation and consolidation of Hungarian professional fine arts education in Transylvania

    Directory of Open Access Journals (Sweden)

    János Kristóf Murádin

    2014-10-01

    Full Text Available The study encompasses the history of fine arts education in Hungarian language from Transylvania, beginning from the end of the 19th century to recent times, placing special emphasis on the period between 1944 and 1948, when the number of fine arts educational institutions in Transylvania was the highest. Beside the Hungarian civil organisations from Transylvania (the Free Painting School from Baia Mare, the Barabás Miklós Guild and the Józsa Béla Athenaeum Fine Arts Free School from Cluj the state-run educational institutions (the Hungarian Art Institute from Cluj, the Ion Andreescu Fine Arts Institute that were attended by many students are also presented. With this, the study aims to offer a comprehensive perspective on the education of the succesive generations of Hungarian fine artists from Transylvania. Keywords: Hungarians of Romania, demographic dynamic of the Hungarian mi-nority in Transylvania, demographic changes, assimilation, ethnic classification. __________________ Este estudio abarca la historia de la educación de bellas artes de Transilvania en lengua húngara, empezando con el fin del siglo 19 hasta los últimos tiempos con énfasis especial en el período 1944–1948 cuando el número de las instituciones educativas de bellas artes fue lo más alto en Transilvania. Junto a las organizaciones civiles húngaras de Transilvania (La Escuela de Pintura Libre de Baia Mare, El Gremio Barabás Miklós y La Escuela Libre de Bellas Artes Józsa Béla de Cluj también se presentan las instituciones educativas estatales (Instituto Húngaras de Artes de Cluj, Instituto de Bellas Artes Ion Andreescu asistidas por muchos estudiantes. Con esto, el estudio tiene el objetivo de ofrecer una perspectiva exhaustiva sobre la educación de generaciones sucesivas de artistas plásticos húngaros de Transilvania. Palabras clave:Húngaros de Rumania, dinámicas demográficas de las minorías húngaras en Transilvania, cambios demogr

  16. Mathematics Education in Argentina

    Science.gov (United States)

    Varsavsky, Cristina; Anaya, Marta

    2009-01-01

    This article gives an overview of the state of mathematics education in Argentina across all levels, in the regional and world contexts. Statistics are drawn from Mercosur and UNESCO data bases, World Education Indicators and various national time-series government reports. Mathematics results in national testing programmes, Programme for…

  17. Mathematics Education in Argentina

    Science.gov (United States)

    Varsavsky, Cristina; Anaya, Marta

    2009-01-01

    This article gives an overview of the state of mathematics education in Argentina across all levels, in the regional and world contexts. Statistics are drawn from Mercosur and UNESCO data bases, World Education Indicators and various national time-series government reports. Mathematics results in national testing programmes, Programme for…

  18. Meaning in mathematics education

    CERN Document Server

    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.

  19. Teaching Mathematical Modeling in Mathematics Education

    Science.gov (United States)

    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…

  20. My Mathematical Education

    Institute of Scientific and Technical Information of China (English)

    2006-01-01

    @@ 1 Early Education in China I entered Fulun Middle School in Tientsin in January 1923. It was a four-year high school and I was admitted to the second semester of the first year. The mathematical curriculum consisted of:

  1. Philosophical dimensions in mathematics education

    CERN Document Server

    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.

  2. Mathematics Education Computer Software and Mathematics Teachers.

    Science.gov (United States)

    Ozgun-Koca, S. Asli

    2000-01-01

    Presents results from a study that uses questionnaires to ask mathematics teachers' (N=64) opinions about mathematics education computer software. Indicates that respondents overwhelmingly favored discovery and remediation as the purpose of using software in mathematics classrooms. Teachers believed that real world situations and multiple…

  3. 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...

  4. Mentoring in mathematics education

    CERN Document Server

    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:

  5. Assessment and realistic mathematics education

    NARCIS (Netherlands)

    Heuvel-Panhuizen, M.H.A.M. van den

    1996-01-01

    This book describes the consequences of Realistic Mathematics Education (RME) for assessing students’ understanding of mathematics in primary school. RME is the Dutch answer to the worldwide need to reform mathematics education. Changed ideas about mathematics as a school subject, its goals, ideas a

  6. Assessment and realistic mathematics education

    NARCIS (Netherlands)

    Heuvel-Panhuizen, M.H.A.M. van den

    1996-01-01

    This book describes the consequences of Realistic Mathematics Education (RME) for assessing students’ understanding of mathematics in primary school. RME is the Dutch answer to the worldwide need to reform mathematics education. Changed ideas about mathematics as a school subject, its goals,

  7. Mathematics Education in Hungary Today.

    Science.gov (United States)

    Varga, Tamas

    1988-01-01

    Changes in mathematics education from the 1950s to the 1980s are briefly described by the author, who was a leading mathematics educator in Hungary. Illustrations focus on personal experience and small group interaction. (MNS)

  8. Assessment and realistic mathematics education

    OpenAIRE

    Heuvel-Panhuizen, M.H.A.M. van den

    1996-01-01

    This book describes the consequences of Realistic Mathematics Education (RME) for assessing students’ understanding of mathematics in primary school. RME is the Dutch answer to the worldwide need to reform mathematics education. Changed ideas about mathematics as a school subject, its goals, ideas about teaching and learning mathematics, require new forms of assessment. Within RME this means a preference for observation and individual interviews. However, written tests have not been abandoned...

  9. Ethical Dimensions of Mathematics Education

    Science.gov (United States)

    Boylan, Mark

    2016-01-01

    The relationships between mathematics, mathematics education and issues such as social justice and equity have been addressed by the sociopolitical tradition in mathematics education. Others have introduced explicit discussion of ethics, advocating for its centrality. However, this is an area that is still under developed. There is a need for an…

  10. The Philosophy of Mathematics Education

    DEFF Research Database (Denmark)

    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...... 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...... 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...

  11. Women’s Career Paths in Hungarian Higher Education in the Light of the Bologna Process

    Directory of Open Access Journals (Sweden)

    Eszter Borsos

    2015-10-01

    Full Text Available In our research we investigate the Hungarian higher education, which has undergone some significant transformation over the past decades. The Bologna process has fundamentally transformed our higher education: most of the previous single and undivided trainings were transformed into a two or three-stepped ones. After the previous regime the way opened for the founding of private colleges and their accreditation, which generated, again, a number of changes: the financing side showed novelties. This can be interpreted as a response to the state’s strategy that it intends to withdraw from the financing of higher education. As a result, those young people are also included in the form of fee-paying system, who did not have access to higher education because of the narrow academic admissions. At the same time, since the nineties, women became over represented in higher education on the student side. However, to date there are few women in higher education on the management side.

  12. Changing Mathematics Education in Mozambique.

    Science.gov (United States)

    Gerdes, Paulus

    1981-01-01

    A brief description and analysis of mathematics education in different phases of the history of Mozambique are provided. Particular attention is given to teacher training and the first National Seminar on the Teaching of Mathematics. (MP)

  13. Mathematical Modelling in European Education

    Science.gov (United States)

    Ferri, Rita Borromeo

    2013-01-01

    Teaching and learning of mathematical modelling has become a key competence within school curricula and educational standards in many countries of the world. The term mathematical modelling, its meaning, and how it can be implemented in mathematics lessons have been intensively discussed during several Conferences of the European Society for…

  14. Mathematical History, Philosophy and Education

    Science.gov (United States)

    Otte, Michael

    2007-01-01

    History of mathematics occupies itself describing processes of growth and development, whereas philosophy of mathematics is concerned with questions of justification. Both play an essential role within the educational context. But there is a problem because genuine historical studies necessitate ever greater particularity whereas mathematics and…

  15. Cognitive science and mathematics education

    CERN Document Server

    Schoenfeld, Alan H

    2013-01-01

    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.

  16. 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...

  17. 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...

  18. Critical Pedagogy for Critical Mathematics Education

    Science.gov (United States)

    Tutak, Fatma Aslan; Bondy, Elizabeth; Adams, Thomasenia L.

    2011-01-01

    This article provides a brief introduction to critical pedagogy and further discussion on critical mathematics education. Critical mathematics education enables students to read the world with mathematics. Three emerging domains of mathematics education related to critical mathematics education are discussed in this manuscript: ethnomathematics,…

  19. Critical Pedagogy for Critical Mathematics Education

    Science.gov (United States)

    Tutak, Fatma Aslan; Bondy, Elizabeth; Adams, Thomasenia L.

    2011-01-01

    This article provides a brief introduction to critical pedagogy and further discussion on critical mathematics education. Critical mathematics education enables students to read the world with mathematics. Three emerging domains of mathematics education related to critical mathematics education are discussed in this manuscript: ethnomathematics,…

  20. Mathematics education a spectrum of work in mathematical sciences departments

    CERN Document Server

    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...

  1. International comparisons in mathematics education

    CERN Document Server

    Huntly, Ian; Luna, Eduardo

    2012-01-01

    This text explores international comparisons in mathematics education and highlights strengths and weaknesses in various systems world-wide, allowing teachers, researchers and academics to compare and contrast different approaches.

  2. Astronomy and Mathematics Education

    Science.gov (United States)

    Ros, Rosa M.

    There are many European countries where Astronomy does not appear as a specific course on the secondary school. In these cases Astronomy content can be introduced by means of other subjects. There are some astronomical topics within the subject of Physics but this talk concerns introducing Astronomy in Mathematics classes. Teaching Astronomy through Mathematics would result in more exposure than through Physics as Mathematics is more prevalent in the curriculum. Generally it is not easy to motivate students in Mathematics but they are motivated to find out more about the universe and Astronomy current events than appears in the media. This situation can be an excellent introduction to several mathematics topics. The teachers in secondary and high school can use this idea in order to present more attractive mathematics courses. In particular some different examples will be offered regarding * Angles and spherical coordinates considering star traces * Logarithms and visual magnitudes * Plane trigonometry related orbital movements * Spherical trigonometry in connection with ecliptic obliquity * Conic curves related to sundial at several latitudes Some students do not enjoy studying Mathematics but they can be attracted by practical situations using Applied Mathematics: Astronomy is always very attractive to teenagers.

  3. 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....

  4. The Hungarian Patient: Museum Education in Hungary and the Challenges of Democratic Transition

    Science.gov (United States)

    Vasarhelyi, Tamas

    2012-01-01

    This article outlines the changes, developments, activities, and challenges faced by Hungarian museums over the last few decades. It shows that there was life behind the "Iron Curtain," with museums enjoying relative financial stability. While the political and economic changes associated with the transition from a communist to a…

  5. 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...

  6. The Kodály and Rajkó Methods: Voices, Instruments, Ethnicity, and the Globalization of Hungarian Music Education in the Twentieth Century

    OpenAIRE

    Lynn M. Hooker

    2016-01-01

    Music is one of the fields in which Hungary has distinguished itself around the world, and music education is an arena in which Hungarian methods have had a profound impact. The basic principles of Hungarian music-pedagogical methods, developed by Zoltán Kodály (1882–1967) and his disciples and thus known as the Kodály method, are systematic instruction in sight-singing using “movable-do” solfège and rhythmic syllables, with the ideal of developing music literacy in all children through high-...

  7. Mathematics Education and Democracy Education

    Science.gov (United States)

    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…

  8. Mathematics Education and Democracy Education

    Science.gov (United States)

    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…

  9. AI and Mathematical Education

    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.

  10. Fuzzy Sets and Mathematical Education.

    Science.gov (United States)

    Alsina, C.; Trillas, E.

    1991-01-01

    Presents the concept of "Fuzzy Sets" and gives some ideas for its potential interest in mathematics education. Defines what a Fuzzy Set is, describes why we need to teach fuzziness, gives some examples of fuzzy questions, and offers some examples of activities related to fuzzy sets. (MDH)

  11. Journal Quality in Mathematics Education

    Science.gov (United States)

    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…

  12. Identity Research in Mathematics Education

    Science.gov (United States)

    Darragh, Lisa

    2016-01-01

    This paper examines the literature on identity within mathematics education published in journals over the past two decades. It analyses the theoretical underpinnings, research methods and definitions of identity, providing a critique rather than a summary of the literature. A total of 188 articles from 85 different journals are reviewed in the…

  13. The policy of school autonomy and the reform of educational administration Hungarian changes in an East European perspective

    Science.gov (United States)

    Halász, Gábor

    1993-11-01

    The paper presents the background, the main elements and the contradictions of the reform of educational administration in Hungary in the late '80s in a Central and East European perspective. It also tries to provide an analysis of the challenges that have emerged with the political changes of the '90s. The introductory part of the paper analyses the differences between policies of decentralization in Eastern and Western Europe. In the second part, the most important changes introduced by the 1985 Hungarian Education Act are summarized, and the policy background of these changes is presented. It is assumed that the policy behind the decentralization measures had a negative character: it intended more to abolish the existing structures of control than to establish new ones. In the final part of the paper those factors are presented which may play a role in the future for or against the policy of decentralization.

  14. Vital directions for mathematics education research

    CERN Document Server

    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.

  15. COUNTRYSIDE EDUCATION AND MATHEMATICS EDUCATION: POSSIBLES INTERLACING

    Directory of Open Access Journals (Sweden)

    Claudia Glavam Duarte

    2017-01-01

    Full Text Available This essay reflects on the favorable conditions that are offered by the Countryside Education on the ethnomathematics experiences. The principles that underlie such education combined with its organization of time and space - Pedagogy of Alternation - are a very favorable ground for the investigation of different mathematical rationalities. It is in view of this discussion that this article intends to put up scoring two surveys conducted by students from the Bachelor of Countryside Education of the Federal University of Santa Catarina. The first seeks to give visibility to mathematical knowledge favored by the fishermen of Ibiraquera, region of Imbituba / SC, and the second presents the mathematical rationality of a "quilombola" weaver belonging to the "Invernada dos Negros", community located in Campos Novos / SC.

  16. Symbolising the Real of Mathematics Education

    Science.gov (United States)

    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…

  17. Third international handbook of mathematics education

    CERN Document Server

    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 ...

  18. Generating motivation in minor language education: A case of Hungarian in Japan

    Directory of Open Access Journals (Sweden)

    Mari Okamoto

    2016-10-01

    Full Text Available In this paper I describe the landscape of Hungarian language in Japan and analyse problems that occur. I describe my teaching experience at a Japanese university and suggest an effective manner of teaching a minor language, in terms of both goal setting and methodology. Specifically, I present a potentially effective pedagogy to instruct minor languages, which I have adopted in my bilingual booklets projects. Bilateral activities between language learners and target language speakers are utilized in this project, which ultimately promote language learning motivation.

  19. Critical Mathematics education: Past, present and future

    DEFF Research Database (Denmark)

    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...... 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...... of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers....

  20. The History of Mathematics and Mathematical Education

    Science.gov (United States)

    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)

  1. Can Mathematics Education and History of Mathematics Coexist?

    Science.gov (United States)

    Fried, Michael N.

    Despite the wide interest in combining mathematics education and the history of mathematics, there are grave and fundamental problems in this effort. The main difficulty is that while one wants to see historical topics in the classroom or an historical approach in teaching, the commitment to teach the modern mathematics and modern mathematical techniques necessary in the pure and applied sciences forces one either to trivialize history or to distort it. In particular, this commitment forces one to adopt a Whiggish approach to the history of mathematics. Two possible resolutions of the difficulty are (1) radical separation - putting the history of mathematics on a separate track from the ordinary course of instruction, and (2) radical accommodation - turning the study of mathematics into the study of mathematical texts.

  2. 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...... 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......-scholastic mathematical practices adopt such tools. Furthermore we point to the strong interrelation between mathematics as a body of knowledge, mathematical activity and the technologies used for mathematical work. Finally we discuss how different theoretical lenses and epistemological outsets give rise to different...

  3. Everyday Physical Education: Functional and Dysfunctional Consequences in Hungarian Public Education

    Directory of Open Access Journals (Sweden)

    Vamos Ảgnes

    2015-09-01

    Full Text Available In Participation in physical education is considered to be a fundamental right of pupils all over the world. In Hungary, where the rich elite sports traditions of the country are paralleled by the population’s moderate physical activity, the challenge posed by non-communicable diseases and growing obesity figures among youth was addressed by the introduction of daily P.E. in public education starting in the 2012/13 academic year. The objective of the present paper is to discuss, based on empirical research, the intended and unintended consequences of this measure in an educational and social context using the qualitative analysis of the views of key stakeholders and the quantitative analysis of statistical data on the infrastructural and personal conditions of P.E. The results indicate that neither before nor after the enforcement of the Act on Public Education were the infrastructural and personal conditions of daily P.E. created and, in addition to the intended consequences, a number of unintended consequences have also been encountered by various stakeholders. The study can also be regarded as an attempt to reveal these dysfunctions in order to contribute to positive changes in the area.

  4. Positioning Mathematics Education Researchers to Influence Storylines

    Science.gov (United States)

    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…

  5. Mathematics Teacher Education: A Model from Crimea.

    Science.gov (United States)

    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)

  6. Lecturers' Views on Ghana's Undergraduate Mathematics Education

    Science.gov (United States)

    Assuah, Charles; Ayebo, Abraham

    2015-01-01

    This paper synthesizes the views of 6 university lecturers on Ghana's undergraduate mathematics education. These views were expressed during a mathematics workshop sensitization program on the "contribution of undergraduate mathematics education to the Ghanaian economy." The data consisting of open-ended questions followed by…

  7. Mathematics education for social justice

    Science.gov (United States)

    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

  8. Conceptualising inquiry based education in mathematics

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin...... 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...

  9. The Kodály and Rajkó Methods: Voices, Instruments, Ethnicity, and the Globalization of Hungarian Music Education in the Twentieth Century

    Directory of Open Access Journals (Sweden)

    Lynn M. Hooker

    2016-01-01

    Full Text Available Music is one of the fields in which Hungary has distinguished itself around the world, and music education is an arena in which Hungarian methods have had a profound impact. The basic principles of Hungarian music-pedagogical methods, developed by Zoltán Kodály (1882–1967 and his disciples and thus known as the Kodály method, are systematic instruction in sight-singing using “movable-do” solfège and rhythmic syllables, with the ideal of developing music literacy in all children through high-quality music, mainly classical and folk repertoire for choirs. Another type of well-known Hungarian music, so-called “Gypsy music,” is specifically denied legitimacy both in Kodály’s writings and those of some of his students, for two reasons: much of it is primarily instrumental instead of vocal, and it is considered “bad.” Yet Romani (Gypsy musicians from Hungary have also become famous internationally, some from quite a young age. The Rajkó Ensemble, established in 1952 as the Gypsy Orchestra of the Young Communists’ League, brought Hungarian and Hungarian-Gypsy music to over a hundred countries over the years. Interviews with Rajkó members, some conducted by the author and some previously published, reveal those musicians struggling to claim the legitimacy not only of their music but of their music pedagogy, implicitly comparing the Rajkó method to the Kodály method. After a brief discussion of the Kodály method and its history, this essay gives some examples of how that method has dealt with talented Romani youth in Hungary; compares the Kodály method to methods of teaching instrumental music in Roma communities and in the Rajkó Ensemble; and considers how American ideals of multicultural education challenge some of Kodály’s tenets.

  10. Constructivism and mathematics education in Ghana | Fletcher ...

    African Journals Online (AJOL)

    Constructivism and mathematics education in Ghana. ... Open Access DOWNLOAD FULL TEXT ... The difficulties involved in making the switch from the transmission approach to mathematics teaching to activity-based approaches include ...

  11. Annual Perspectives in Mathematics Education 2016: Mathematical Modeling and Modeling Mathematics

    Science.gov (United States)

    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…

  12. 9th International Congress on Mathematical Education

    CERN Document Server

    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...

