WorldWideScience

Sample records for mathematics education standards

  1. Felix Klein and the NCTM's Standards: A Mathematician Considers Mathematics Education.

    Science.gov (United States)

    McComas, Kim Krusen

    2000-01-01

    Discusses the parallels between Klein's position at the forefront of a movement to reform mathematics education and that of the National Council of Teachers of Mathematics' (NCTM) Standards. Draws a picture of Klein as an important historical figure who saw equal importance in studying pure mathematics, applying mathematics, and teaching…

  2. Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education.

    Science.gov (United States)

    Apple, Michael W.

    1992-01-01

    Discusses the ideological and social grounding and effects of the NCTM's "Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics." Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics…

  3. Educational standardization and gender differences in mathematics achievement: A comparative study.

    Science.gov (United States)

    Ayalon, Hanna; Livneh, Idit

    2013-03-01

    We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. 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....

  5. Pilot study: EatFit impacts sixth graders' academic performance on achievement of mathematics and english education standards.

    Science.gov (United States)

    Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S

    2009-01-01

    Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Quasi-experimental crossover-controlled study. California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). All sixth-grade students (n = 84) in the elementary school clustered in 3 classrooms. 9-lesson intervention with an emphasis on guided goal setting and driven by the Social Cognitive Theory. Multiple-choice survey assessing 5 education standards for sixth-grade mathematics and English at 3 time points: baseline (T1), 5 weeks (T2), and 10 weeks (T3). Repeated measures, paired t test, and analysis of covariance. Changes in total scores were statistically different (P academic performance measured by achievement of specific mathematics and English education standards. Nutrition educators can show school administrators and wellness committee members that this program can positively impact academic performance, concomitant to its primary objective of promoting healthful eating and physical activity.

  6. Driven by History: Mathematics Education Reform

    Science.gov (United States)

    Permuth, Steve; Dalzell, Nicole

    2013-01-01

    The advancement of modern societies is fueled by mathematics, and mathematics education provides the foundation upon which future scientists and engineers will build. Society dictates how mathematics will be taught through the development and implementation of mathematics standards. When examining the progression of these standards, it is…

  7. 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.

  8. 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…

  9. Research in Mathematics Education

    Science.gov (United States)

    Schoenfeld, Alan H.

    2016-01-01

    As one of the three Rs, "'rithmetic" has always been central to education and education research. By virtue of that centrality, research in mathematics education has often reflected and at times led trends in education research. This chapter provides some deep background on epistemological and other issues that shape current research,…

  10. Mathematical Education for Geographers

    Science.gov (United States)

    Wilson, Alan

    1978-01-01

    Outlines mathematical topics of use to college geography students identifies teaching methods for mathematical techniques in geography at the University of Leeds; and discusses problem of providing students with a framework for synthesizing all content of geography education. For journal availability, see SO 506 593. (Author/AV)

  11. 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.

  12. Mathematical Modelling Approach in Mathematics Education

    Science.gov (United States)

    Arseven, Ayla

    2015-01-01

    The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using…

  13. 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:

  14. The Education of Mathematics

    Directory of Open Access Journals (Sweden)

    Abu Darda

    2016-01-01

    Full Text Available The objective of mathematics education is not only preparingmathematicians but making well-informed citizens. This is a broad generalterms for objective of the teaching of mathematics. And, this might beimplemented as “accurate thorough knowledge” or “original logicalthinking”. So, teaching mathematics is not the conversation andtransmission of mathematical knowledge, but on the aim of preparing wellinformedcitizens trained in independent, critical thinking.By the mathematics, sciences become simple, clearer, and easier to bedeveloped. The mathematics is often applied for solving any problem ofother field of sciences, either in the physics such as astronomy, chemistry,technique; or social sciences such as economy, demography, and assurance.Those all need an analysis reading ability.Mathematical skill, therefore, relates strongly with the analysisreading ability in the human intellectual structure. This study is about therelationship between them. And, result of the study shows us as below:Both Mathematical skill and analysis reading ability possess the “high type”of thinking operation. Both also involve the same content of the abstractintelligent, i.e. symbolic and semantic contents. Last but not least, both alsouse the same product of thinking, i.e. units, classes, relations, and systems.Both can be transformed and have an implication.