  13. Mathematical Programming Models in Educational Planning.

    Science.gov (United States)

    McNamara, James F.

    This document begins by defining and discussing educational planning. A brief overview of mathematical programing with an explanation of the general linear programing model is then provided. Some recent applications of mathematical programing techniques to educational planning problems are reviewed, and their implications for educational research…

  14. Mathematics education, democracy and development: Exploring connections

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2012-08-01

    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.

  15. 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...... clear that the transformation of knowledge outside universities has implied a change in the routes that research in mathematics, science and technology has taken in the last decades. In this context, it is difficult to avoid considering seriously the challenges that such a complex and uncertain social...... 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...

  16. History, applications, and philosophy in mathematics education

    DEFF Research Database (Denmark)

    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......, applications, and philosophy in relation to mathematics as a (scientific) discipline....

  17. Virtual Environments for Mathematics and Geometry Education

    Science.gov (United States)

    Kaufmann, Hannes

    2009-01-01

    Since ancient times mathematicians and geometricians have used visualisations to describe, discuss, study and teach mathematics. In mathematics education, visualisations are still used whenever possible to support teaching, to inspire students and feed their need to actually see abstract mathematical facts. In our times, virtual reality presents a…

  18. Leadership in Mathematics Education: Roles and Responsibilities

    Science.gov (United States)

    Posamentier, Alfred S.

    2013-01-01

    This article partitions leadership in mathematics education into two categories: leadership in defining and maintaining important principles in teaching mathematics, and leadership in informing the public about the importance of mathematics today and in the future. Examples of both types of leadership are given in the article. Teacher leaders in…

  19. Leadership in Mathematics Education: Roles and Responsibilities

    Science.gov (United States)

    Posamentier, Alfred S.

    2013-01-01

    This article partitions leadership in mathematics education into two categories: leadership in defining and maintaining important principles in teaching mathematics, and leadership in informing the public about the importance of mathematics today and in the future. Examples of both types of leadership are given in the article. Teacher leaders in…

  20. Reforming Science and Mathematics Education

    Science.gov (United States)

    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

  1. Perspectives on mathematical practices bringing together philosophy of mathematics, sociology of mathematics, and mathematics education

    CERN Document Server

    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

  2. Virtual Environments for Mathematics and Geometry Education

    OpenAIRE

    Hannes Kaufmann

    2009-01-01

    Since ancient times mathematicians and geometricians have used visualisations to describe, discuss, study and teach mathematics. In mathematics education, visualisations are still usedwhenever possible to support teaching, to inspire students and feed their need to actually see abstract mathematical facts. In our times, virtual reality presents a fascinating, extremely motivatingnew tool in teachers’ hands which allows students to see mathematics in three dimensions. This article gives an ove...

  3. MATHEMATICS EDUCATION FOR LOGISTICS ENGINEERING

    OpenAIRE

    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.

  4. Research in collegiate mathematics education VII

    CERN Document Server

    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

  5. A Study of Visualization for Mathematics Education

    Science.gov (United States)

    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.

  6. Assessing Journal Quality in Mathematics Education

    Science.gov (United States)

    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…

  7. Inhibiting Intuitive Thinking in Mathematics Education

    Science.gov (United States)

    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,…

  8. 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.

  9. Research trends in mathematics teacher education

    CERN Document Server

    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...

  10. Research in collegiate mathematics education V

    CERN Document Server

    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.

  11. Research in collegiate mathematics education VI

    CERN Document Server

    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

  12. Innovative trends in mathematics education: Implications for global ...

    African Journals Online (AJOL)

    Innovative trends in mathematics education: Implications for global ... PROMOTING ACCESS TO AFRICAN RESEARCH ... Keywords: Innovation trends, Mathematics Education, Implication; Global Development, Social Transformation ...

  13. 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.

  14. Handbook on the history of mathematics education

    CERN Document Server

    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...

  15. 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...... 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....

  16. Learning via problem solving in mathematics education

    OpenAIRE

    Piet Human

    2009-01-01

    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 meaningfu...

  17. Mathematics education and the dignity of being

    Directory of Open Access Journals (Sweden)

    Paola Valero

    2012-08-01

    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.

  18. Virtual Environments for Mathematics and Geometry Education

    Directory of Open Access Journals (Sweden)

    Hannes Kaufmann

    2009-01-01

    Full Text Available Since ancient times mathematicians and geometricians have used visualisations to describe, discuss, study and teach mathematics. In mathematics education, visualisations are still usedwhenever possible to support teaching, to inspire students and feed their need to actually see abstract mathematical facts. In our times, virtual reality presents a fascinating, extremely motivatingnew tool in teachers’ hands which allows students to see mathematics in three dimensions. This article gives an overview of various, mainly immersive, virtual environments that have been developed in the previous 10 years to support mathematics and geometry education. The focus lies on one advanced application for geometry education that has been usedand evaluated with over 500 students throughout the years. Findings and teaching experiences are described and discussed.

  19. Didactics of Mathematics: An Epistemological Approach to Mathematics Education

    Science.gov (United States)

    Winslow, Carl

    2007-01-01

    I present some key ideas and examples of (mainly French) work in the didactics of mathematics with the aim of identifying the didactics approach to education in relation to more general approaches. In particular I discuss three crucial features of didactics: (1) its epistemological character, i.e. the central focus on specific knowledge in…

  20. A true champion of Hungarian kidney research and nephrology education--tribute to László Rosivall.

    Science.gov (United States)

    Peti-Peterdi, János; Navar, L G; Darwin Bell, P; Casellas, D; Carmines, P K; Inscho, E W; Oparil, S

    2009-09-01

    This article pays tribute to the tremendous achievements of Dr. László Rosivall in renal (patho)physiology research and nephrology education in Hungary on the occasion of his 60th birthday. For the past several decades Dr. Rosivall has been a charismatic leader of academic institutions, national and international societies, foundations in physiology, nephrology and hypertension, but the most important of his many contributions, is his role as a scientist. He earned his MD with Summa cum Laude at Semmelweis University (1973) and was invited immediately after that to join the laboratory of Hársing. He studied the distribution of intra-renal blood flow employing then state-of-the-art methods as well as developed his own technique at Semmelweis University and at the University of Bergen with Knut Aukland. This led to his PhD thesis and degree in 1980. An important determinant of his early basic scientific training and development was his postdoctoral research fellowship and later many visiting professorships in the Nephrology Research and Training Center (NRTC) at the University of Alabama at Birmingham, Birmingham, AL, USA between 1981 and 1983. Actually, this research fellowship not only impacted his own future career, but it also cleared the path for many other young Hungarian scientists who later trained with Dr. Rosivall and then at UAB. The early 1980s were the years of significant scientific discoveries and the NRTC team at UAB made important contributions by their studies on renal and glomerular hemodynamics, the renin-angiotensin system (12, 19, 22) and by the development of classic experimental techniques like renal micropuncture, microperfusion, and the juxtamedullary nephron preparation (3) that are still being used worldwide. When Dr. Rosivall joined UAB in the 1980s, the team at the NRTC included Drs. Navar, Bell, Inscho, Carmines, Casellas, and Oparil, among many others, who share their fond memories of working with Dr. Rosivall in this article.

  1. Toward a Political Economy of Mathematics Education

    Science.gov (United States)

    Harouni, Houman

    2015-01-01

    Why do schools teach the mathematics that they do? In this essay, Houman Harouni asserts that educational institutions offer mathematics standards and curricula without providing convincing justifications and that students are tested on content whose purpose neither they nor their teachers clearly understand. He proposes a theoretical framework…

  2. Discussion from a Mathematics Education Perspective

    Science.gov (United States)

    Clements, Douglas; Sarama, Julie

    2015-01-01

    In a review of the special issue, we conclude that the articles are research gems in the domain of preschool mathematics education. Most share several features, such as their perspective on research methodology and their view of mathematics thinking and learning. They address the cognitive architecture and processes and the developmental levels…

  3. Modelling Mathematical Reasoning in Physics Education

    Science.gov (United States)

    Uhden, Olaf; Karam, Ricardo; Pietrocola, Mauricio; Pospiech, Gesche

    2012-01-01

    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…

  4. Toward a Political Economy of Mathematics Education

    Science.gov (United States)

    Harouni, Houman

    2015-01-01

    Why do schools teach the mathematics that they do? In this essay, Houman Harouni asserts that educational institutions offer mathematics standards and curricula without providing convincing justifications and that students are tested on content whose purpose neither they nor their teachers clearly understand. He proposes a theoretical framework…

  5. Improving Intuition Skills with Realistic Mathematics Education

    Science.gov (United States)

    Hirza, Bonita; Kusumah, Yaya S.; Darhim; Zulkardi

    2014-01-01

    The intention of the present study was to see the improvement of students' intuitive skills. This improvement was seen by comparing the Realistic Mathematics Education (RME)-based instruction with the conventional mathematics instruction. The subject of this study was 164 fifth graders of elementary school in Palembang. The design of this study…

  6. Psychology's Role in Mathematics and Science Education

    Science.gov (United States)

    Newcombe, Nora S.; Ambady, Nalini; Eccles, Jacquelynne; Gomez, Louis; Klahr, David; Linn, Marcia; Miller, Kevin; Mix, Kelly

    2009-01-01

    Improving mathematics and science education in the United States has been a matter of national concern for over half a century. Psychology has a vital role to play in this enterprise. In this article, the authors review the kinds of contributions that psychology can make in four areas: (a) early understanding of mathematics, (b) understanding of…

  7. 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...

  8. Cases on Technology Integration in Mathematics Education

    Science.gov (United States)

    Polly, Drew, Ed.

    2015-01-01

    Common Core education standards establish a clear set of specific ideas and skills that all students should be able to comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. "Cases on Technology Integration in Mathematics Education" provides a compilation…

  9. An Educational Program of Mathematical Creativity

    Science.gov (United States)

    Petrovici, Constantin; Havârneanu, Geanina

    2015-01-01

    In this article we intend to analyze the effectiveness of an educational program of mathematical creativity, designed for learners aged 10 to 12 years, which has been implemented in an urban school of Iasi, Romania. This analysis has both a psycho-educational dimension and a statistical analysis one. The psycho-educational dimension refers to the…

  10. Mathematical Education in the Network Environment

    Directory of Open Access Journals (Sweden)

    V. A. Testov

    2013-01-01

    Full Text Available The transition to the new educational paradigm in mathematical education is associated with the widespread introduction of information and communication technologies in education. The traditional teaching forms, methods, means and content do not seem to correspond with the new paradigm and need the theoretical reconsideration. In author’s opinion, it should be based on the post-non-classical methodology incorporating the synergetic world outlook and soft modeling ideas. The modern educational environment and network space provide the vast opportunities for self-study and self-education. However, the data perception tends to become nonlinear; and the task of the school, in this case, is to provide the nonlinear systemization of educational information through self-organized systems. The Author argues that the problem solving should remain the main activity in mathematics teaching, especially for the students of mathematical profile; the projecting activity should not dominate and prevail over the problem solving. 

  11. Mathematical Education in the Network Environment

    Directory of Open Access Journals (Sweden)

    V. A. Testov

    2015-02-01

    Full Text Available The transition to the new educational paradigm in mathematical education is associated with the widespread introduction of information and communication technologies in education. The traditional teaching forms, methods, means and content do not seem to correspond with the new paradigm and need the theoretical reconsideration. In author’s opinion, it should be based on the post-non-classical methodology incorporating the synergetic world outlook and soft modeling ideas. The modern educational environment and network space provide the vast opportunities for self-study and self-education. However, the data perception tends to become nonlinear; and the task of the school, in this case, is to provide the nonlinear systemization of educational information through self-organized systems. The Author argues that the problem solving should remain the main activity in mathematics teaching, especially for the students of mathematical profile; the projecting activity should not dominate and prevail over the problem solving. 

  12. 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.......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....

  13. 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.......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....

  14. 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.

  15. Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

    Science.gov (United States)

    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…

  16. Antecedents to the Export Market Orientation of Hungarian Higher Education Institutions, and Their Export Performance Consequences

    Science.gov (United States)

    Nagy, Gabor; Beracs, Jozsef

    2012-01-01

    Research into the international competitiveness of the higher education sector has shown that the approaches which management literature has introduced into the business sphere during the last half-century are being more and more frequently applied by successful universities as well. The authors extend the theory of export market orientation to…

  17. Antecedents to the Export Market Orientation of Hungarian Higher Education Institutions, and Their Export Performance Consequences

    Science.gov (United States)

    Nagy, Gabor; Beracs, Jozsef

    2012-01-01

    Research into the international competitiveness of the higher education sector has shown that the approaches which management literature has introduced into the business sphere during the last half-century are being more and more frequently applied by successful universities as well. The authors extend the theory of export market orientation to…

  18. Public Administration Education in a Continental European Legalistic Setting: The Hungarian Case

    Science.gov (United States)

    Gellén, Márton

    2014-01-01

    The Trans-European Dialogue in 2013 was dedicated to the revisiting of the research undertaken by György Hajnal in 2003 (Hajnal, 2003) on public administration education in Europe. As part of the preparations to the conference, Hajnal also revisited his research after 10 years. The findings presented on the conference offer a theoretical framework…

  19. University Science and Mathematics Education in Transition

    DEFF Research Database (Denmark)

    Skovsmose, Ole; Valero, Paola; Christensen, Ole Ravn

    of science and mathematics education in the current information society and provides insight essential for developing possibilities to improve science and mathematics education in universities all around the world. The uniquely broad treatment offered by University Science and Mathematics Education......More than ever, our time is characterized by rapid changes in the organization and the production of knowledge. This movement is deeply rooted in the evolution of the scientific endeavor, as well as in the transformation of the political, economic and cultural organization of society It is also...... clear that the transformation of knowledge outside universities has implied a change in the routes that research in mathematics, science and technology has taken in the last decades. In this context, it is difficult to avoid considering seriously the challenges that such a complex and uncertain social...

  20. Error Analysis in Mathematics Education.

    Science.gov (United States)

    Rittner, Max

    1982-01-01

    The article reviews the development of mathematics error analysis as a means of diagnosing students' cognitive reasoning. Errors specific to addition, subtraction, multiplication, and division are described, and suggestions for remediation are provided. (CL)

  1. Solving for Irrational Zeros: Whiteness in Mathematics Teacher Education

    Science.gov (United States)

    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…

  2. 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....

  3. Perspectives on Sami Mathematics Education

    Science.gov (United States)

    Fyhn, Anne Birgitte; Eira, Ellen J. Sara; Sriraman, Bharath

    2011-01-01

    The Sami are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care of the Sami culture and language. Since 1987 the Sami have had their own curriculum, but they have no mathematics syllabus. In this paper we summarize the legal acts that take care of the Sami culture within the Norwegian…

  4. Peirce's Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry

    Science.gov (United States)

    Campos, Daniel G.

    2010-01-01

    I articulate Charles S. Peirce's philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce's philosophy of mathematical education primarily aims at fostering the development of the…

  5. The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers

    Science.gov (United States)

    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…

  6. Some Pluses and Minuses of Radical Constructivism in Mathematics Education.

    Science.gov (United States)

    Ellerton, Nerida; Clements, M. A.

    1992-01-01

    Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying…

  7. Theory and practice in mathematics teacher education

    DEFF Research Database (Denmark)

    Østergaard, Kaj

    2013-01-01

    Abstract. The challenge of establishing interplay between theory and practice in mathematics teacher education is examined by use of the anthropologic theory of the didactic (ATD). The theory-practice problem is described both in an international and a Danish context. After a brief introduction...... to ATD, it is illustrated with an example on addition of fractions how the notions didactic transposition and praxeology can be used to analyze the theory-practice relation in this situation. Building on this analysis the two models are combined into a more comprehensive model for describing...... and analyzing mathematical teacher education focusing on the theory-practice problem....

  8. History, applications, and philosophy in mathematics education

    DEFF Research Database (Denmark)

    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 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...... 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...

  9. 数学·数学史·数学教育%Mathematics · Mathematical History · Mathematical Education

    Institute of Scientific and Technical Information of China (English)

    张楚廷

    2012-01-01

    数学存在于历史之中,活的数学存在于活的数学史之中,活的数学教育讲授的是活的数学和活的数学史。活的数学由无数的数学故事构成,故事是先进的数学教育中不可缺少的养料和调味剂。%Mathematical education and maternal education have the most substantial content. Mathematics exists in history, and live mathematics exists in live mathematical history. The teaching of live mathematical education is live mathematics and mathematical history. Live mathematics is made up of countless stories in mathematics, which are the indispensable nutrient and condiment in modern mathematical education.

  10. Cognitive Neuroscience Meets Mathematics Education

    Science.gov (United States)

    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…

  11. Cognitive Neuroscience Meets Mathematics Education

    Science.gov (United States)

    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…

  12. Politics of Meaning in Mathematics Education

    DEFF Research Database (Denmark)

    Skovsmose, Ole

    2016-01-01

    in mathematics education, I want to show how meaning becomes formatted. In order to do this, I provide a foreground-interpretation of meaning. The basic idea is to relate meanings and foregrounds, acknowledging that foregrounds are formed bya range of factors, as well as by the person’s experiences......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 meaning...... 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....

  13. Quality Teaching Rounds in Mathematics Teacher Education

    Science.gov (United States)

    Prieto, Elena; Howley, Peter; Holmes, Kathryn; Osborn, Judy-anne; Roberts, Malcolm; Kepert, Andrew

    2015-01-01

    The purpose of the study reported in this paper is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting…

  14. Cultural Diversity in Mathematics (Education): CIEAEM 51.

    Science.gov (United States)

    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…

  15. Developing a Mathematics Education Quality Scale

    Science.gov (United States)

    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…

  16. Artificial Intelligence, Computational Thinking, and Mathematics Education

    Science.gov (United States)

    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.…

  17. Mind Mapping as a Tool in Mathematics Education.

    Science.gov (United States)

    Brinkmann, Astrid

    2003-01-01

    Presents the technique of mind mapping and points out its special fitting as a pedagogical tool for mathematics education. Discusses possible applications of mind mapping in mathematics education together with their advantages and limitations. (Author/NB)

  18. Critical issues in mathematics education major contributions of Alan Bishop

    CERN Document Server

    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.

  19. Online Testing of Hungarian Children's Prosocial Behavior

    Science.gov (United States)

    Zsolnai, Anikó; Kasik, László

    2017-01-01

    The aim of our cross-sectional investigation was to explore prosocial behavior at the ages of 9, 11, and 13, and to reveal associations between this social behavior and some background variables such as age, gender, and parents' educational attainment. The participants were 185 Hungarian students and their teachers. Two Likert-type questionnaires…

  20. HUNGARIAN HIGHER EDUTATION-SUSTAINABILITY

    Directory of Open Access Journals (Sweden)

    Éva DARABOS

    2015-12-01

    Full Text Available Nowadays, the sustainability already goes far beyond the aspects of environmental protection; the knowledge and the education are also part of the sustainable development. In the field of education, a condition of realizing the sustainability is that the state should ensure a predictable and stable budget for the operation of institutions. Aim of the treatise, at first, is to examine the fulfilment of Europe 2020 Strategy objective affecting the higher education directly and then, based on statistical data, to present the trend in number of students of the Hungarian higher education and its composition by regions and to examine the change in the budgetary support.In order to retain the sustainability and competitiveness, the state and the institutions should make efforts to harmonise their sources and expenditures and to ensure a predictable, stable financial environment for the sector and its stakeholders.

  1. Assistive Technology and Mathematics Education

    Science.gov (United States)

    Akpan, Joseph P.; Beard, Lawrence A.

    2014-01-01

    Educators and caregivers now have the opportunity to individualize and differentiate instructions with many technological devices never before available. Assistive Technology is being introduced in the classroom at all levels as a tool for teachers to help deliver instruction to all students. Assistive Technology is widely used to ensure…

  2. Research in collegiate mathematics education III

    CERN Document Server

    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

  3. 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 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....... 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...... 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...

  4. Coding as a Trojan Horse for Mathematics Education Reform

    Science.gov (United States)

    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,…

  5. Coding as a Trojan Horse for Mathematics Education Reform

    Science.gov (United States)

    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,…

  6. Investigations in Mathematics Education. Volume 17, Number 3.

    Science.gov (United States)

    Suydam, Marilyn N., Ed.; Kasten, Margaret L., Ed.

    1984-01-01

    This issue of "Investigations in Mathematics Education" contains: (1) a review of E. Fischbein's book "The Intuitive Sources of Probabilistic Thinking in Children;" (2) nine abstracts of research studies in mathematics education; (3) a list (by EJ number) of mathematics education research studies reported in the January to…

  7. Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

    Science.gov (United States)

    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…

  8. Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving

    Directory of Open Access Journals (Sweden)

    Elizabeth de Freitas

    2008-07-01

    Full Text Available In this paper, I examine the notion of ‘real life’ mathematical applications as possible sites for ethical reflection in school mathematics. I discuss problems with the ‘real’ in mathematics education, and show how these problems are often based on faulty cognitive theories of knowledge transfer. I then consider alternative visions of mathematical application and suggest that attention to classroom discourse and the craft of mathematics offer ways of introducing the ethical into school mathematics.

  9. Technology-Enhanced Mathematics Education for Creative Engineering Studies

    OpenAIRE

    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 possibilities for mathematics representation, for interacting with mathematical concepts, and for positioning mathematics in the context of their studies. First, we are going to investigate how mathe...

  10. Mathematical Modeling Activities as a Useful Tool for Values Education

    Science.gov (United States)

    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…

  11. Effects of Secondary School Students' Perceptions of Mathematics Education Quality on Mathematics Anxiety and Achievement

    Science.gov (United States)

    Çiftçi, S. Koza

    2015-01-01

    The two aims of this study are as follows: (1) to compare the differences in mathematics anxiety and achievement in secondary school students according to their perceptions of the quality of their mathematics education via a cluster analysis and (2) to test the effects of the perception of mathematics education quality on anxiety and achievement…

  12. Mathematics Education and Neurosciences: Towards Interdisciplinary Insights into the Development of Young Children's Mathematical Abilities

    Science.gov (United States)

    Van Nes, Fenna

    2011-01-01

    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative "design…

  13. Mathematics Education and Neurosciences: Towards Interdisciplinary Insights into the Development of Young Children's Mathematical Abilities

    Science.gov (United States)

    Van Nes, Fenna

    2011-01-01

    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative "design…

  14. The Effect of Realistic Mathematics Education Approach on Students' Achievement And Attitudes Towards Mathematics

    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.

  15. Telicity marking in Hungarian

    Directory of Open Access Journals (Sweden)

    Éva Kardos

    2016-10-01

    Full Text Available This paper explores the encoding of telicity in Hungarian. While proposing a mereological, scalar semantic analysis, it shows that Hungarian uses a telicity-marking strategy in which it contrasts with English, where telicity is not the direct consequence of an overt marker but arises as a cumulative effect of specific, well-definable properties of various components of verbal predicates including the head verb and its argument(s. A major contribution of the analysis, which mainly addresses telicity marking in the class of non-creation/non-consumption predicates in neutral sentences, lies in the fact that it reveals important cross-linguistic differences with respect to the aspectual role of verbal particles and resultative/locative expressions and the referential properties of telic verbal predicates. As for the former, it is demonstrated that Hungarian verbal particles and resultative/locative expressions mark telicity by directly placing bounds on events by virtue of serving an event maximalizing function, whereas the English counterparts of these elements do not have such direct event-bounding effects. As for the latter, it emerges that in Hungarian quantized reference is a necessary and sufficient condition for telicity in cases where in English it is only sufficient.

  16. Mathematics Education in Singapore – An Insider’s Perspective

    OpenAIRE

    Berinderjeet Kaur

    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 Singapo...

  17. Developments in Mathematical Education: Proceedings of the Second International Congress on Mathematical Education.

    Science.gov (United States)

    Howson, A. G., Ed.

    It is the aim of this book to transmit to its readers something of the general spirit of the proceedings of the Second International Congress on Mathematical Education. Nine invited papers were presented by distinguished educators and psychologists from many different countries. Thirty-eight working committees prepared papers and reports on a wide…

  18. Back-To-Basics in Mathematics: An Educational Fraud

    Science.gov (United States)

    Offner, Carl D.

    1978-01-01

    Discussion focuses on the three major approaches to mathematics education over the past century: traditional mathematics, modern mathematics, and mathematics as the language of science. Arguments are given in favor of the last approach and in opposition to the first two approaches. (MN)

  19. Toward an Analysis of Video Games for Mathematics Education

    Science.gov (United States)

    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…

  20. 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

  1. Distance Education Students' Self-Efficacy Levels of Mathematical Literacy

    Science.gov (United States)

    Cagirgan Gulten, Dilek

    2013-01-01

    It is of great concern that individuals can use mathematics as a tool today, when distance education is being adopted in several fields. The concept of mathematical literacy has also come to the fore due to the use of mathematical efficacy at various grade levels. Therefore, this research aims to investigate distance education students'…

  2. Mathematics Education in Singapore--An Insider's Perspective

    Science.gov (United States)

    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…

  3. The Effects of an Educational Video Game on Mathematical Engagement

    Science.gov (United States)

    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.…

  4. What Is Our First Philosophy in Mathematics Education?

    Science.gov (United States)

    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…

  5. The Effects of an Educational Video Game on Mathematical Engagement

    Science.gov (United States)

    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.…

  6. American Perspectives on the Seventh International Congress on Mathematical Education.

    Science.gov (United States)

    Dossey, John A., Ed.

    This publication is a collection of papers portraying an American view of the happenings of the Seventh International Congress on Mathematical Education (ICME-7). Papers included: (1) "ICME-7 and Tertiary Level Mathematics: Une Petite Affaire" (Shirley Hill); (2) "Technology and Mathematics Education at ICME-7" (James T. Fey); (3) "Assessment in…

  7. What Is Our First Philosophy in Mathematics Education?

    Science.gov (United States)

    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…

  8. The pragmatics of mathematics education vagueness and mathematical discourse

    CERN Document Server

    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.

  9. The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students

    Science.gov (United States)

    Csikos, Csaba; Szitanyi, Judit; Kelemen, Rita

    2012-01-01

    The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment…

  10. Opening Another Black Box: Researching Mathematics for Teaching in Mathematics Teacher Education

    Science.gov (United States)

    Adler, Jill; Davis, Zain

    2006-01-01

    This article describes an investigation into mathematics for teaching in current teacher education practice in South Africa. The study focuses on formal evaluative events across mathematics teacher education courses in a range of institutions. Its theoretical orientation is informed by Bernstein's educational code theory and the analytic frame…

  11. African Journal of Educational Studies in Mathematics and Sciences

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... in Mathematics and Sciences (AJESMS) is an international publication for works of ... the world with the goings-on in research endeavours and original thoughts in these ...

  12. 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.

  13. Establishing a mathematical Lesson Study culture in Danish teacher education

    DEFF Research Database (Denmark)

    Skott, Charlotte Krog; Østergaard, Camilla Hellsten

    2016-01-01

    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...

  14. Prospective Mathematics Teachers' Views on the Role of Technology in Mathematics Education

    Science.gov (United States)

    Habre, Samer; Grundmeier, Todd A.

    2007-01-01

    It is important for future teachers of mathematics to distinguish between technology as course content to be taught and technology as a teaching tool. This exploratory study examines prospective teachers' views of the role of technology in mathematics education before, during, and after their experience in a mathematics class that focused on…

  15. Activity and sign grounding mathematics education

    CERN Document Server

    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

  16. Research in collegiate mathematics education IV

    CERN Document Server

    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

  17. Illuminating the Identities of Mathematics Teachers and Mathematics Teacher Educators

    Science.gov (United States)

    Johnson, Kate R.

    2013-01-01

    This dissertation builds on research about teacher identities (e.g., Agee, 2004; Sumara & Luce-Kapler, 1996; Ronfeldt & Grossman, 2008), teaching mathematics for social justice (e.g., Felton, 2010; Gutstein, 2006; Skovsmose, 1985; Stinson & Wager, 2012) and learning to teach mathematics for social justice (e.g., Gau, 2005; Gonzalez,…

  18. Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education

    Science.gov (United States)

    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…

  19. Problematising the Pursuit of Progress in Mathematics Education

    Science.gov (United States)

    Llewellyn, Anna

    2016-01-01

    In this article, I use a Foucauldian poststructural analysis to examine productions of progress within key discursive spaces of mathematics education. These sites of production are educational policy, mathematics education research and case studies of primary school student-teachers in England. From my analysis, I show how progress governs what is…

  20. Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

    Science.gov (United States)

    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…

  1. Magic star puzzle for educational mathematics

    Science.gov (United States)

    Gan, Yee Siang; Fong, Wan Heng; Sarmin, Nor Haniza

    2013-04-01

    One of the interesting fields in recreational mathematics is the magic number arrangement. There are different kinds of arrays in the arrangement for a group of numbers. In particular, one of the arrays in magic number arrangement is called magic star. In fact, magic star involves combinatorics that contributes to geometrical analysis and number theory. Hence, magic star is suitable to be introduced as educational mathematics to cultivate interest in different area of mathematics. To obtain the solutions of normal magic stars of order six, the possible sets of numbers for every line in a magic star have been considered. Previously, the calculation for obtaining the solutions has been done manually which is time-consuming. Therefore, a programming code to generate all the fundamental solutions for normal magic star of order six without including the properties of rotation and reflection has been done. In this puzzle, a magic star puzzle is created by using Matlab software, which enables a user to verify the entries for the cells of magic star of order six. Moreover, it is also user-friendly as it provides interactive commands on the inputs given by the user, which enables the user to detect the incorrect inputs. In addition, user can also choose to view all the fundamental solutions as generated by the programming code.

  2. An introduction to inferentialism in mathematics education

    Science.gov (United States)

    Derry, Jan

    2017-02-01

    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.

  3. Mathematics in Early Years Education. 3rd Edition

    Science.gov (United States)

    Montague-Smith, Ann; Price, Alison

    2012-01-01

    This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…

  4. Integrating Mathematics, Statistics, and Technology in Vocational and Workplace Education.

    Science.gov (United States)

    Fitzsimons, Gail E.

    2001-01-01

    Workplace mathematics and statistics are essential for communication and decision-making, and mathematics, statistics, and technology education in/for the workplace must take into account the cultural diversity that exists within and between workplaces. Outlines some ways in which to address the challenge of making mathematics, statistics, and…

  5. 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...

  6. Learning to teach mathematical modelling in secondary and tertiary education

    Science.gov (United States)

    Ferri, Rita Borromeo

    2017-07-01

    Since 2003 mathematical modelling in Germany is not only a topic for scientific disciplines in university mathematics courses, but also in school starting with primary school. This paper shows what mathematical modelling means in school and how it can be taught as a basis for complex modeling problems in tertiary education.

  7. 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...

  8. Emotional Intelligence of Hungarian Teachers

    Science.gov (United States)

    Baracsi, Ágnes

    2016-01-01

    The research focused on the personal and social competencies of Hungarian teachers as unexplored areas. The participants in the survey were 707 Hungarian teachers from elementary and secondary schools. In view of the expectations of the European Union related to new teacher roles, the following research question was formulated to guide the study:…

  9. Refusal as a democratic catalyst for mathematics education development

    Directory of Open Access Journals (Sweden)

    Dalene Swanson

    2012-08-01

    Full Text Available Discussions about the connections between mathematics and democracy amongst the general populace have not been explicitly well rehearsed. A critical relationship with democracy for mathematics education may involve directing and redirecting its purposes. But, we ask, what if the ‘choice’ to not participate in experiences of mathematics education, or in its (redirection, were itself also a critical relationship with mathematics education? What if this refusal and disobedience to the evocative power of mathematics were a democratic action? We argue that consideration of mathematics education for democracy and development must take seriously specific acts of refusal that directly confront the construction of inequality common in most development contexts. Globalisation and development discourses, via citizenship and nationalism, construct relationships with learners and mathematics education in very specific ways that delimit possibilities for egalitarianism and democratic action. But, might such action not be recognised, not as refusal to participate per se, but as a refusal to participate in mathematics education’s colonising and/or globalising neo-liberal gaze? In arguing for the opening of a position of radical equality, we introduce Jacques Rancière to mathematics education theory, noting that for Rancière emancipation is the intentional disregard for ideological narratives such as the ones produced by mathematics education discourses. Thus, we provoke serious reconsideration of the assumptions behind most school improvement and professional development projects, as well as mathematics education policies and practices framed by globalising development discourses, and in the process we challenge our colleagues to consider ‘refusal’ not as deficit or failure, but as a critical position of radical equality in relation to mathematics education.

  10. MATHEMATICS EDUCATION IN SINGAPORE - AN INSIDER’S PERSPECTIVE

    OpenAIRE

    Berinderjeet Kaur

    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...

  11. Quality of secondary preservice mathematics teacher education programs

    OpenAIRE

    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

  12. Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Studies in Mathematical Thinking and Learning Series

    Science.gov (United States)

    Clements, Douglas H., Ed.; DiBiase, Ann-Marie, Ed.; Sarama, Julie, Ed.

    2004-01-01

    This book brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's…

  13. 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.

  14. Science and Mathematics Education: International Innovations, Research, and Practices

    Science.gov (United States)

    Berlin, Donna F., Ed.; White, Arthur L., Ed.

    2011-01-01

    The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and…

  15. The power of mathematics education in the 18th century

    NARCIS (Netherlands)

    Krüger, J.H.J.

    2013-01-01

    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

  16. Research Commentary: The Promise of Qualitative Metasynthesis for Mathematics Education

    Science.gov (United States)

    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…

  17. Technology, Active Learning, and Retention in General Education Mathematics

    Science.gov (United States)

    Levi, Inessa; Chahine, Iman; Garrett, Lauretta; Wang, Haifeng

    2016-01-01

    Difficulties in general education mathematics courses may be attributed to many factors, primarily low proficiency in symbol manipulation, a perception that mathematics is an area which eludes mastery, a lack of engagement and effective practice. Educational technology can be a powerful aid in overcoming these factors. This work describes the…

  18. Research Commentary: The Promise of Qualitative Metasynthesis for Mathematics Education

    Science.gov (United States)

    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…

  19. Investigations in Mathematics Education, Volume 5 Number 3.

    Science.gov (United States)

    Higgins, Jon L., Ed.

    Using a broad definition of research to include evaluative studies of large curriculum projects or teacher-training programs, Investigations in Mathematics Education (IME) is a quarterly journal of expanded abstracts and critical analyses of recent research in mathematics education. The 16 abstracts in this issue were done especially for IME by…

  20. Special Educators and Mathematics Phobia: An Initial Qualitative Investigation

    Science.gov (United States)

    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…

  1. Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students

    Science.gov (United States)

    Turgut, Melih

    2013-01-01

    The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81…

  2. Conceptualizing Mathematics as Discourse in Different Educational Settings

    Science.gov (United States)

    Güçler, Beste; Wang, Sasha; Kim, Dong-Joong

    2015-01-01

    In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the…

  3. Mathematics Capital in the Educational Field: Bourdieu and Beyond

    Science.gov (United States)

    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…

  4. An Initial Research Agenda for Rural Mathematics Education

    Science.gov (United States)

    Waters, Michael; Howley, Craig; Schultz, James

    2008-01-01

    To date, mathematics education research has rarely engaged issues that could be considered relevant to rural policy and practice. In particular, few research reports in mathematics education have involved the Appalachian region in a way that draws rural-specific conclusions. This manuscript represents an attempt to identify research questions that…

  5. Intersections in Mathematics and Education: Learning, Teaching, Creating, and Using.

    Science.gov (United States)

    Sunley, Judith

    2000-01-01

    Mathematicians must be constructively involved at the interface of mathematics and education at all levels. This statement holds true regardless of the modifier attached to "mathematics" or "mathematician": applied, statistical, pure, educator, researcher, academic, industrial, administrator, or any other. The purpose of this article is to discuss…

  6. Mathematics Education Research in Turkey: A Content Analysis Study

    Science.gov (United States)

    Ciltas, Alper; Guler, Gursel; Sozbilir, Mustafa

    2012-01-01

    In this study, a content analysis of research is aimed in the field of mathematics education of Turkish researchers. To this aim, the investigation of 359 article were made which were accessed from web in full text between 1987 and 2009 years and which were published in the field of mathematics education from 32 different journals. 27 of these…

  7. Power, positionings and mathematics – discursive practices in mathematics teacher education : Climbing Lion’s Head

    OpenAIRE

    2014-01-01

    This is an ethnographic study from within mathematics teacher education in Sweden. A methodological insider approach enabled to view teacher education from the students’ perspectives, by focusing how discursive power-relations affected what becoming mathematics teachers brought forward as concerning during two years of education. I took a socio-political theoretical perspective and understood discourse, power and positioning as dynamically interrelated concepts, which allowed the analysis to ...

  8. Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

    Science.gov (United States)

    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.

  9. The Changed Concept of Mathematical Education

    Science.gov (United States)

    Flemming, Wilfred

    1975-01-01

    This paper, the author's introductory remarks at a British conference concerning Modern Mathematics and the Teaching of Science, describes the contrasting objectives of students, mathematicians, and scientists with respect to the mathematics curriculum. (SD)

  10. Creating opportunities to learn in mathematics education: a sociocultural perspective

    Science.gov (United States)

    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.

  11. MATHEMATICS EDUCATION IN SINGAPORE - AN INSIDER’S PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Berinderjeet Kaur

    2014-01-01

    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.Keywords: Mathematics Education, Singapore, Differentiated Curriculum, TIMSS, PISA DOI: http://dx.doi.org/10.22342/jme.5.1.1444.1-16

  12. Restructuring STM (Science, Technology, and Mathematics) Education for Entrepreneurship

    Science.gov (United States)

    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…

  13. The Modern Mathematics Reform Movement in Brazil and Its Consequences for Brazilian Mathematics Education.

    Science.gov (United States)

    D'Ambrosio, Beatriz Silva

    1991-01-01

    This paper reports on the conclusions drawn from an investigation of the modern mathematics reform movement in Brazil. The main focus is the dissemination of reform ideology to the Brazilian mathematics education community and the outcomes resulting from misinterpretations of the intended curriculum during the implementation process. (Author/JJK)

  14. 2012 National Survey of Science and Mathematics Education: Status of Middle School Mathematics

    Science.gov (United States)

    Fulkerson, William O.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  15. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics

    Science.gov (United States)

    Malzahn, Kristen A.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  16. 2012 National Survey of Science and Mathematics Education: Status of High School Mathematics

    Science.gov (United States)

    Smith, Adrienne A.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  17. The Relationship between Big Data and Mathematical Modeling: A Discussion in a Mathematical Education Scenario

    Science.gov (United States)

    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…

  18. Discoursing Mathematically: Using Discourse Analysis to Develop a Sociocritical Perspective of Mathematics Education

    Science.gov (United States)

    Razfar, Aria

    2012-01-01

    This article explores how the concepts of discourse and its methodological extension discourse analysis can help mathematics educators re-conceptualize their practices using a sociocultural view of learning. It provides conceptual and methodological tools as well as activities that can be helpful in mathematics methods courses and professional…

  19. Booklists for the Teaching of Mathematics in Schools: Teaching Method and Mathematical Education (Ref: TME).

    Science.gov (United States)

    Mathematical Association, Leicester (England).