  15. 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...

  16. Mathematics Education: For Whom?

    OpenAIRE

    Mesquita, Mônica

    2009-01-01

    To rethink about our role as researchers of the mathematics education pro- cess could be a way to think about the relation between for what and why mathematics education exists. Some thoughts, that grew from my inner dia- logues as a researcher, teacher, student, and mother that I am, were devel- oped within practices inside multiple systems in which I was engaged, bring- ing some questions that became a paper from the necessity for sharing them in the Discussion Group 3 of the ICME environment

  17. NCTM Principles and Standards for Mathematically Talented Students

    Science.gov (United States)

    Deal, Linda J.; Wismer, Michael G.

    2010-01-01

    The "Principles and Standards for School Mathematics" published in 2000 by the National Council of Teachers of Mathematics (NCTM) created a vision of mathematical concepts and processes to establish core educational guidelines for instruction from grades K to 12. The overall plan does emphasize higher level thinking, problem solving, and…

  18. Standards for Reporting Mathematics Professional Development in Research Studies

    Science.gov (United States)

    Sztajn, Paola

    2011-01-01

    This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

  19. Problematising Mathematics Education

    Science.gov (United States)

    Begg, Andy

    2015-01-01

    We assume many things when considering our practice, but our assumptions limit what we do. In this theoretical/philosophical paper I consider some assumptions that relate to our work. My purpose is to stimulate a debate, a search for alternatives, and to help us improve mathematics education by influencing our future curriculum documents and…

  20. Foundational aspects of non standard mathematics

    CERN Document Server

    Ballard, David

    1994-01-01

    This work proposes a major new extension of "non"standard mathematics. Addressed to a general mathematical audience, the book is intended to be philosophically provocative. The model theory on which "non"standard mathematics has been based is first reformulated within point set topology, which facilitates proofs and adds perspective. These topological techniques are then used to give new, uniform conservativity proofs for the various versions of "non"standard mathematics proposed by Nelson, Hrbáček, and Kawai. The proofs allow for sharp comparison. Addressing broader issues, Ballard then argues that what is novel in these forms of "non"standard mathematics is the introduction, however tentative, of relativity in one's mathematical environment. This hints at the possibility of a mathematical environment which is radically relativistic. The work's major and final feature is to present and prove conservative a version of "non"standard mathematics which, for the first time, illustrates this full radical relativ...

  1. The Philosophy of Mathematics Education

    DEFF Research Database (Denmark)

    mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards......This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical...... research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also...

  2. Interactive whiteboard in mathematics education

    OpenAIRE

    Cendelín, Jan

    2013-01-01

    Title: Interactive whiteboard in mathematics education Author: Bc. Jan Cendelín Department:Department of Mathematics Education Supervisor: RNDr. Antonín Slavík, Ph.D., Department of Mathematics Education Abstract: The development of modern technology is very fast. Almost everyone uses the technology at work and at home as well. So it is not unexpected that the technology gets into education at schools. This thesis focuses on the education of modern mathematics, and especially on the use of th...

  3. Mathematical Modeling, Sense Making, and the Common Core State Standards

    Science.gov (United States)

    Schoenfeld, Alan H.

    2013-01-01

    On October 14, 2013 the Mathematics Education Department at Teachers College hosted a full-day conference focused on the Common Core Standards Mathematical Modeling requirements to be implemented in September 2014 and in honor of Professor Henry Pollak's 25 years of service to the school. This article is adapted from my talk at this conference…

  4. Cognitive science and mathematics education

    CERN Document Server

    Schoenfeld, Alan H

    1987-01-01

    This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

  5. 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...