    Presented is a listing of books recommended by the Mathematical Association of the United Kingdom which focus on Teaching Methods and Mathematical Education. The following information on each book is provided: author; title; publisher; cost to the nearest pound; categories of use; and a code that indicates if the book in question is out of print,…

  20. Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving

    Science.gov (United States)

    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…

  1. Neuroscientific Studies of Mathematical Thinking and Learning: A Critical Look from a Mathematics Education Viewpoint

    Science.gov (United States)

    Verschaffel, Lieven; Lehtinen, Erno; Van Dooren, Wim

    2016-01-01

    In this commentary we take a critical look at the various studies being reported in this issue about the relationship between cognitive neuroscience and mathematics, from a mathematics education viewpoint. After a discussion of the individual contributions, which we have grouped into three categories--namely neuroscientific studies of (a)…

  2. The "Human Factor" in Pure and in Applied Mathematics. Systems Everywhere: Their Impact on Mathematics Education.

    Science.gov (United States)

    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,…

  3. IS EDUCATIONAL TECHNOLOGY USEFUL TO MATHEMATICS TEACHERS ACTIVISTS?

    OpenAIRE

    Dorian Stoilescu

    2009-01-01

    This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers’ cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this resea...

  4. FRONTIER POSITION AND MEANING PRODUCTION IN THE INDIGENOUS MATHEMATICS EDUCATION

    Directory of Open Access Journals (Sweden)

    Luci dos Santos Bernardi

    2013-04-01

    Full Text Available This paper presents some results of a survey that aimed to follow a process of continuous formation of a group of Kaingang indigenous teachers who teach mathematics in Terra Indigena Xapecó in Ipuaçu, SC. This research sought promote reflection on the challenges of Indigenous Education in the construction of an educational process in mathematics education, specifically that the construction of this educational process, contemplating the traditional mathematics and mathematics education. Examined the issue of frontier position of the teacher indigenous dealing with diversity and cultural conflicts, background and foreground, and the construction of meanings of mathematics in mathematics indigenous education. For this, we seek the theorical support in Critical Mathematics Education and in Ethnomathematics. The research showed us that one of the ways to minimize the challenges confronted would be to soften the boundaries between indigenous and non indigenous people while strengthening the identity markers, a new logic to understand the meaning construction for elements of their culture.

  5. Educational assessment of mathematics skills and abilities.

    Science.gov (United States)

    Bryant, B R; Rivera, D P

    1997-01-01

    Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practice. Over the last century, mathematics assessment has been refined as math content has changed as a result of curriculum reform. Today, researchers and practitioners use various assessment techniques to (a) identify students who have mathematics learning disabilities (LD), (b) target individual strengths and weaknesses across mathematics areas, (c) document the effects of mathematics instruction in a remedial or special program, (d) identify strategies that students employ during math activities, (e) conduct research about the characteristics of students with math LD, and (f) examine the technical characteristics of mathematics tests. This article provides an historical overview of the development of mathematics assessment and a description of specific strategies for conducting math evaluations.

  6. Videogames as an incipient research object inMathematics Education

    OpenAIRE

    Lluís Albarracín; Aura Hernández-Sabaté; Núria Gorgorió

    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 ...

  7. Florida Preservice Agricultural Education Teachers' Mathematics Ability and Efficacy

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal…

  8. 2012 National Survey of Science and Mathematics Education: Highlights Report

    Science.gov (United States)

    Horizon Research, Inc., 2013

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  9. It's TIME for Technology: The Technology in Mathematics Education Project

    Science.gov (United States)

    Hardy, Michael

    2008-01-01

    This article describes the impact that the Technology in Mathematics Education (TIME) Project had on participating middle level and secondary mathematics teachers' preparedness to teach through technology. Results indicate that the TIME Project positively impacted participants' perceptions of their knowledge of technological resources and methods…

  10. "Whys" and "Hows" of Using Philosophy in Mathematics Education

    Science.gov (United States)

    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…

  11. Culturally Responsive Collegiate Mathematics Education: Implications for African American Students

    Science.gov (United States)

    Jett, Christopher C.

    2013-01-01

    In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturally responsive teaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these…

  12. 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...

  13. Investigations in Mathematics Education. Volume 16, Number 3.

    Science.gov (United States)

    Suydam, Marilyn N., Ed.; Kasten, Margaret L., Ed.

    1983-01-01

    An editorial comment on the computer and the mathematics educator is included first. Then, abstracts and comments are presented for 11 articles. Studies included focus on mental addition, problem solving by sixth graders, mathematics anxiety, tutoring, direct instruction, a bilingual program, thinking strategies for multiplication basic facts,…

  14. "Whys" and "Hows" of Using Philosophy in Mathematics Education

    Science.gov (United States)

    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…

  15. Recovering the Meaning of "Critique" in Critical Mathematics Education

    Science.gov (United States)

    Pais, Alexandre; Fernandes, Elsa; Matos, Joao Filipe; Alves, Ana Sofia

    2012-01-01

    In the last two decades some researchers have been using elements of Critical Theory to rethink the aims and the possibilities of school mathematics. The field known as critical mathematics education has become an important research area, and has been informing teachers who felt the need to change their practices. In this article, we explore the…

  16. Shortage of Mathematics Teachers in Thai Basic Education Level

    Science.gov (United States)

    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…

  17. Reflections on Numeracy and Streaming in Mathematics Education

    Science.gov (United States)

    Turner, Paul

    2007-01-01

    This article comes largely from observations made on-the-job while teaching mathematics in a government high school in the ACT. The issues canvassed will be familiar to those who have considered the arguments for and against ability grouping in mathematics education. It is speculative in nature, hinting at a synthesis of opposing views in the…

  18. The Utility of Mathematics Education: Some Responses to Skepticism.

    Science.gov (United States)

    Huckstep, Peter

    2000-01-01

    Highlights some general difficulties that emerge in justifying the learning of mathematics on the strength of its supposed utility. Discusses the view that mathematics is of crucial importance in every pupil's education. Focuses on use and cognition, use and compulsion, and use and self-consciousness. (Contains 26 references.) (ASK)

  19. An intentionality-interpretation of meaning in mathematics education

    DEFF Research Database (Denmark)

    Skovsmose, Ole

    2015-01-01

    The referential theory of meaning as well as the use-oriented theory of meaning have huge impacts on the discussion of meaning in mathematics education. Here, I present a third theory in terms of an intentionality interpretation of meaning, which provides an alternative departure for the discussion...... of meaning in mathematics education. The importance of intentionality for understanding human phenomena was emphasised by both Brentano and Husserl. They associated intentionality with a pure stream of consciousness, which constitutes an a priori to any human experience. I agree that the notion...... 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...

  20. The College Entrance Examination Board and Mathematics Education.

    Science.gov (United States)

    Jones, Chancey O.; Valentine, John A.

    1984-01-01

    To help explain the relationship between board activities and mathematics education today, the creation and evolution of the College Board are described. The development of the Advanced Placement computer science course description and examination are noted particularly. (MNS)

  1. OPEN PRIMARY EDUCATION SCHOOL STUDENTS’ OPINIONS ABOUT MATHEMATICS TELEVISION PROGRAMMES

    Directory of Open Access Journals (Sweden)

    Kursat YENILMEZ

    2008-10-01

    Full Text Available 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, frequency of watching mathematics television programmes and living place. The sample consists of 99 students which were selected randomly from open primary school students in Eskisehir in 2005-2006 education years. Data were collected by a questionnaire which consists of 15 items and a demographical information form. Frequency tables, t-test and one-way analysis of variance (ANOVA were employed to analyze data. According to the results of the study, open primary education school students have some negative opinions about language, terms, suitability for learning levels, expression speed, number of repeating broadcast and summaries of mathematics television programmes.

  2. African Journal of Educational Studies in Mathematics and Sciences ...

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences - Vol 9, No 1 (2011) ... Open Access DOWNLOAD FULL TEXT ... Effects of constructivist teaching strategies and traditional lecture method on students' learning outcomes in ...

  3. Working Together to Improve the Quality of Mathematics Education ...

    African Journals Online (AJOL)

    Prof

    approach was used in this study, and a 38 item semi-structured ... Key words: Parents; mathematics education; perception; school climate; involvement ..... three open-ended questions and six closed questions were used to elicit information ...

  4. The 8th International Congress on Mathematical Education, July 1996.

    Science.gov (United States)

    Hillel, Joel; And Others

    1996-01-01

    Provides a variety of descriptions and perspectives about a mathematics education conference. Six authors from different countries and with a variety of philosophical views provide insights and interpretations of the conference proceedings. (DDR)

  5. Population Education in Mathematics: Some Sample Lessons.

    Science.gov (United States)

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.

    This mathematics teacher's manual contains ten sample lessons on population growth and demography that were adapted from materials produced in several countries in Asia and Oceania. Among the mathematics concepts and skills students apply during these lessons are set theory, cardinal and ordinal numbers, frequency tallies, percentages, ratios,…

  6. Videogames as an incipient research object inMathematics Education

    OpenAIRE

    Lluís Albarracín; Aura Hernández-Sabaté; Núria Gorgorió

    2017-01-01

    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  th...

  7. Mathematics in agriculture and vocational education for agricultures

    OpenAIRE

    2015-01-01

    International audience; This paper presents some of the results from a research study about mathematics in agriculture and agricultural education. The purpose of the study is to investigate the role of mathematics as a professional knowledge, and how to organize vocational secondary school education so that students receive the math knowledge and skills they need for their future profession. The study is done from a curricula theoretical perspective with concepts from Bernstein (2000). The re...

  8. 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.

  9. Mathematics education as a network of social practices

    DEFF Research Database (Denmark)

    Valero, Paola

    2010-01-01

    of mathematics are constituted. I will illustrate the potentiality of this notion to envision possible research paths in the field. I will illustrate these with the research that my colleagues and I have been carrying on multicultural classrooms in Denmark; as well as will offer examples of other research......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...

  10. New directions for situated cognition in mathematics education

    CERN Document Server

    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.

  11. Mathematical Inqu[ee]ry: Beyond "Add-Queers-and-Stir" Elementary Mathematics Education

    Science.gov (United States)

    Rands, Kathleen

    2009-01-01

    While elementary educators have developed queer pedagogies and perspectives in many subjects from reading to music, science to English as a second language, queer perspectives on elementary mathematics education are remarkably absent. This article differentiates between two common uses of the term "queer" and delineates two sets of approaches…

  12. Mathematics Learning: What Research Says About Sex Differences. Mathematics Education Reports.

    Science.gov (United States)

    Fennema, Elizabeth, Ed.

    This volume presents four papers originally drafted for a symposium on sex differences and mathematics education held at the 1974 meeting of the American Educational Research Association. Subsequent to the AERA meeting the papers were revised. The paper by Fox reviews results of several contests to identify junior high school students who were…

  13. Vajon in Translated Hungarian

    Directory of Open Access Journals (Sweden)

    Götz Andrea

    2016-12-01

    Full Text Available This paper presents an analysis of the structures the discourse marker vajon forms in translated Hungarian fiction. Although translation data has been deployed in the study of discourse markers (Aijmer & Simon- Vandenbergen, 2004, such studies do not account for translation-specific phenomena which can influence the data of their analysis. In addition, translated discourse markers could offer insights into the idiosyncratic properties of translated texts as well as the culturally defined norms of translation that guide the creation of target texts. The analysis presented in this paper extends the cross-linguistic approach beyond contrastive analysis with a detailed investigation of two corpora of translated texts in order to identify patterns which could be a sign of translation or genre norms impacting the target texts. As a result, a distinct, diverging pattern emerges between the two corpora: patterns of explicit polarity show a marked difference. However, further research is needed to clarify whether these are due to language, genre, or translation norms.

  14. Inflectional marking in Hungarian aphasics.

    Science.gov (United States)

    MacWhinney, B; Osmán-Sági, J

    1991-08-01

    How do aphasics deal with the rich inflectional marking available in agglutinative languages like Hungarian? For the Hungarian noun alone, aphasics have to deal with over 15 basic case markings and dozens of possible combinations of these basic markings. Using the picture description task of MacWhinney and Bates (1978), this study examined the use of inflectional markings in nine Broca's and five Wernicke's aphasic speakers of Hungarian. The analysis focused on subject, direct object, indirect object, and locative nominal arguments. Compared to normals, both groups had a much higher rate of omission of all argument types. Subject ellipsis was particularly strong, as it is in normal Hungarian. There was a tendency for Broca's to omit the indirect object and for Wernicke's to omit the direct object. Across argument types, Wernicke's had a much higher level of pronoun usage than did Broca's. Broca's also showed a very high level of article omission. Compared to similar data reported by Slobin (this issue) for Turkish, the Hungarian aphasics showed an elevated level of omission of case markings. Addition errors were quite rare, but there were 14 substitutions of one case marking for another. These errors all involved the substitution of some close semantic competitor. There were no errors in the basic rules for vowel harmony or morpheme order. Overall the results paint a picture of a group of individuals whose grammatical abilities are damaged and noisy, but still largely functional. Neither the view of Broca's as agrammatic nor the view of Wernicke's as paragrammatic was strongly supported.

  15. 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.

  16. Computer-based controlon mathematical education of the future engineers

    Directory of Open Access Journals (Sweden)

    Катерина Володимирівна Власенко

    2016-04-01

    Full Text Available There was offered the computer-based management of the scientific-cognitive activity of the future engineers and organization of control on mathematical education using the attainments of the modern information technologies. There were analyzed the e-school-books elaborated by the higher mathematics teachers of the Donbass state academy of mechanical engineering and Donetsk national technical university. There was grounded an expediency of the use of aforesaid school-books during the lectures or independent students’ work and at the control on education of the future specialists of engineer branch that is considered as the category of management as the relatively independent final element of managerial cycle of educational process. There were offered methodological recommendations of the use of e-educational technologies at mathematical studies. There was elucidated how the introduction of educational materials from internet-resource with the access mode http://vmdbi.net.ua/ favors the computer-based control on education: oral questioning of students, written control works, tests and so on. There was proved that the use of offered means at the control on mathematical education gives the possibility to establish the reverse connection at studying mathematics and comprehensively examine the level of knowledge and skills of the studied discipline in students

  17. Pursuing excellence in mathematics education essays in honor of Jeremy Kilpatrick

    CERN Document Server

    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.​.

  18. Psychological effects and epistemological education through mathematics "abstraction" and "construction"

    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.

  19. 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.

  20. Prevalence of Mixed Methods Research in Mathematics Education

    Science.gov (United States)

    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…

  1. Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research

    Science.gov (United States)

    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…

  2. The Place of Calculators in Mathematics Education in Developing Countries

    Science.gov (United States)

    Kissane, Barry; Kemp, Marian

    2012-01-01

    Technology has become a major force in developing curricula and educational practice in mathematics education internationally. While many technologies are important in affluent developed countries, the hand-held calculator continues to be the technology most likely to be available to students when and where they need it. Modern calculators have…

  3. Mathematics Dispositions of Secondary School Students with Special Educational Needs

    Science.gov (United States)

    Kalambouka, Afroditi; Pampaka, Maria; Omuvwie, Michael; Wo, Lawrence

    2016-01-01

    The aim of this paper was to shed more light on the attitudes and dispositions to mathematics education of secondary school students with special educational needs (SEN) in mainstream schools. The data were collected as part of a larger project in England which looked at the relationship between students' learning outcomes (including dispositions)…

  4. A Didactic Model of Computer Supported Education in Higher Mathematics

    OpenAIRE

    Karakoleva, Stefka

    2016-01-01

    Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016 The objective of the study is the mathematics and IT competence of the students in engineering profiles. The subject of the study is the incorporation of CAS and cloud technologies in training university students aimed to avoid the heavy routine calculations. This approach allows to put the stress on the qualitative aspects of mathematics ap...

  5. International Conference on Research and Education in Mathematics

    CERN Document Server

    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.

  6. Impact of Teachers' Beliefs on Mathematics Education

    Science.gov (United States)

    Bayaga, Anass; Wadesango, Newman; Wadesango, Ongayi Vongai

    2015-01-01

    The objective of the current study was to analyse the impact of teachers' personal theory and beliefs (PTB) towards Mathematics teaching. A total of 183 respondents were involved in this study, using the stratified random sampling method with Cronbach's alpha of 0.87. Due to the objective of the research and the hypothesis, it was positioned…

  7. Algebra adds value to mathematical biology education

    OpenAIRE

    Bland, Susan

    2009-01-01

    As mathematics continues to become an increasingly important component in undergraduate biology programs, a more comprehensive understanding of the use of algebraic models is needed by the next generation of biologists to facilitate new advances in the life sciences, according to researchers at Sweet Briar College and the Virginia Bioinformatics Institute at Virginia Tech.

  8. Improving classroom assessment in primary mathematics education

    NARCIS (Netherlands)

    Veldhuis, M.

    2015-01-01

    The main goal of this PhD research was to provide insight into primary school teachers’ classroom assessment practice in mathematics in the Netherlands. Classroom assessment is assessment that teachers can use to get access to their students’ skills and understanding, in an effort to tailor their in

  9. Improving classroom assessment in primary mathematics education

    NARCIS (Netherlands)

    Veldhuis, M.

    2015-01-01

    The main goal of this PhD research was to provide insight into primary school teachers’ classroom assessment practice in mathematics in the Netherlands. Classroom assessment is assessment that teachers can use to get access to their students’ skills and understanding, in an effort to tailor their in

  10. Enhancing Mathematics Education through Computer Integration.

    Science.gov (United States)

    Friedman, Edward A., And Others

    1991-01-01

    The director of the three-year-old Stevens project, which addresses the implementation and use of computers for middle and secondary mathematics instruction, offers a progress report. Time for preparation, teacher training, and defining the changing role of the teacher are cited as key variables. Future activities are also previewed. (Author/JJK)

  11. Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

    OpenAIRE

    Trude Nilsen; Carl Angell; Liv Sissel Grønmo

    2013-01-01

    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 c...

  12. Multiple Operator Movements in Hungarian

    NARCIS (Netherlands)

    Surányi, L.B.

    2003-01-01

    In this thesis I argue for an approach to multiple operator constructions in Hungarian within a radically derivational model which heavily restricts the role of pre-fabricated functional A-bar projections and which holds that it is the verb in this language that carries and projects the relevant ope

  13. Heuristic and algorithmic processing in English, mathematics, and science education.

    Science.gov (United States)

    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.

  14. 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...

  15. Proposing a Mathematical Software Tool in Physics Secondary Education

    Directory of Open Access Journals (Sweden)

    Konstantinos B. Baltzis

    2009-03-01

    Full Text Available MathCad® is a very popular software tool for mathematical and statistical analysis in science and engineering. Its low cost, ease of use, extensive function library, and worksheet–like user interface distinguish it among other commercial packages. Its features are also well suited to educational process. The use of natural mathematical notation and built–in measurement units are its two major advantages in teaching and learning. In this paper, its complementary use in the upper secondary physics education in Greece is explored. In order to demonstrate its application in the teaching process, a set of representative examples are presented. The main features and advantages of the software are also pointed out. The paper aims to present the benefits of the application of mathematical information technology tools in secondary physics education. In this effort, MathCad® is probably the most promising solution.

  16. Explaining the Mathematical Creativity of a Young Boy: An Interdisciplinary Venture between Mathematics Education and Psychoanalysis

    Science.gov (United States)

    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…

  17. 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

  18. Mathematical Logic and Deduction in Computer Science Education

    Directory of Open Access Journals (Sweden)

    Hashim HABIBALLA

    2008-04-01

    Full Text Available Mathematical logic is a discipline used in sciences and humanities with different point of view. Although in tertiary level computer science education it has a solid place, it does not hold also for secondary level education. We present a heterogeneous study both theoretical based and empirically based which points out the key role of logic in computer science, computer science education and knowledge representation. We focus on the key contrast of semantics and syntax, the resolution principle as a leading inference technique (giving also interesting non-clausal generalization of the rule. Further we discuss the possibilities of inclusion the non-classical (many-valued logics in education together with the original generalization of the non-clausal resolution rule into fuzzy logic. The last part describes partial results of the research concerning the secondary education in the Czech Republic especially in the mathematical logic field. The generalization of the presented ideas entails the article.

  19. Study on Teaching Strategies in Mathematics Education based on CAI

    Directory of Open Access Journals (Sweden)

    Wei Yan Feng

    2016-01-01

    Full Text Available With the development of information technology and the popularization of internet, mobile phone, new media represented is gradually influencing and changing people’s study and life, become the centre and social consensus of cultural information, according to the China Internet Network Information centre, the youth is the main use of CAI(Computer Assisted Instruction, which is the most active group of customers, fully understand the impact of the new media environment for students, higher mathematics education of college students in CAI. In this paper, the CAI is proposed for mathematics education of college students.

  20. Similarity and Equality in Greek Mathematics: Semiotics, History of Mathematics, and Mathematics Education

    Science.gov (United States)

    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…

  1. Mathematical Modeling Is Also Physics--Interdisciplinary Teaching between Mathematics and Physics in Danish Upper Secondary Education

    Science.gov (United States)

    Michelsen, Claus

    2015-01-01

    Mathematics plays a crucial role in physics. This role is brought about predominantly through the building, employment, and assessment of mathematical models, and teachers and educators should capture this relationship in the classroom in an effort to improve students' achievement and attitude in both physics and mathematics. But although there…

  2. A Model to Develop Mathematics Education: Modify the Public Traditional Perceptions of Mathematics-Case of UAE Schools’ Principals

    OpenAIRE

    2012-01-01

    This paper addresses the idea that the successful of mathematics reform demands the support of the full educational community including school principals, parents, and students. One of the most important group that affect mathematics reform is school principals. A project related to modifying UAE principals’ perceptions of mathematics is presented. This project consists three steps. In the first step, principals’ perceptions of the nature of Mathematics and its learning and teaching were exa...

  3. Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education

    Science.gov (United States)

    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…

  4. Integrating Universal Design and Response to Intervention in Methods Courses for General Education Mathematics Teachers

    Science.gov (United States)

    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…

  5. 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...... 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...... the question, "What are equity and quality?" Section 2 discusses the complexities in which the discourses of equity and quality move in constant construction and recontextualisation from societal trends to the constitution of subjectivities, passing through policy, the media and pedagogy. Section 3 covers...

  6. Identity Development during Undergraduate Research in Mathematics Education

    Directory of Open Access Journals (Sweden)

    Randall E. Groth

    2016-02-01

    Full Text Available We describe a model that leverages natural connections between undergraduate research and mathematics teacher preparation. The model integrates teaching and research by prompting undergraduates to continuously reflect on classroom data from lessons they have taught. It is designed to help undergraduates build identities as teachers who base decisions on empirical data, and also to build identities as future graduate students in mathematics education. The identities that undergraduates participating in the first year of the project developed pertaining to these roles are described. Undergraduates generally identified with a problem-based approach to teaching and saw themselves as future graduate students in various fields, including mathematics education. Suggestions for improving and adapting the model for use in other settings are also provided.

  7. Computers in Science and Mathematics Education in the ASEAN Region.

    Science.gov (United States)

    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)

  8. Theoretical Framework of Researcher Knowledge Development in Mathematics Education

    Science.gov (United States)

    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…

  9. Cultural Issues in the Communication of Research on Mathematics Education

    Science.gov (United States)

    Bartolini Bussi, Maria G.; Martignone, Francesca

    2013-01-01

    It might be trite to observe that every research study is framed within a cultural background. In this paper we argue that the description of the cultural background is important for discussing, evaluating and exploiting internationally the findings of local educational studies. This issue is fundamental in every study in mathematics education…

  10. Lacan, Subjectivity and the Task of Mathematics Education Research

    Science.gov (United States)

    Brown, Tony

    2008-01-01

    This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst and theorist Jacques Lacan whose work on subjectivity combined Freud's psychoanalytic theory with processes of signification as developed in the work of de Saussure and Peirce. The paper positions Lacan's subjectivity…

  11. Applied Linguistics and Mathematics Education: More than Words and Numbers

    Science.gov (United States)

    Barwell, Richard; Leung, Constant; Morgan, Candia; Street, Brian

    2005-01-01

    The preceding set of papers has explored various aspects of the role of language in mathematics education. The papers reflect the work of individual contributors. An important part of our collaboration, however, has been the conversation between us. This paper reflects on aspects of that conversation, as we draw together some of the themes that…

  12. Common Grounds for Modelling Mathematics in Educational Software

    Science.gov (United States)

    Neuper, Walther

    2010-01-01

    Two kinds of software, CAS and DGS, are starting to work towards mutual integration. This paper envisages common grounds for such integration based on principles of computer theorem proving (CTP). Presently, the CTP community seems to lack awareness as to which of their products' features might serve mathematics education from high-school to…

  13. Expanding Notions of "Learning Trajectories" in Mathematics Education

    Science.gov (United States)

    Weber, Eric; Walkington, Candace; McGalliard, William

    2015-01-01

    Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories…

  14. A Call for Postdoctoral Positions in Mathematics Education

    Science.gov (United States)

    Lockwood, Elise; Knuth, Eric

    2014-01-01

    In many STEM-related fields, graduating doctoral students are often expected to assume a postdoctoral position as a prerequisite to a faculty position, yet there is no such expectation in mathematics education. This phenomenon is likely due in large part to an abundance of faculty positions; however, it may also result from the field's…

  15. On Meaning Making in Mathematics Education: Social, Emotional, Semiotic

    Science.gov (United States)

    Seeger, Falk

    2011-01-01

    This paper is an attempt to add to the foundation of our understanding of meaning making in mathematics education. This attempt seems to be necessary as a growing body of research, primarily in developmental psychology, begins to change our view of early human development. Empathy, reciprocity, and implicit understanding seem to be more suitable…

  16. Generations of Research on New Technologies in Mathematics Education

    Science.gov (United States)

    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…

  17. Trajectories of Mathematics and Technology Education Pointing to Engineering Design

    Science.gov (United States)

    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…

  18. Lacan, Subjectivity and the Task of Mathematics Education Research

    Science.gov (United States)

    Brown, Tony

    2008-01-01

    This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst and theorist Jacques Lacan whose work on subjectivity combined Freud's psychoanalytic theory with processes of signification as developed in the work of de Saussure and Peirce. The paper positions Lacan's subjectivity…

  19. The Practice of "Middle Leading" in Mathematics Education

    Science.gov (United States)

    Grootenboer, Peter; Edwards-Groves, Christine; Rönnerman, Karin

    2015-01-01

    While principals and systemic leaders have a significant role to play in leading, supporting and structuring mathematics education, their influence tends to be indirect and general. However, middle leaders such as curriculum leaders, senior teachers, and faculty heads, exercise their leadership much closer to the classroom, and as such they can…

  20. Scaffolding and dialogic teaching in mathematics education : introduction and review

    NARCIS (Netherlands)

    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 t

  1. The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

    Science.gov (United States)

    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…

  2. The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

    Science.gov (United States)

    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…

  3. Giving Canadian Science, Mathematics, and Technology Education an Independent Voice

    Science.gov (United States)

    Hodson, Derek

    2015-01-01

    It is noted that the "Canadian Journal of Science, Mathematics and Technology Education" (CJSMTE) was founded with the support of a donation of $1.0 million from the Imperial Oil Charitable Foundation. Four goals were uppermost in the thinking behind the journal: first, it should be bilingual; second, it should be cross-disciplinary;…

  4. Science and Mathematics Education Research in Costa Rica.

    Science.gov (United States)

    Berty, Rolando; Esquivel, Juan M.

    Increased emphasis on science and mathematics education research in Costa Rica since 1973 is reported. The majority of the studies carried out in the past 12 years have been diagnostic studies. General findings are listed, under the headings of certification, supervision, basic skills, teaching methods, attitudes, and curriculum. The diagnostic…

  5. Duoethnography: A New Research Methodology for Mathematics Education

    Science.gov (United States)

    Rapke, Tina Kathleen

    2014-01-01

    I have developed an adaptation of the emerging duoethnography methodology that allows me to draw on my processes of creating mathematics, interpret these processes for what they might mean for classrooms, and explore/reconceptualize my complementary and competing perspectives as a mathematician and an educator. This article includes a…

  6. Merging Invitational Theory with Mathematics Education: A Workshop for Teachers

    Science.gov (United States)

    Kitchens, Anita N.; Wenta, Robert G.

    2007-01-01

    Two faculty members in the department of mathematical sciences at a four-year university, with teacher-education experience, presented a workshop for in-service elementary and middle-school teachers. The intention was to address affective aspects of teaching including: teacher efficacy, learning styles, cognitive dissonance, relaxation, and…

  7. Cooperative learning and Mathematics Education: A happy Marriage?

    NARCIS (Netherlands)

    Terwel, J.

    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 comp

  8. Making Unseen Privilege Visible in Mathematics Education Research

    Science.gov (United States)

    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…

  9. On Pure and Applied Research in Mathematics Education.

    Science.gov (United States)

    Schoenfeld, Alan H.

    1991-01-01

    Provides a brief summary of current research in mathematics education at the college level. Explores the current needs of college-level faculty. Suggests ways of coping with the apparent perception that some of the best contemporary research is useless or irrelevant from the practitioner's point of view. (22 references) (JJK)

  10. Educational Technologies and Mathematics: Signature Pedagogies and Learner Impacts

    Science.gov (United States)

    Passey, Don

    2012-01-01

    In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different…

  11. Affect in Mathematics Education--Exploring Theoretical Frameworks. Research Forum

    Science.gov (United States)

    Hannula, Markku; Evans, Jeff; Philippou, George; Zan, Rosetta

    2004-01-01

    This document brings into a dialogue some of the theoretical frameworks used to study affect in mathematics education. It presents affect as a representational system, affect as one regulator of the dynamic self, affect in a socio-constructivist framework, and affect as embodied. It also evaluates these frameworks from different perspectives:…

  12. On Meaning Making in Mathematics Education: Social, Emotional, Semiotic

    Science.gov (United States)

    Seeger, Falk

    2011-01-01

    This paper is an attempt to add to the foundation of our understanding of meaning making in mathematics education. This attempt seems to be necessary as a growing body of research, primarily in developmental psychology, begins to change our view of early human development. Empathy, reciprocity, and implicit understanding seem to be more suitable…

  13. About the aims, objects and problems in Brazilian research on Mathematical Modeling in Mathematics Education

    Directory of Open Access Journals (Sweden)

    Universidade Estadual do Oeste do Paraná

    2012-12-01

    Full Text Available This paper presents an analysis of scientific communications published in the IV Mathematical Modeling National Conference (CNMEM in the Brazilian abbreviation, which took place in 2005. The analysis consists of a meta-analytical and content qualitative approach, aided by the software Atlas T.i. The data collected was originated in the above mentioned conference which is the first of the three which will be analyzed in the study that aims to unveil the research on Mathematical Modeling in Brazil. The categories established in this paper and which will be interpreted are: a Meta-study on Mathematics Modeling; b Modeling application; c Articulation between Modeling and other theories, and d Modeling and teachers education.

  14. Mathematics as an Im/Pure Knowledge System: Symbiosis, (W)Holism and Synergy in Mathematics Education

    Science.gov (United States)

    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…

  15. Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers

    Science.gov (United States)

    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…

  16. 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.

  17. PRIME: Parent Resources in Mathematics Education. Mathematics Education Resources: An Annotated Bibliography.

    Science.gov (United States)

    Hartog, Martin D.; Reed, Michelle K.

    This annotated bibliography presents resources that will enable parents to fulfill their responsibility for developing their children's abilities to do mathematics, while at the same time encouraging more positive attitudes towards mathematics. The resources are divided into three categories: (1) activities initiated in the home, (2) activities…

  18. Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

    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.

  19. Achieving Fluency: Special Education and Mathematics

    Science.gov (United States)

    Fennell, Francis

    2011-01-01

    "Achieving Fluency" presents the understandings that all teachers need to play a role in the education of students who struggle: those with disabilities and those who simply lack essential foundational knowledge. This book serves teachers and supervisors by sharing increasingly intensive instructional interventions for struggling students on…

  20. Teaching mathematics remotely: changed practices in distance education

    Science.gov (United States)

    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.

  1. Criticising with Foucault: Towards a Guiding Framework for Socio-Political Studies in Mathematics Education

    Science.gov (United States)

    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…

  2. Design Research in the Netherlands: Introducing Logarithms Using Realistic Mathematics Education

    Science.gov (United States)

    Webb, David C.; van der Kooij, Henk; Geist, Monica R.

    2011-01-01

    This article describes Realistic Mathematics Education (RME), a design theory for mathematics education proposed by Hans Freudenthal and developed over 40 years of developmental research at the Freudenthal Institute for Science and Mathematics Education in the Netherlands. Activities from a unit to develop student understanding of logarithms are…

  3. Research on Mathematics Education in China in the Last Decade: A Review of Journal Articles

    Science.gov (United States)

    Xu, Binyan

    2010-01-01

    This article reviews literature on mathematics education in China in the last decade. It focuses on papers that were published after 2000, and Chinese Social Science Citation Index (CSSCI). Some influential journals in the field of mathematics education, such as the "Journal of Mathematics Education" and "Mathematics…

  4. 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...

  5. Criticising with Foucault: Towards a Guiding Framework for Socio-Political Studies in Mathematics Education

    Science.gov (United States)

    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…

  6. 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...

  7. Advancements in Research on Creativity and Giftedness in Mathematics Education: Introduction to the Special Issue

    Science.gov (United States)

    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…

  8. Math Anxiety And Metacognition in Mathematics Education

    OpenAIRE

    Erickson, Shanna Lin

    2015-01-01

    This dissertation explores the connections among metacognition, math ability, and math anxiety, predominantly within an educational context. An ultimate goal is to improve student success in math by first addressing student misconceptions of self-ability that drive study habits.To inform later discussions of these connections, I first provide supporting groundwork research for each of these cognitive functions separately in Chapters 1-3. In Chapter 1, background information on math cognitio...

  9. Current Challenges in Integrating Educational Technology into Elementary and Middle School Mathematics Education

    Science.gov (United States)

    Okita, Sandra Y.; Jamalian, Azadeh

    2011-01-01

    Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with…

  10. Remediation, General Education, and Technical Mathematics. Educational Resources for the Machine Tool Industry.

    Science.gov (United States)

    Texas State Technical Coll. System, Waco.

    This document contains descriptions of adult education courses in remediation, general education, and technical mathematics. They are part of a program developed by the Machine Tool Advanced Skills Technology Educational Resources (MASTER) program to help workers become competent in the skills needed to be productive workers in the machine tools…

  11. 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.

  12. Implications for Science and Mathematics Education of Current Philosophies of Education.

    Science.gov (United States)

    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)

  13. Implications for Science and Mathematics Education of Current Philosophies of Education.

    Science.gov (United States)

    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)

  14. Functions of modal particles in Hungarian

    OpenAIRE

    Marusynets, Marianna

    2014-01-01

    The article discusses the functions of Hungarian modal particles from the Relevance Theory perspective, which offers a cognitive account of utterance interpretation. It is argued that Hungarian modal particles govern the selection of context by guiding the hearer towards relevant interpretation.

  15. Ethnic Attitudes of Hungarian Students in Romania

    Science.gov (United States)

    Ives, Bob; Obenchain, Kathryn M.; Oikonomidoy, Eleni

    2012-01-01

    Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933) Scale of Social Distance. Results were consistent with predictions based…

  16. Networking of theories as a research practice in mathematics education

    CERN Document Server

    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...

  17. Research on undergraduate mathematics education: A South African perspective.

    Directory of Open Access Journals (Sweden)

    Ansie Harding

    2012-03-01

    Full Text Available Research on undergradute mathematics education is a relatively new field that originated less than 20 years ago in the United States of America (USA, and that is known under the acronymn RUME (Research in Undergraduate Mathematics Education. In South Africa researchers in this field form a small but strong group that originated at the University of Pretoria. In this article a brief overview is firstly given on the international increase in interest and activities in this research field. Secondly the research field is viewed from a South African perspective. Examples of research projects are discussed, as well as the career path that leads to research in this field. Finally local activities and existing international ties are considered. The aim of this article is to give a South African overview of the research field and activities, hoping to motivate and stimulate research in this important and growing field.

  18. The Unit of Analysis in Mathematics Education: Bridging the Political-Technical Divide?

    Science.gov (United States)

    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.…

  19. Towards improving the integration of undergraduate biology and mathematics education.

    Science.gov (United States)

    Bergevin, Christopher

    2010-01-01

    Arguments have recently asserted the need for change in undergraduate biology education, particularly with regard to the role of mathematics. The crux of these protests is that rapidly developing technology is expanding the types of measurements and subsequent data available to biologists. Thus future generations of biologists will require a set of quantitative and analytic skills that will allow them to handle these types of data in order to tackle relevant questions of interest. In this spirit, we describe here strategies (or lessons learned) for undergraduate educators with regard to better preparing undergraduate biology majors for the new types of challenges that lay ahead. The topics covered here span a broad range, from classroom approaches to the administrative level (e.g., fostering inter-departmental communication, student advising) and beyond. A key theme here is the need for an attitude shift with regard to mathematics education by both students and faculty alike. Such a shift will facilitate the development and implementation of new teaching strategies with regard to improving integration of mathematics and biology pedagogy.

  20. [The most important obstacles of the development of Hungarian psychiatry].

    Science.gov (United States)

    Kalmár, Sándor

    2015-06-01

    A quarter of a century ago the change of the political system in Hungary precipitated a serious value-crisis and caused a lot of harmful effects in nurturing and the development of psychiatry. The author establishes that the attack against psychiatry is more intensive than previously but neither the education and health management nor the psychiatric leadership could cope with these difficulties. It can't be denied that the foundation of lifelong mental health begins in the early life years and about 75% of the first Mental Disorder manifests in adolescence and youth. We are not able to ensure the special rights of every child according to the Hungarian Constitution and the Declaration of the Rights of the Child by the United Nations. The large inequalities within the country, the lack of paramount mental education and nurturing, the lack of essential, consistent eternal values, the lack of required psychiatric care system are huge obstacles of the development of healthy individual and leads to self-destructive behaviour and several, serious physical and mental disorders. The purpose of the author is to call psychiatrists' attention to the main obstacles of the development of Hungarian Psychiatric Care System. The main obstacles of the present psychiatric care system: 1. Unclarified notions, confusion of ideas. 2. Somatic, neurologic, mental, cultural-social and spiritual ignorance. 3. Lack of organization in Mental Education and Psychiatric Care System. 4. Value-crisis in our society despite the fact that the "Council of Wise Men" created a "Scale of the Essential Consistent Eternal Values" for the Hungarian Education System in 2008. 5. Lack of mental health prevention both in education system and health care system. There is no teaching of hygiene lessons in the Hungarian schools. 6. Negligence and selfishness among the population. 7. Disinterest among competent authorities. 8. Leaving the most important possibilities out of consideration. The author establishes

  1. Mathematical Practices in a Learning Environment Designed by Realistic Mathematics Education: Teaching Experiment about Cone and Pyramid

    Science.gov (United States)

    Özdemir, Burçin Gökkurt

    2017-01-01

    The purpose of the study is to identify the classroom mathematical practices developed within a learning environment designed by Realistic Mathematics Education for teaching cone and pyramid to preservice teachers. A teaching experiment including five-week instructional sequence by a hypothetical learning trajectory about the solids of cone and…

  2. Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based

    Science.gov (United States)

    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…

  3. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    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…

  4. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    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…

  5. Student-Teachers in Higher Education Institutions' (HEIs) Emotional Intelligence and Mathematical Competencies

    Science.gov (United States)

    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…

  6. The Mathematics and Science Integration Argument: A Stand for Teacher Education

    Science.gov (United States)

    Furner, Joseph M.; Kumar, David D.