  6. Difference, inclusion, and mathematics education

    DEFF Research Database (Denmark)

    Figueiras, Lourdes; Healy, Lulu; Skovsmose, Ole

    2016-01-01

    The round-table discussion on Difference, Inclusion and Mathematics Education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects...... the diversity of learners in different educational contexts – in Brazil and beyond. This paper presents the contributions to the discussion, which focus on the problematisation of the term “inclusion”, explorations of how the practices of previously marginalized students can bring new resources to the teaching...... and learning of mathematics and reflections upon the potentially discriminatory nature of the structures which currently mould school mathematics. The paper aims to serve as material for the developing research agenda of the thirteenth working group of the Brazilian Society of Mathematics Education, which met...

  7. 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

  8. 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...

  9. 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....

  10. The ANS mathematics and computation software standards

    Energy Technology Data Exchange (ETDEWEB)

    Smetana, A. O. [Savannah River National Laboratory, Washington Savannah River Company, Aiken, SC 29808 (United States)

    2006-07-01

    The Mathematics and Computations Div. of the American Nuclear Society sponsors the ANS-10 Standards Subcommittee. This subcommittee, which is part of the ANS Standards Committee, currently maintains three ANSI/ANS software standards. These standards are: Portability of Scientific and Engineering Software, ANS-10.2; Guidelines for the Verification and Validation of Scientific and Engineering Computer Programs for the Nuclear Industry, ANS-10.4; and Accommodating User Needs in Scientific and Engineering Computer Software Development, ANS-10.5. A fourth Standard, Documentation of Computer Software, ANS-10.3, is available as a historical Standard. (authors)

  11. The ANS mathematics and computation software standards

    International Nuclear Information System (INIS)

    Smetana, A. O.

    2006-01-01

    The Mathematics and Computations Div. of the American Nuclear Society sponsors the ANS-10 Standards Subcommittee. This subcommittee, which is part of the ANS Standards Committee, currently maintains three ANSI/ANS software standards. These standards are: Portability of Scientific and Engineering Software, ANS-10.2; Guidelines for the Verification and Validation of Scientific and Engineering Computer Programs for the Nuclear Industry, ANS-10.4; and Accommodating User Needs in Scientific and Engineering Computer Software Development, ANS-10.5. A fourth Standard, Documentation of Computer Software, ANS-10.3, is available as a historical Standard. (authors)

  12. Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

    Science.gov (United States)

    Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem

    2014-01-01

    Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…

  13. 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...

  14. Mathematical Modeling: A Bridge to STEM Education

    Science.gov (United States)

    Kertil, Mahmut; Gurel, Cem

    2016-01-01

    The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may…

  15. Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test

    Science.gov (United States)

    Sireci, Stephen G.; Hauger, Jeffrey B.; Wells, Craig S.; Shea, Christine; Zenisky, April L.

    2009-01-01

    The National Assessment Governing Board used a new method to set achievement level standards on the 2005 Grade 12 NAEP Math test. In this article, we summarize our independent evaluation of the process used to set these standards. The evaluation data included observations of the standard-setting meeting, observations of advisory committee meetings…

  16. 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…

  17. 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.

  18. 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…

  19. DEVELOPING EVALUATION INSTRUMENT FOR MATHEMATICS EDUCATIONAL SOFTWARE

    Directory of Open Access Journals (Sweden)

    Wahyu Setyaningrum

    2012-02-01

    Full Text Available The rapid increase and availability of mathematics software, either for classroom or individual learning activities, presents a challenge for teachers. It has been argued that many products are limited in quality. Some of the more commonly used software products have been criticized for poor content, activities which fail to address some learning issues, poor graphics presentation, inadequate documentation, and other technical problems. The challenge for schools is to ensure that the educational software used in classrooms is appropriate and effective in supporting intended outcomes and goals. This paper aimed to develop instrument for evaluating mathematics educational software in order to help teachers in selecting the appropriate software. The instrument considers the notion of educational including content, teaching and learning skill, interaction, and feedback and error correction; and technical aspects of educational software including design, clarity, assessment and documentation, cost and hardware and software interdependence. The instrument use a checklist approach, the easier and effective methods in assessing the quality of educational software, thus the user needs to put tick in each criteria. The criteria in this instrument are adapted and extended from standard evaluation instrument in several references.   Keywords: mathematics educational software, educational aspect, technical aspect.

  20. 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.