    2007-01-01

    This paper explores the question, should we integrate mathematics and science in reforming science education? As science, especially physical science involves mathematics, and both subjects involve process skills, integrating science and mathematics methods courses might be a way to improve science education. Considerations and recommendations for…

  7. The Thirteenth ICMI Study on Mathematics Education in Different Cultural Traditions.

    Science.gov (United States)

    Graf, Klaus-D.; Leung, Frederick K. S.

    2000-01-01

    Presents a study by the International Commission on Mathematical Instruction (ICMI) on mathematics education in different cultural traditions. Investigates problems in mathematics education including issues such as curriculum; assessment; policy; the influences of information, communication technology (ICT), and multimedia; and community and…

  8. Mathematics and science education crisis: symptoms, causes, and possible cures

    Energy Technology Data Exchange (ETDEWEB)

    Gumnick, J.L. (ed.)

    1985-01-01

    The problem is one of long standing and will only be resolved with long-range solutions requiring persistent attention by those concerned. The situation is expected to deteriorate with the coming shortages of teachers and changes in demography such that greater demands will be made on the educational system. Many short-term solutions being put in place are expected to make the long-term situation more difficult to improve. The problem, like many similar sociological ones, is very diffuse in nature and hence requires diffuse solutions. Meetings addressing issues such as improving the quality of education in science and mathematics must involve a large cross section of the community, not only professional educators and scientists, but also representatives of the power structure: elected representatives, industrial figures, and appropriate governmental officials. The problem of improving the quality of education cannot be solved at any level without advocates of a solution becoming involved with political processes.

  9. Lessons from Objects: Designing a Modern Hungarian Childhood 1890-1950

    Directory of Open Access Journals (Sweden)

    Amber Winick

    2016-01-01

    Full Text Available Art and architecture assisted Hungary’s delivery into modern Europe, and many Hungarian designs of the early twentieth century invoked the child rather than the adult as the ideal citizen. Throughout the first half of the twentieth century, Hungarian designers, design reformers and the Ministry of Culture and Education expressed national identity through design, emphasizing objects and spaces for children as a key element in defining a national culture. This research unfolds a vital dimension of Hungarian culture by examining a selection of objects and spaces—nursery designs, children’s clothing, school architecture, the Budapest Zoo and book illustrations—made for Hungary’s children during different periods of the last century. Working in partnership with the Iparművészeti Múzeum—the Museum of Applied Arts in Budapest—as well as several public and private collections across Hungary, I researched a number of important children’s designs that helped to shape the lives and experiences of twentieth century Hungarian children.  Central to my research is how social and political forces shaped designs and how these designs helped children identify as Hungarian citizens. Looking at five material case studies, I hope to demonstrate the ways in which designers negotiated issues of Hungarian identity, tradition, and modernity.

  10. ADRIAN HATOS, School Performance and Language of Hungarian Ethnic Pupils

    Directory of Open Access Journals (Sweden)

    ADRIAN HATOS

    2011-02-01

    Full Text Available One of the thorniest issues of the linguistic policies in North-Western Transylvania was the establishment of linguistic arrangements in the mandatory education system. Supported also by arguments which refer to the equal opportunity rule, native language education for ethnic minority children, concerning especially the Hungarian language, has flourished both in mixed schools, and in schools that are segregated in terms of the teaching language. This article assesses the effects that the various linguistic contexts in which a Hungarian teenager in the region studies can have on his/her performance in school, compared to the performance of his/her colleagues who study in Romanian. I start from two hypotheses: linguistic shortcoming and opposition culture. The hierarchical linear regression modeling of the average of school results scores in the seventh grade, on a sample of over 3 700 pupils in the eighth grade in Bihor County, indicates a significant and systematic disadvantage of Hungarian pupils, although small as an absolute value, irrespective of the linguistic arrangement. Moreover, both the linguistic disadvantage thesis and the opposition culture model can be supported, although the results are not conclusive from this point of view.

  11. Calculus Problem Solving Behavior of Mathematic Education Students

    Science.gov (United States)

    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

  12. Acupuncture Points of Mathematical Education of Philosophers: Contexts of the Worldview of the New Century

    Directory of Open Access Journals (Sweden)

    Erovenko V. A.

    2014-01-01

    Full Text Available The article examines the current state of the mathematical education of the students-philosophers that depends on language of the humanitarian mathematics, evidence of its statements and methodological problem of the cognition of the mathematical facts. One of important tasks of philosophy of mathematical education consists in motivation of the need for training mathematics of students-philosophers. The main criterion of the usefulness of mathematics for philosophers is revealed in the ways of justification of its truth and completeness of reasoning of mathematical statements. This reflects the attractiveness of mathematical knowledge for philosophers that is characterized by the fact that the truth is revealed along with a proof in mathematics. One of the main so-called “acupuncture points” of mathematical education of philosophers, as the author believes, is the language of modern mathematics. In General, the linguistic aspect is very important in modern science. The second “acupuncture point” of mathematical education of philosophers is the level of evidence claims. Third, according to the author, is responsible for knowledge of mathematical truths, is involved in not only our existence, but also transcendental knowledge. In the context of philosophy of the future of modern civilization, mathematics is indispensable as a necessary element of scientific and philosophical picture of the world. To support the conclusions the author draws a broad philosophical and scientific context.

  13. Mathematics, Education, and Society. Science and Technology Education Document Series No. 35. Reports and Papers presented in the Fifth Day Special Programme on "Mathematics Education and Society," International Congress on Mathematical Education (6th, Budapest, Hungary, July 27-August 3, 1988).

    Science.gov (United States)

    Keitel, Christine, Ed.; And Others

    This document contains reports and papers from a conference focusing on the political dimension of mathematics education. The program was organized around four large themes: (1) "Mathematics Education and Culture" based on 13 papers; (2) "Society and Institutionalized Mathematics Education" based on 41 papers; (3) "Educational Institutions and the…

  14. `Walking in a Foreign and Unknown Landscape': Studying the History of Mathematics in Initial Teacher Education

    Science.gov (United States)

    Povey, Hilary

    2013-07-01

    This article develops the argument that students in initial teacher education benefit in terms of who they are becoming from developing awareness of and engagement in the history of mathematics. Initially, current school mathematics practices in the UK are considered and challenged. Then the role of teachers' relationship to mathematical subject knowledge and of teachers' engagement in critical thinking are considered. Connections are made between these concerns and studying the history of mathematics in initial teacher education classrooms. I then draw on the perspectives and practices of the mathematics teacher educators at one institution to understand these connections better and to exemplify them. Issues of equity are threaded throughout.

  15. Hungarian climate change action plan

    Energy Technology Data Exchange (ETDEWEB)

    Molnar, S.; Takacs, T. [Systemexpert Consulting Ltd., Budapest (Hungary); Arpasi, M. [MOL, Budapest (Hungary); Farago, T.; Palvoelgyi, T. [Ministry for Environment and Regional Policy, Budapest (Hungary); Harnos, Z. [Univ. of Horticulture, Budapest (Hungary); Lontay, Z. [EGI-Contracting Engineering Co. Ltd., Budapest (Hungary); Somogyi, Z. [Forest Research Inst., Budapest (Hungary); Tajthy, T. [Univ. of Technology, Budapest (Hungary)

    1998-12-31

    In 1994--1996, within the framework of the US Country Studies Program, the Hungarian Country Study Team developed the national greenhouse gas emission inventory, and elaborated the mitigation options for the different sectors of the economy. In 1997, the development of a National Action Plan was begun as the continuation of this work. Results of the inventory study showed that greenhouse gas emissions decreased from the selected base level (i.e., from the yearly average emissions of 1985--1987) until 1994 by cca. 25%. However, this decrease was primarily caused by the deep economic recession. Therefore the policy makers have to face the problem of economic recovery without a relevant increase of greenhouse gas emissions in the near future. This is the main focus of the mitigation analysis and the National Action Plan.

  16. Hungarian repeat station survey, 2010

    Directory of Open Access Journals (Sweden)

    Péter Kovács

    2013-03-01

    Full Text Available The last Hungarian repeat station survey was completed between October 2010 and February 2011. Declination, inclination and the total field were observed using one-axial DMI fluxgate magnetometer mounted on Zeiss20A theodolite and GSM 19 Overhauser magnetometer. The magnetic elements of the sites were reduced to the epoch of 2010.5 on the basis of the continuous recordings of Tihany Geophysical Observatory. In stations located far from the reference observatory, the observations were carried out in the morning and afternoon in order to decrease the effect of the distant temporal correction. To further increase the accuracy, on-site dIdD variometer has also been installed near the Aggtelek station, in the Baradla cave, during the survey of the easternmost sites. The paper presents the technical details and the results of our last campaign. The improvement of the accuracy of the temporal reduction by the use of the local variometer is also reported.

  17. Snips and Snails and Puppy Dogs' Tails: Genderism and Mathematics Education

    Science.gov (United States)

    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…

  18. Improving indicators of the quality of science and mathematics education in grades K-12

    National Research Council Canada - National Science Library

    Murnane, Richard J; Raizen, Senta A

    ... and Mathematics Education in in Grades K- -12 12 Richard J. Murnane and Senta A. Raizen, Editors Committee on Indicators of Precollege Science and Mathematics Education Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1988 Copyrightthe cannot be not from book, paper however, version for...

  19. Contributions from Sociology of Science to Mathematics Education in Brazil: Logic as a System of Beliefs

    Science.gov (United States)

    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…

  20. An Analysis of the New Elementary Mathematics Teacher Education Curriculum in Turkey

    Science.gov (United States)

    Isiksal, Mine; Koc, Yusuf; Bulut, Safure; Atay-Turhan, Tulay

    2007-01-01

    The purpose of this paper is to describe and reflect on the changes in the new elementary mathematics teacher education curriculum in Turkey. It is our goal to share the revised teacher education curriculum with the outside mathematics teacher education community. The paper is organized around four major sections: An overview of the teacher…

  1. An Analysis of the New 9-Year Basic Education Mathematics Curriculum in Nigeria

    Science.gov (United States)

    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…

  2. Contributions from Sociology of Science to Mathematics Education in Brazil: Logic as a System of Beliefs

    Science.gov (United States)

    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…

  3. Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

    Science.gov (United States)

    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…

  4. Brian Griffiths (1927-2008)--His Pioneering Contributions to Mathematics and Education

    Science.gov (United States)

    Jones, Keith; Mamona-Downs, Joanna

    2008-01-01

    Brian Griffiths (1927-2008) was a British mathematician and educator who served as a member of the founding editorial board of "Educational Studies in Mathematics". As a mathematician, Griffiths is remembered through his work on what continue to be known as "Griffiths-type" topological spaces. As a mathematics educator, his…

  5. Increasing Awareness of Practice through Interaction across Communities: The Lived Experiences of a Mathematician and Mathematics Teacher Educator

    Science.gov (United States)

    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…

  6. Increasing Awareness of Practice through Interaction across Communities: The Lived Experiences of a Mathematician and Mathematics Teacher Educator

    Science.gov (United States)

    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…

  7. The Place Of Mathematics In Mathematics Degree Programs: Which Mathematics And What Educational Practices? [o Lugar Das Matemáticas Na Licenciatura Em Matemática: Que Matemáticas E Que Práticas Formativas?

    OpenAIRE

    Fiorentini D.; De Oliveira A.T.D.C.C.

    2013-01-01

    This article is an essay that aims to problematize and discuss the place of mathematics in Mathematics Teacher Degree programs. It is organized around two basic questions: what are we talking about when we refer to mathematics that teachers need to know well for teaching? Which educational practices can contribute to the appropriation of this fundamental mathematics by future teachers for their professional work? To find the answers, different social practices of mathematics educators were pr...

  8. Variables that Affect Math Teacher Candidates' Intentions to Integrate Computer-Assisted Mathematics Education (CAME)

    Science.gov (United States)

    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…

  9. Examining Opportunities for the Development of Interacting Identities within Pre-Service Teacher Education Mathematics Classrooms

    Science.gov (United States)

    Essien, Anthony A.

    2014-01-01

    In any pre-service mathematics teacher education classroom, multiple identities are co-constructed simultaneously through the practices in which such classrooms engage. These multiple identities, which are interrelated and in constant interaction, include becoming a teacher of mathematics, becoming learners of mathematics, becoming learners of…

  10. Ten Years of Reform in Primary Mathematics Education in England: A Review of Effectiveness. Technical Report

    Science.gov (United States)

    Vollaard, Ben A.; Rabinovich, Lila; Bowman, Richard; van Stolk, Christian

    2008-01-01

    The UK National Audit Office (NAO) commissioned RAND Europe to look at the evidence showing the effectiveness of reform of mathematics teaching in primary schools in England. This study looked at government-sponsored evaluations of mathematics reform in England, independent evaluations of the educational outcomes of mathematics reforms in England,…

  11. Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

    Science.gov (United States)

    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…

  12. Variables that Affect Math Teacher Candidates' Intentions to Integrate Computer-Assisted Mathematics Education (CAME)

    Science.gov (United States)

    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…

  13. Old Habits Die Hard: An Uphill Struggle against Rules without Reason in Mathematics Teacher Education

    Science.gov (United States)

    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…

  14. "Walking in a Foreign and Unknown Landscape": Studying the History of Mathematics in Initial Teacher Education

    Science.gov (United States)

    Povey, Hilary

    2014-01-01

    This article develops the argument that students in initial teacher education benefit in terms of who they are becoming from developing awareness of and engagement in the history of mathematics. Initially, current school mathematics practices in the UK are considered and challenged. Then the role of teachers' relationship to mathematical subject…

  15. The Use of Video Analysis and the Knowledge Quartet in Mathematics Teacher Education Programmes

    Science.gov (United States)

    Liston, Miriam

    2015-01-01

    This study investigates the potential of video analysis and a mathematical knowledge for teaching framework, the Knowledge Quartet (KQ), in mathematics teacher education programmes. It reports on the effectiveness of these tools in analysing and supporting secondary level pre-service mathematics teachers' subject matter knowledge and pedagogical…

  16. Basic Mathematical Skills and Empowerment: Challenges and Opportunities in Finnish Adult Education

    Science.gov (United States)

    Hassi, Marja-Liisa; Hannula, Aino; Saló i Nevado, Laia

    2010-01-01

    This paper first looks at the contexts and situation of Finnish adult education in basic mathematical skills. Challenges for and observations of adults' learning of basic mathematics in Finland will be illustrated. Studying mathematics and numeracy are considered against its role in social and personal empowerment. Case studies of Finnish adults'…

  17. Parental Roles in the Education of Mathematically Gifted and Talented Children

    Science.gov (United States)

    Bicknell, Brenda

    2014-01-01

    Parent recognition of mathematical giftedness and involvement in their children's mathematics education is the focus of this case study. Data were collected from the parents of 15 children (aged 10-13 years) identified by their schools in New Zealand as mathematically gifted and talented. Many of the parents identified their child's propensity for…

  18. 6th Congress of Croatian and Hungarian and 17th Congress of Hungarian Geomathematicians

    Directory of Open Access Journals (Sweden)

    Željka Tutek

    2014-06-01

    Full Text Available The theme of this year's 6th Congress of Croatian and Hungarian and 17th Congress of Hungarian Geomathematicians was Geomathematics – from theory to practice and its key topics were • Applied geomathematics (geosciences, environmental science • Geomathematics in reservoir characterization and modelling • Hydrological and hydrogeological modelling • Theoretical geomathematics (geostatistics, neural networks, statistics • Geoinformatics (including GIS.

  19. Mathematics education practice in Nigeria: Its impact in a post-colonial era

    Science.gov (United States)

    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

  20. Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

    Science.gov (United States)

    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.

  1. THE SZEKLERS AND HUNGARIANS FROM ROMANIA

    Directory of Open Access Journals (Sweden)

    GR. P. POP

    2015-10-01

    Full Text Available The Szeklers and Hungarians from Romania. This study regards, as its main topic, the possibility of establishing at present, a geodemographical entity on Romania’s territory, since certain representatives of the Hungarian ethnical minority in our country, and with a particular insistence of those in the vicinity of the western border, always remember to bring into view the problem of establishing an autonomy, common to a Székely Land, located in the central area of our country, which would include Mureş, Harghita and Covasna counties. Without carrying out a detailed account of this situation, it needs to be mentioned, just as it will emerge of the following presentation, that such an approach has neither the most reduced geodemographical support, since the Szeklers, after being assimilated by the Hungarian ethnic group, are no longer present at the census of 20 October 2011. By taking into account the above mentioned aspects, in order to be able to respond to the insistent requests for autonomy in Transylvania, we proceeded to highlight, through a fairly detailed approach of the Hungarian ethnical minority, obviously in point of the number of inhabitants and of their distribution on Romania’s territory, resulting of this the fact that the number of Hungarians is of 1,227,623 people, value which related to those 20,121,641 inhabitants of Romania, means 6.10%. The total number of mentioned Hungarians is characterized by a pronounced concentration on Romania’s territory, standing out by creating a corridor with a diagonal aspect, on the northwestsoutheast direction, consisting of seven counties, the first four (Satu Mare, Bihor, Sălaj and Cluj being registered with 2.01% (404,561 inhabitants of those 6.10% Hungarians, the following three (Mureş, Harghita and Covasna accounting for 3.03% (609,033 inhabitants, and hence in the corridor are present 5.04% (1,013,594 Hungarians of 6.10% at the level of the entire country. The above mentioned

  2. The limitations of mathematical modeling in high school physics education

    Science.gov (United States)

    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

  3. Engaging with issues of emotionality in mathematics teacher education for social justice

    OpenAIRE

    Boylan, M.

    2009-01-01

    This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers...

  4. Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education

    Science.gov (United States)

    Woodward, John; Tzur, Ron

    2017-01-01

    Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a…

  5. Evaluation and Assessment in Mathematics Education. Science and Technology Education Document Series No. 32.

    Science.gov (United States)

    Robitaille, David F.

    This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers…

  6. 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...... subject. We show how research may create the inclusion and exclusion of different forms of life among children....

  7. Guidebook to excellence, 1994: A directory of federal resources for mathematics and science education improvement

    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.

  8. Subjective Questions and Answers for a Mathematics Instructor of Higher Education

    CERN Document Server

    Smarandache, Florentin

    2007-01-01

    This article of mathematical education reflects author's experience with job applications and teaching methods and procedures to employ in the American Higher Education. It is organized as a standard questionnaire.

  9. Mathematics

    CERN Document Server

    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

  10. The `M' in SMEC: a short history of the mathematics education presence

    Science.gov (United States)

    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.

  11. Rethinking Undergraduate Mathematics Education: The Importance of Classroom Climate and Self-Efficacy on Mathematics Achievement

    Science.gov (United States)

    Peters, Michelle Lynn; Kortecamp, Karen

    2010-01-01

    Given the growing societal demand for a more mathematically proficient work force, mathematics proficiency is viewed as a necessary component for success in today's world. To ensure proficiency, undergraduate institutions may need to "rethink" their instructional approaches to teaching mathematics. Understanding the influence of classroom climate…

  12. (Re)Envisioning Mathematics Education: Examining Equity and Social Justice in an Elementary Mathematics Methods Course

    Science.gov (United States)

    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'…

  13. Looking Back, Looking Forward: The Past 15 Years of Mathematics Education in "CJSTME"

    Science.gov (United States)

    Hare, Andrew; Ng, Oi-Lam

    2015-01-01

    In this article, we review the publications served by the "Canadian Journal of Science, Mathematics and Technology Education" in the past 15 years, specific to the field of mathematics education, and make connections with development of the field. In particular, we adopt current Editor-in-Chief John Wallace's (2009) approach of…

  14. Promising Practices to Meet Global Challenges in Science and Mathematics Education

    Science.gov (United States)

    Berlin, Donna F., Ed.; White, Arthur L., Ed.

    2010-01-01

    The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and…

  15. CASCADE-IMEI: Web site support for student teachers learning Realistic Mathematics Education (RME) in Indonesia

    NARCIS (Netherlands)

    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

  16. On the Importance of Subject Matter in Mathematics Education: A Conversation with Erich Christian Wittmann

    Science.gov (United States)

    Akinwunmi, Kathrin; Höveler, Karina; Schnell, Susanne

    2014-01-01

    Erich Christian Wittmann is one of the primary founders of mathematics education research as an autonomous field of work and research in Germany. The interview presented here reflects on his role in promoting mathematics education as a design science. The interview addresses the following topics: (1) The importance of subject matter in…

  17. Discourse Research in Mathematics Education: A Critical Evaluation of 108 Journal Articles

    Science.gov (United States)

    Ryve, Andreas

    2011-01-01

    There has been increased engagement in studying discourse in the field of mathematics education. But what exactly is a discourse, and how do researchers go about analyzing discourses? This study examines 108 articles from 6 international journals in mathematics education by asking questions such as these: In which traditions and in relation to…

  18. Problem solving as a challenge for mathematics education in The Netherlands

    NARCIS (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 integrat

  19. Animating an Equation: A Guide to Using FLASH in Mathematics Education

    Science.gov (United States)

    Bakhoum, Ezzat G.

    2008-01-01

    Macromedia's FLASH development system can be a great tool for mathematics education. This article presents detailed Flash tutorials that were developed and taught by the author to a group of mathematics professors in a summer course in 2005. The objective was to educate the teachers in the techniques of animating equations and mathematical…

  20. STEM(ming) from Where? A Philosophical Analysis of U.S. Mathematics Education Policies

    Science.gov (United States)

    Chesky, Nataly Z.

    2013-01-01

    Much attention has been placed on mathematics education in U.S. education policy reform discourses. Most recently, the emphasis has been on connecting mathematics with science, technology, and engineering, termed The STEM Initiative. Although a great deal of research has been conducted to understand how to meet the objectives of STEM, studies are…

  1. Blended Learning, E-Learning and Mobile Learning in Mathematics Education

    Science.gov (United States)

    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…

  2. Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education

    Science.gov (United States)

    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…

  3. The Responses of Mathematics Teachers to Educational Change: A Namibian Perspective.

    Science.gov (United States)

    Dunn, Thea K.

    2004-01-01

    The study discussed in this paper focuses on the responses of mathematics teachers to the fundamental transformation of the Namibian educational system. As described in this qualitative study, changes to the educational system transformed the social context of mathematics teaching in fundamental ways. The findings of this study reveal that the…

  4. Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education

    Science.gov (United States)

    Parker, Diane; Adler, Jill

    2014-01-01

    In this paper, we put Basil Bernstein's theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is…

  5. Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    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…

  6. A Collaborative Endeavour between Mathematics and Science Educators: Focus on the Use of Percent in Chemistry

    Science.gov (United States)

    Ramful, Ajay; Bedgood, Danny; Lowrie, Thomas

    2016-01-01

    This paper is the outcome of a collaborative endeavour between mathematics and science educators where the insight from each field mutually informed one another. Specifically, building on the knowledge base from mathematics education research, this study analyses the ways in which percent is interpreted by first year university students in general…

  7. Marketing an Alternate Model for Science and Mathematics Initial Teacher Education

    Science.gov (United States)

    Seen, Andrew; Fraser, Sharon P.; Beswick, Kim; Penson, Margaret; Whannell, Robert

    2016-01-01

    An innovative initial teacher education undergraduate degree has been offered for the first time in 2016 at an Australian University. The degree provides for qualification as a secondary science and mathematics teacher through the completion of a four-year-integrated science, mathematics and education program of study where the synergies available…

  8. The Mathematics Education I and II Courses' Effect on Teacher Candidates' Development of Number Sense

    Science.gov (United States)

    Yaman, Hakan

    2015-01-01

    The purpose of this research is to examine the number sense performance of the classroom teacher candidates taking the Mathematics Education I and II courses. Moreover, it investigates whether there is a change in the number sense performance of the teacher candidates following the Mathematics Education I and II courses. Embedded experimental…

  9. Dispositions in the Field: Viewing Mathematics Teacher Education through the Lens of Bourdieu's Social Field Theory

    Science.gov (United States)

    Nolan, Kathleen

    2012-01-01

    Mathematics teacher educators are confronted with numerous challenges and complexities as they work to inspire prospective teachers to embrace inquiry-based pedagogies. The research study described in this paper asks what a teacher educator and faculty advisor can learn from prospective secondary mathematics teachers as they construct (and are…

  10. Mapping Creativity in the Hungarian National Core Curriculum: A Content Analysis of the Overall Statements of Intent, Curricular Areas and Education Levels

    Science.gov (United States)

    Bereczki, Eniko Orsolya

    2016-01-01

    In the past 20 years, creativity has increasingly been recognised as an important aspect of young people's education around the world. The global interest in creativity is fuelled by various economic and social considerations. One concern of the approach to creativity in education is the curriculum. The research reported in this paper aimed at…

  11. Mapping Creativity in the Hungarian National Core Curriculum: A Content Analysis of the Overall Statements of Intent, Curricular Areas and Education Levels

    Science.gov (United States)

    Bereczki, Eniko Orsolya

    2016-01-01

    In the past 20 years, creativity has increasingly been recognised as an important aspect of young people's education around the world. The global interest in creativity is fuelled by various economic and social considerations. One concern of the approach to creativity in education is the curriculum. The research reported in this paper aimed at…

  12. The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary

    Science.gov (United States)

    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…

  13. A Successful Approach to Improving High School Mathematics Education: COME ON (California's Outstanding Math Educators' Ongoing Network)

    Science.gov (United States)

    St. John, Mark; Heenan, Barbara; Tambe, Pamela

    2009-01-01

    The California's Outstanding Math Educators' Ongoing Network (COME ON) initiative is a unique and innovative effort to support high school mathematics teachers in California. It serves as a living example of a successful model that addresses an issue critical to all of mathematics education K-18--how to sustain and strengthen those most directly…

  14. Impact of High Mathematics Education on the Number Sense

    Science.gov (United States)

    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

  15. Producing Just Papers or Creating Added Value? Snap-Shot about Quality Systems at Hungarian SMEs

    Directory of Open Access Journals (Sweden)

    Emil NYERKI

    2015-08-01

    Full Text Available In this paper, a short historical review and the research results are presented, which are focused on the quality management systems used by the Hungarian SME’s. The research was based on an original empirical survey, conducted using a random sample of fifty managers from small and medium sized Hungarian enterprises. All of them use certified quality management systems. The paper presents their current state in the light of their responses, under several aspects. In conclusion, suggestions are given for the problems, such as measurement, development, and education on the research topic.

  16. The position of the Hungarian national minority in Vojvodina: Sociological and legal aspects

    Directory of Open Access Journals (Sweden)

    Manić Željka

    2011-01-01

    Full Text Available The text is about sociological and legal analysis of the position of the Hungarian national minority in Vojvodina, with special regard to the period between 2002 and 2007. It is believed that ethnic relations have a significant role in establishing national identity, and that collective rights represent the legitimate effort to preserve the language, writings and culture of those ethnic groups. The position of the Hungarian national minority is the position that is guaranteed by the constitution of the Republic of Serbia in the section regarding the collective rights: the right to the education in their first language, official use of language and writing, media information's in first language, preservation of culture and the right to participate in public activities. The position of Hungarian minority is regarded in two dimensions: the level of legal regulations and the level of actual problems that the members of minority are facing when practicing their rights.

  17. 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

  18. Contributions from sociology of science to mathematics education in Brazil: logic as a system of beliefs

    Science.gov (United States)

    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.

  19. Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university

    Directory of Open Access Journals (Sweden)

    Kate le Roux

    2016-12-01

    Full Text Available Debates about transformation for a more equitable and socially just South African university and society more broadly have highlighted the need to consider how university curricula (reproduce enduring historical and societal inequities, and to bring student voices into conversations about reimagining these curricula. Strikingly, what has remained silent in these crucial debates is the role that the practices of mathematics and mathematics education and the language use in these practices may play (reproduce or transform existing inequities. This conceptual article seeks to insert these practices into these crucial debates by proposing tools that help us, firstly, to understand and to challenge the silence about the practices in the historical and socio-political context of the South African university. Secondly these tools can be used to reimagine mathematics and mathematics education for equity and social justice in the changing South African university. The key conceptual tools - a socio-political perspective and equity as access, achievement, identity and power are drawn mainly from the work of critical mathematics educators Rochelle Gutiérrez, Ole Skovsmose, Paola Valero and Renuka Vithal and the critical linguist Norman Fairclough. To illustrate the potential of these conceptual tools I use the voices and actions of university students as represented in my research conducted at an elite, historically white university in South Africa.

  20. Mathematics for All. Problems of Cultural Selectivity and Unequal Distribution of Mathematical Education and Future Perspectives on Mathematics Teaching for the Majority. Science and Technology Education Document Series No. 20. Report and Papers Presented at the International Congress on Mathematical Education (5th, Adelaide, Australia, August 24-29, 1984).

    Science.gov (United States)

    Damerow, Peter, Ed.; And Others

    This document contains 22 papers presented at an international congress on mathematical education. An introductory report describes the work of the theme group, "Mathematics for All," motivated by the move to universal elementary education in developing countries, the move to universal secondary education in industrialized countries, and…

  1. `I Finally Get It!': developing mathematical understanding during teacher education

    Science.gov (United States)

    Holm, Jennifer; Kajander, Ann

    2012-07-01

    A deep conceptual understanding of elementary mathematics as appropriate for teaching is increasingly thought to be an important aspect of elementary teacher capacity. This study explores preservice teachers' initial mathematical understandings and how these understandings developed during a mathematics methods course for upper elementary teachers. The methods course was supplemented by a newly designed optional course in mathematics for teaching. Teacher candidates choosing the optional course were initially weaker in terms of mathematical understanding than their peers, yet showed stronger mathematical development after engaging in the extra hours the optional course provided.

  2. A Comparative Study of Learning Strategies Used by Romanian and Hungarian Preuniversity Students in Science Learning

    Science.gov (United States)

    Lingvay, Mónika; Timofte, Roxana S.; Ciascai, Liliana; Predescu, Constantin

    2015-01-01

    Development of pupils' deep learning approach is an important goal of education nowadays, considering that a deep learning approach is mediating conceptual understanding and transfer. Different performance at PISA tests of Romanian and Hungarian pupils cause us to commence a study for the analysis of learning approaches employed by these pupils.…

  3. Perspectives of Student Teachers of Secondary Mathematics Education on Mathematics Teaching in Faculty of Arts and Science

    Directory of Open Access Journals (Sweden)

    Savaş BAŞTÜRK

    2009-02-01

    Full Text Available The aim of this study is to investigate fourth and fifth year Secondary School Mathematics student teachers’ opinions related to their content knowledge education in Faculty of Arts and Science. A questionnaire composed of one open-ended question was administered to 36 student teachers studying in Secondary School Mathematics Education in a state university in Istanbul. Data were analyzed and interpreted by using qualitative analysis methods. The findings of this study revealed that student teachers accused the education of Faculties of Arts and Science of being teacher-centred, having minimum interaction between teacher and student, and based on memorisation. Furthermore, this education is very theoretic and not in connection with their future professions. The only assessment criteria for measurement and evaluation of student’ performance is based on written exams.. Homework is superficial and given by few of the lecturers.

  4. Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching

    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

  5. A High School Mathematics Teacher Tacking through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education

    Science.gov (United States)

    Wamsted, John Oliver

    2013-01-01

    The "urban" mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of…

  6. Mathematics and evolutionary biology make bioinformatics education comprehensible.

    Science.gov (United States)

    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.

  7. Mathematics and evolutionary biology make bioinformatics education comprehensible

    Science.gov (United States)

    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

  8. Opening the research text critical insights and in(ter)ventions into mathematics education

    CERN Document Server

    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...

  9. Learning over Time: Learning Trajectories in Mathematics Education

    Science.gov (United States)

    Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed.

    2014-01-01

    The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…

  10. Horizon Content Knowledge: Shaping MKT for a Continuous Mathematical Education

    Science.gov (United States)

    Fernández, Sainza; Figueiras, Lourdes

    2014-01-01

    Mathematics learning is a continuous process in which students face some abrupt episodes involving many changes of different natures. This work is focused on one of those episodes, transition from primary to secondary school, and targets teachers and their mathematical knowledge. By characterising the mathematical knowledge that teachers of…

  11. Mathematics Education in Lebanon: Gender Differences in Attitudes and Achievement

    Science.gov (United States)

    Sarouphim, Ketty M.; Chartouny, Madona

    2017-01-01

    The purpose of this study was to investigate gender differences in students' mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers' beliefs and their perceptions of their male and female students' ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of…

  12. Mathematics Education in Lebanon: Gender Differences in Attitudes and Achievement

    Science.gov (United States)

    Sarouphim, Ketty M.; Chartouny, Madona

    2017-01-01

    The purpose of this study was to investigate gender differences in students' mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers' beliefs and their perceptions of their male and female students' ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of…

  13. Mathematics Framework for the 2005 National Assessment of Educational Progress

    Science.gov (United States)

    Howe, Roger; Scheaffer, Richard; Lindquist, Mary; Philip, Frank; Halbrook, Arthur

    2004-01-01

    This document contains the framework and a set of recommendations for the 2005 NAEP mathematics assessment. It includes descriptions of the mathematical content of the test, the types of test questions, and recommendations for administration of the test. In broad terms, this framework attempts to answer the question: What mathematics should be…

  14. Delivering Online Professional Development in Mathematics to Rural Educators

    Science.gov (United States)

    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'…

  15. Mathematics

    CERN Document Server

    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

  16. What could critical mathematics education mean for different groups of students?

    DEFF Research Database (Denmark)

    Skovsmose, Ole

    2016-01-01

    In this article I consider what critical mathematics education could mean for different groups of students. Much discussion and research has addressed students at social risk. My point, however, is that critical mathematics education concerns other groups as well: for example, students in comfort......In this article I consider what critical mathematics education could mean for different groups of students. Much discussion and research has addressed students at social risk. My point, however, is that critical mathematics education concerns other groups as well: for example, students...... in comfortable positions, blind students, elderly students, "other" students, university students, as well as engineering students. By considering such different groups of students, I will show that "reading and writing the world with mathematics" opens towards a range of different interpretations, which brings...

  17. Quality Assurance in Educational Administration in the Teaching of Farm Mathematics for National Integration in Nigeria

    Science.gov (United States)

    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…

  18. Suited for Spacewalking: A Teacher's Guide with Activities for Technology Education, Mathematics, and Science

    Science.gov (United States)

    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.

  19. Proceedings of the International Conference for the Psychology of Mathematics Education (6th, Antwerp, Belgium, July 18-23, 1982).

    Science.gov (United States)

    Vermandel, Alfred, Ed.

    The International Group for the Psychology of Mathematics Education (IGPME) was founded in 1976 at the Third International Congress for Mathematics Education, to promote international contacts and the exchange of scientific information in the psychology of mathematical education. The goal was to further a deeper and more correct understanding of…

  20. Study on the Effects of Educational Environment (Physical Space and Educational Tools on Learning and Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Reihane Nazari

    2014-07-01

    Full Text Available In the survey of educational problem regarding to increasing the interested students to education, evidences show that teaching aids effect to student learning. Psychological findings show that students learn the lesson better and easier by visual method and use of teaching aids. Generally teaching aids make students senses active and also cause educational process real, practical and more pleasant. To investigate the effect of teaching aids and learning environment on mathematical achievement Lesson, 120 second grade students at Shahre Kords schools were chosen randomly and divided in control and experiment groups. Experiment groups learned mathematics by teaching aids. Training control group had normal manner. In opinion of students teaching aids and learning environment had positive effect to mathematics learning. The results of hypothesis' test show that components of educational environment (lighting system, sound, painting, etc. have a significant role in learning mathematics. Learning environmentcomponents (lighting system, sound, painting, etc. has effected to students performance in mathematics learning.

  1. The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S.

    Science.gov (United States)

    Sack, Jacqueline; Quander, Judith; Redl, Timothy; Leveille, Nancy

    2016-01-01

    Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students' mathematical knowledge. As their community of…

  2. 4+4+4 EDUCATIONAL SYSTEM AND IT’S EFFECT IN TEACHING PROCESS IN MATHEMATICS

    OpenAIRE

    YILMAZ, Ramazan

    2015-01-01

    The purpose of this study is to investigate teaching mathematics curriculum applied with 4+4+4 system from the teachers’ point of view along with different perspectives in primary schools in Turkish National Education System where the program has been started since the beginning of 2012-2013 educational year. Due to the fact that a comprehensive research done in this study against teaching and learning processes in mathematics education, which is the most struggled subject in our community, i...

  3. MATHEMATICS COURSES AND NEW EMERGING DESIGN TOOL AN OVERVIEW OF ARCHITECTURAL EDUCATION IN INDONESIA

    OpenAIRE

    Aswin Indraprastha

    2008-01-01

    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 ...

  4. Balancing Classroom Management with Mathematical Learning: Using Practice-Based Task Design in Mathematics Teacher Education

    Science.gov (United States)

    Biza, Irene; Nardi, Elena; Joel, Gareth

    2015-01-01

    In this paper we present the results from a study in which 21 mathematics trainee teachers engage with two practice-based tasks in which classroom management interferes with mathematical learning. We investigate the trainees' considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the…

  5. Mathematical Knowledge: Its Growth through Teaching. Mathematics Education Library, Volume 10.

    Science.gov (United States)

    Bishop, Alan J., Ed.; And Others

    This book presents issues concerning relationships between mathematical knowledge and the teaching and learning processes, focusing especially on the genesis of mathematical knowledge in the classroom. The chapter titles are: (1) The Fragility of Knowledge (Guy Brousseau and Michael Otte); (2) The Double Bind as a Didactical Trap (Stieg…

  6. Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course

    Science.gov (United States)

    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…

  7. 数学教育的人文追求%On the Humanity Pursuit of Mathematics Education

    Institute of Scientific and Technical Information of China (English)

    谢明初

    2015-01-01

    从数学哲学的视角看数学具有人文属性。在升学考试激烈竞争的环境下,数学的功利性和实用性取代了数学的人文性,使得数学教育与人文教育出现人为的分离。转变数学教育价值观念,复归数学教育中的人文教育,是当前数学教育理论研究与实践面临的一个重要任务。%Humanity is the nature of mathematics from the perspective of the philosophy of mathematics. In the highly competitive entrance examination environment, Mathematics utilitarian and practicality replaced mathematics humanities, so that the artificial separation of mathematics education and humanities education occurs. Changing Mathematics Education Values and Reviving humanities education in mathematics teaching are important tasks facing mathematics education theory and practice.

  8. ‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics Education

    DEFF Research Database (Denmark)

    Thomas Jankvist, Uffe; 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....

  9. ‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics Education

    DEFF Research Database (Denmark)

    Thomas Jankvist, Uffe; 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...... 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....... 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...

  10. Contributions of neurscience to mathematical education of one people with intellective special educational needs

    Directory of Open Access Journals (Sweden)

    Tania Elisa Seibert

    2014-04-01

    Full Text Available This article presents a framework from a qualitative research, which is a case study, conducted with a student who has Spina Bifida, implementing an individualized electronic didactic sequence, which has as its central objective to qualify his autonomy in mathematics. The investigated student was 14 years old and attended the 7th grade of elementary school in 2012. The guiding question of this research was: can a person with a mild level of Intellective Special Educational Needs overcome cognitive difficulties in Mathematics involving an electronic didactic sequence? We emphasize the importance of neuroscience advances in educational process of people with Intellective Special Educational Needs, the multimodality of stimuli offered by Information and Communication Technology and the frameworks from the experiment results carried out between 2010 and 2012, with weekly meetings between researchers and the student, which indicate an evolution related to mathematical concepts such as cardinality, ordinality, place value, additive structure, comprehension of units of time, Brazilian monetary system and resolution of problems involving these concepts, especially those related to the additive field.

  11. From geometry to algebra and vice versa: Realistic mathematics education principles for analyzing geometry tasks

    Science.gov (United States)

    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.

  12. Validation of an instrument for mathematics enhancement teaching efficacy of Pacific Northwest agricultural educators

    Science.gov (United States)

    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

  13. Community Cable Television--Hungarian Perspectives.

    Science.gov (United States)

    Szekfu, Andras

    This paper argues that, although community cable television is one of the most dynamic (although experimental) elements of the Hungarian media structure, it is well on its way toward institutionalization. It is suggested that whether community cable television is able to retain the spontaneity, innovativeness, and elasticity of its early days may…

  14. The Hungarian car insurance cartel saga

    NARCIS (Netherlands)

    Cseres, K.J.; Szilágyi, P.; Rodger, B.

    2013-01-01

    his chapter discusses the landmark Hungarian case relating to the car insurance and repair markets, which involved both vertical and horizontal agreements. The case concerned the horizontal relationship between Hungary’s two largest insurance companies and their vertical relationships with car

  15. Conceptions of mathematics and student identity: implications for engineering education

    Science.gov (United States)

    Craig, Tracy S.

    2013-10-01

    Lecturers of first-year mathematics often have reason to believe that students enter university studies with naïve conceptions of mathematics and that more mature conceptions need to be developed in the classroom. Students' conceptions of the nature and role of mathematics in current and future studies as well as future career are pedagogically important as they can impact on student learning and have the potential to influence how and what we teach. As part of ongoing longitudinal research into the experience of a cohort of students registered at the author's institution, students' conceptions of mathematics were determined using a coding scheme developed elsewhere. In this article, I discuss how the cohort of students choosing to study engineering exhibits a view of mathematics as conceptual skill and as problem-solving, coherent with an accurate understanding of the role of mathematics in engineering. Parallel investigation shows, however, that the students do not embody designated identities as engineers.

  16. Application of Mathematical Modeling Activities in Costarican High School Education

    Directory of Open Access Journals (Sweden)

    Karen Porras-Lizano

    2015-01-01

    Full Text Available This paper describes the experience gained in implementing mathematical modeling activities as a methodological strategy in teaching issues such as proportions, with a group of eighth year of an academic-day-school, located in the province of San Jose, Costa Rica in 2012. Different techniques for gathering information were applied, such as participant observation and questionnaires. Among the relevant results are the cyclical development of mathematical thinking of students in the stages of mathematical modeling (description, manipulation, prediction and validation for solving the problem; developing of teamwork skills; and appreciation of mathematics as a useful and effective discipline. To resolve the activities proposed in this study, social interactions such as sharing information, thoughts and ideas, were generated, stimulating the zone of proximal development of the participating students. Likewise, the mathematical modeling activities allowed students to have a positive role in mathematics classes, stimulating, in turn, a different attitude compared to regular classes.

  17. Mathematics education graduate students' understanding of trigonometric ratios

    Science.gov (United States)

    Yiǧit Koyunkaya, Melike

    2016-10-01

    This study describes mathematics education graduate students' understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students' understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept definition was developed. Nine students volunteered to complete three paper and pencil tasks designed to elicit evidence of understanding and three students among these nine students volunteered for semi-structured interviews. As a result of fine-grained analysis of the students' responses to the tasks, the evidence of concept image and concept definition as well as instrumental and relational understanding of trigonometric ratios was found. The unit circle and a right triangle were identified as students' concept images, and the mnemonic was determined as their concept definition for trigonometry, specifically for trigonometric ratios. It is also suggested that students had instrumental understanding of trigonometric ratios while they were less flexible to act on trigonometric ratio tasks and had limited relational understanding. Additionally, the results indicate that graduate students' understanding of the concept of angle mediated their understanding of trigonometry, specifically trigonometric ratios.

  18. Inferentialism as an alternative to socioconstructivism in mathematics education

    Science.gov (United States)

    Noorloos, Ruben; Taylor, Samuel D.; Bakker, Arthur; Derry, Jan

    2017-02-01

    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.

  19. Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers

    Science.gov (United States)

    Kokka, Kari

    2015-01-01

    Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic…

  20. Inservice Mathematics Education for Elementary School Teachers Via Computer-Assisted Instruction (Gladeville). Interim Report.

    Science.gov (United States)

    Hall, Keith A.; And Others

    A second field test of a computer-based, mobile, in-service teacher education program in modern mathematics for elementary school teachers is reported here. Evaluations of the students' achievement and of their attitudes towards mathematics and computer-assisted instruction, as well as an analysis of the relationships among achievement, attitudes,…

  1. Integrating Computer Algebra Systems in Post-Secondary Mathematics Education: Preliminary Results of a Literature Review

    Science.gov (United States)

    Buteau, Chantal; Marshall, Neil; Jarvis, Daniel; Lavicza, Zsolt

    2010-01-01

    We present results of a literature review pilot study (326 papers) regarding the use of Computer Algebra Systems (CAS) in tertiary mathematics education. Several themes that have emerged from the review are discussed: diverse uses of CAS, benefits to student learning, issues of integration and mathematics learning, common and innovative usage of…

  2. 2012 National Survey of Science and Mathematics Education: Status of Middle School Science

    Science.gov (United States)

    Weis, Aaron M.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  3. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Science

    Science.gov (United States)

    Trygstad, Peggy J.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  4. 2012 National Survey of Science and Mathematics Education: Status of High School Chemistry

    Science.gov (United States)

    Smith, P. Sean

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  5. Report of the 2012 National Survey of Science and Mathematics Education

    Science.gov (United States)

    Banilower, Eric R.; Smith, P. Sean; Weiss, Iris R.; Malzahn, Kristen A.; Campbell, Kiira M.; Weis, Aaron M.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  6. 2012 National Survey of Science and Mathematics Education: Status of High School Physics

    Science.gov (United States)

    Banilower, Eric R.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  7. 2012 National Survey of Science and Mathematics Education: Compendium of Tables

    Science.gov (United States)

    Fulkerson, William O.; Campbell, Kiira M.; Hudson, Susan B.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  8. 2012 National Survey of Science and Mathematics Education: Status of High School Biology

    Science.gov (United States)

    Lyons, Kiira M.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  9. Critical Postmodern Theory in Mathematics Education Research: A Praxis of Uncertainty

    Science.gov (United States)

    Stinson, David W.; Bullock, Erika C.

    2012-01-01

    In this article, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four shifts or historical moments. They illustrate how researchers working in various moments conceptualize not only the interactions among teachers, students, and mathematics differently but also teachers, students,…

  10. An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students

    Science.gov (United States)

    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…

  11. Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education

    Science.gov (United States)

    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…

  12. A Comparison of Teacher and Lecturer Perspectives on the Transition from Secondary to Tertiary Mathematics Education

    Science.gov (United States)

    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…

  13. Project NAME: Native American Mathematics Education. Recommended Lesson Activities with Authentic Assessments.

    Science.gov (United States)

    2001

    A project sought to improve mathematics instruction at the Winnebago Public School (WPS) on the Winnebago Indian Reservation (Nebraska) and to provide purposeful interactions between preservice teachers from Wayne State College and Native American children. WPS educators, grades K-6, improved their mathematics instructional ability by attending…

  14. Mathematics Education & Digital Technologies: Facing the Challenge of Networking European Research Teams

    Science.gov (United States)

    Bottino, Rosa Maria; Kynigos, Chronis

    2009-01-01

    This paper introduces the "IJCML" Special Issue dedicated to digital technologies and mathematics education and, in particular, to the work performed by the European Research Team TELMA (Technology Enhanced Learning in Mathematics). TELMA was one of the initiatives of the Kaleidoscope Network of Excellence established by the European Community…

  15. Critical Postmodern Theory in Mathematics Education Research: A Praxis of Uncertainty

    Science.gov (United States)

    Stinson, David W.; Bullock, Erika C.

    2012-01-01

    In this article, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four shifts or historical moments. They illustrate how researchers working in various moments conceptualize not only the interactions among teachers, students, and mathematics differently but also teachers, students,…

  16. My Entirely Plausible Fantasy: Early Mathematics Education in the Age of the Touchscreen Computer

    Science.gov (United States)

    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…

  17. History, Applications, and Philosophy in Mathematics Education: HAPh--A Use of Primary Sources

    Science.gov (United States)

    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…

  18. Indonesian Primary Teachers' Mathematical Knowledge for Teaching Geometry: Implications for Educational Policy and Teacher Preparation Programs

    Science.gov (United States)

    Ng, Dicky

    2011-01-01

    This study examines Indonesian primary teachers' mathematical knowledge for teaching geometry and what factors contribute to this knowledge. A translated and adapted version of the Learning Mathematics for Teaching measures and the Indonesian Educational Survey were used to gather information on teachers' knowledge for teaching geometry and their…

  19. "Let's Dance!" Theorising Alternative Mathematical Practices in Early Childhood Teacher Education

    Science.gov (United States)

    Palmer, Anna

    2010-01-01

    In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the…

  20. A Recipe for Success: A Comparative View of Mathematics Teacher Education in Finland and Singapore

    Science.gov (United States)

    Gísladóttir, Berglind; Jóhannsdóttir, Björg

    2010-01-01

    Finland and Singapore are both nations that have excelled in mathematics on international assessments, such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). Evidence of Finland's educational success emerged with the outcome of the first PISA study in 2000. Since…

  1. Survey Team On: Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research

    Science.gov (United States)

    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…

  2. An Institutional Approach to University Mathematics Education: From Dual Vector Spaces to Questioning the World

    Science.gov (United States)

    Winsløw, Carl; Barquero, Berta; De Vleeschouwer, Martine; Hardy, Nadia

    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…

  3. Strong Is the Silence: Challenging Interlocking Systems of Privilege and Oppression in Mathematics Teacher Education

    Science.gov (United States)

    Herbel-Eisenmann, Beth; Bartell, Tonya Gau; Breyfogle, M. Lynn; Bieda, Kristen; Crespo, Sandra; Dominguez, Higinio; Drake, Corey

    2013-01-01

    In this essay, the authors provide a rationale for the need to break the silence of privilege and oppression in mathematics education. They begin by providing a brief rationale from their personal and professional perspectives, which includes background about planning and executing the Privilege and Oppression in the Mathematics Preparation of…

  4. Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

    Science.gov (United States)

    Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

    2016-01-01

    The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

  5. The Mathematics Value Inventory for General Education Students: Development and Initial Validation

    Science.gov (United States)

    Luttrell, Vickie R.; Callen, Bruce W.; Allen, Charles S.; Wood, Mark D.; Deeds, Donald G.; Richard, David C. S.

    2010-01-01

    The goal of this study was to develop a self-report inventory that measures individual differences in the perceived value of mathematical literacy for general education students. The Mathematics Value Inventory (MVI) is grounded in the Eccles et al. model of achievement-related choices and surveys students' beliefs in four areas: interest, general…

  6. The "What," "How," and "Why" of Effective Teacher Professional Development in Early Mathematics Education

    Science.gov (United States)

    Chen, Jie-Qi; McCray, Jennifer

    2012-01-01

    This article describes the successful stories of the Early Mathematics Education Project at Erikson Institute in Chicago. It intends to address three questions related to the project's work: What is the purpose and scope of the program? How does the program work to enhance the mathematical competence of early childhood teachers? What are the…

  7. Effective teacher professional development for the implementation of realistic mathematics education in Indonesia

    NARCIS (Netherlands)

    Hadi, Sutarto

    2002-01-01

    From the beginning of the implementation of mathematics teaching in schools (since 1973) many efforts have been done by the Indonesia government to improve the quality of mathematics instruction such as the development of curriculum materials, pre and in-service education for teachers, and provision

  8. The Contribution of Ernst Mach to Embodied Cognition and Mathematics Education

    Science.gov (United States)

    Zudini, Verena; Zuccheri, Luciana

    2016-01-01

    A study of the interactions between mathematics and cognitive science, carried out within a historical perspective, is important for a better understanding of mathematics education in the present. This is evident when analysing the contribution made by the epistemological theories of Ernst Mach. On the basis of such theories, a didactic method was…

  9. Two Theories of "Theory" in Mathematics Education: Using Kuhn and Lakatos to Examine Four Foundational Issues.

    Science.gov (United States)

    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)

  10. Self-Perceptions of Pre-Service Mathematics Teachers Completing a Graduate Diploma of Secondary Education

    Science.gov (United States)

    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…

  11. The Mathematical Miseducation of America's Youth: Ignoring Research and Scientific Study in Education.

    Science.gov (United States)

    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…

  12. Unpacking Personal Identities for Teaching Mathematics within the Context of Prospective Teacher Education

    Science.gov (United States)

    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…

  13. Austro-Hungarian Bank building in Subotica

    Directory of Open Access Journals (Sweden)

    Aladžić Viktorija

    2012-01-01

    Full Text Available During the negotiations between Austria and Hungary in 1867 when dual Austro-Hungarian Monarchy was formed, the question of the central bank was not touched to prevent further complications. In 1878, after years of prolonged negotiations, the central bank was successfully transformed into an institute in which Austria and Hungary had an equal share. The 'Austro- Hungarian Bank' acted as a central bank for both parts of the Empire. The dualistic character of the institute was characterized by two managements and two head offices in Vienna and Budapest. During first decade of 20th century it was built few dozens of bank buildings in Hungary and the most important: the central Austro-Hungarian Bank building in Budapest on Szabadsbg tjr 8. Bank building in Budapest was built according to the design made by Ignbc Alpbr who won the competition. Most of the other bank buildings built throughout Hungary were designed by architect Juzsef Hubert, but Austro-Hungarian bank building in Subotica was designed by architect Ferenc Juzsef Raichl in 1901. Main topic of this paper is research of architecture of Austro-Hungarian Bank Building in Subotica. It is obvious, although smaller in size, that the building was designed according to the main concept of the central bank building in Budapest. Compositions of the both facade applied similar architectural elements, like pillars, projections, attics, plinth and also decorative elements that symbolizes the function of a building. Inner organization of space also corresponds to each other, in both buildings: beside offices there were several apartments for renting. In contrast to other bank buildings in Hungary designed by Juzsef Hubert, bank building in Subotica, although made according to the concept of Central Bank building in Budapest represents remarkable and unique architectural masterpiece including all: architectural composition, decorative elements and function of a building.

  14. THE SHEEPSKIN EFFECT IN THE HUNGARIAN LABOUR MARKET 2010-2012: ANALYSIS OF DATA FROM THE HUNGARIAN GRADUATE TRACKING SYSTEM

    Directory of Open Access Journals (Sweden)

    Kun Andras Istvan

    2014-07-01

    Full Text Available The sheepskin effect is a wage increase connected to the attainment of a degree (or credential in addition to the wage gap connected to the completion of a schooling level (school years, exams passed etc.. This effect is often referred to as a phenomenon supporting the signaling (or screening hypothesis against human capital theory in the so called ‘signaling vs. human capital debate’ over the economic role of education. Many empirical studies in many countries have tested (mostly successfully this hypothesis during the last decades, but it has never been tested in Hungary. Therefore the main goal of the current study is to identify and measure the sheepskin effect in Hungarian higher education based on the country-wide, representative databases of the Hungarian Graduate Career Tracking System (HGCTS. The 2 databases used in the analysis are two HGCTS surveys from the years 2011 and 2012. The first part of the article is a literature review that summarises the results of the existing empirical sheepskin research and highlights their connections to the signaling vs. human capital debate. In the second part, empirical research is carried out based on the HGCTS data. This research has two phases. In the first phase subjective data are analysed (according to the perceived negative effect of not obtaining the degree in time, while in the second, mean differences are tested between net hourly wages of responder groups (1 who have the educational credential and (2 do not have it (even though they have finished all courses and passed all exams at the given educational level. The statistical analysis identified significant wage gaps between graduated responders and those who had not graduated but had passed the state exam (and so had finished all the exams in higher education before graduating on nearly all levels and in both samples (the only exemption was the post-Bologna master level in the 2011 sample. We can conclude that the existence of the

  15. WEAKNESSES OF THE MANAGEMENT SYSTEM OF TRADITIONAL HUNGARIAN UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Gabriella KECZER

    2008-01-01

    Full Text Available Transformation of the management of traditional higher education institutionsemerged in Hungary following the change of the political system in 1990,however, an appropriate answer has not been found to date. The first step inthe management of reform is identification of the issues that need to beresolved through the implementation of changes.The present research has been aimed at identifying the present weaknessesof the inner management system of traditional Hungarian universities, thusfind a solid starting point for reforming it. I conducted in-depth interviews inthe course of research, with 10 top university managers who represent 9institutions, thus the majority of traditional Hungarian universities. Such aresearch has not been made at least for the last decade.In my paper first I present the current legal framework of the system ofuniversity management. Then I give an assessment of it on the basis of theinterviews, analysing the deficiencies, the external and internal obstacles toefficient management I conclude that the present leaders of theuniversities can exactly identify those deficiencies of the system and therelated external and internal circumstances that lead to disturbed operationand low efficiency. The results obtained through the interviews suggest that areform of the internal management should rearrange intra-university powerrelations and harmonize scopes of responsibility and competence. A shifttoward a stronger central, rectoral and a more limited faculty- and bodyrelatedmanagement appears necessary.

  16. Inquiry Based-Computational Experiment, Acquisition of Threshold Concepts and Argumentation in Science and Mathematics Education

    Science.gov (United States)

    Psycharis, Sarantos

    2016-01-01

    Computational experiment approach considers models as the fundamental instructional units of Inquiry Based Science and Mathematics Education (IBSE) and STEM Education, where the model take the place of the "classical" experimental set-up and simulation replaces the experiment. Argumentation in IBSE and STEM education is related to the…

  17. The "M" in SMEC: A Short History of the Mathematics Education Presence

    Science.gov (United States)

    Malone, John A.

    2011-01-01

    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…

  18. Discourses about School-Based Mathematics Teacher Education in Finland and Sweden

    Science.gov (United States)

    Ryve, Andreas; Hemmi, Kirsti; Borjesson, Mats

    2013-01-01

    In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher…

  19. Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses

    Science.gov (United States)

    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…

  20. Bringing Bourdieu to Mathematics Education: A Response to Williams and Choudry

    Science.gov (United States)

    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…