  1. Panel Debate: Technics and technology in mathematics and mathematics education

    DEFF Research Database (Denmark)

    Misfeldt, Morten

    2015-01-01

    The use of computer technology for teaching and learning of mathematics has several consequences and does sometimes give rise to both controversies and misunderstandings. We address these problems by both a philosophical and a historical approach, investigating what it actually is that goes on when...... guidelines and conclusions regarding the use of computer technology in mathematics education....... new technologies enter mathematics as a discipline and mathematics education as a societal practice. Our analysis suggests a focus on continuities in time and place in the sense that it is necessary to understand the history of “tool use” in mathematics and the various ways that scholastic and non...

  2. 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…

  3. 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 ...

  4. 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)

  5. Crossroads in the History of Mathematics and Mathematics Education. The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education

    Science.gov (United States)

    Sriraman, Bharath, Ed.

    2012-01-01

    The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…

  6. Mathematics Education in Singapore - an Insider's Perspective

    OpenAIRE

    Kaur, Berinderjeet

    2014-01-01

    Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore dur...

  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. Preservice Agricultural Education Teachers' Mathematics Ability

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

  9. 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)

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

    African Journals Online (AJOL)

    Mathematics is a subject found in every school Curriculum in almost every country. Here in Ghana, mathematics is a compulsory subject in both the basic education (i.e. primary and junior secondary) and senior secondary curricula. This paper argues that in spite of the desire of mathematics educators in Ghana to pursue a ...

  11. 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…

  12. Alternate Trajectories: Women Moving into Mathematics Education

    Science.gov (United States)

    Toney, Allison F.

    2014-01-01

    While only about one-third of each year's doctoral graduates in mathematics are women, about two-thirds of the doctoral graduates in mathematics education are women. This article reports on the results of a qualitative investigation into the nature of the graduate school-related experiences of women in collegiate mathematics education doctoral…

  13. 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.​.

  14. Conceptualising inquiry based education in mathematics

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...

  15. Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.

    2014-01-01

    The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…

  16. New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?

    Science.gov (United States)

    Lovett, Jennifer N.; Lee, Hollylynne S.

    2017-01-01

    Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of…

  17. Mathematical potential of special education students

    OpenAIRE

    Peltenburg, M.C.

    2012-01-01

    This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there might be unused talent in SE students. In the research project, two mathematical domains were chosen as a topic of investigation. One topic is part of the mathematics curriculum in SE and is gener...

  18. 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...

  19. 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…

  20. Mathematics education, democracy and development: Exploring connections

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2012-12-01

    Full Text Available Mathematics education and its links to democracy and development are explored in this article, with specific reference to the case of South Africa. This is done by engaging four key questions. Firstly, the question of whether mathematics education can be a preparation for democracy and include a concern for development, is discussed by drawing on conceptual tools of critical mathematics education and allied areas in a development context. Secondly, the question of how mathematics education is distributed in society and participates in shaping educational possibilities in addressing its development needs and goals is used to examine the issues emerging from mathematics performance in international studies and the national Grade 12 examination; the latter is explored specifically in respect of the South African mathematics curriculum reforms and teacher education challenges. Thirdly, the question of whether a mathematics classroom can be a space for democratic living and learning that equally recognises the importance of issues of development in contexts like South Africa, as a post-conflict society still healing from its apartheid wounds, continuing inequality and poverty, is explored through pedagogies of conflict, dialogue and forgiveness. Finally the question of whether democracy and development can have anything to do with mathematics content matters, is discussed by appropriating, as a metaphor, South Africa’s Truth and Reconciliation Commission’s framework of multiple ‘truths’, to seek links within and across the various forms and movements in mathematics and mathematics education that have emerged in the past few decades.

  1. The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

    Science.gov (United States)

    Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

    2016-01-01

    Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

  2. 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.

  3. University Science and Mathematics Education in Transition

    DEFF Research Database (Denmark)

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

    configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. Traditionally, educational studies in mathematics and science education have looked at change in education from within the scientific disciplines and in the closed context of the classroom....... Although educational change is ultimately implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network...... of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. University Science and Mathematics Education in Transition contributes to an understanding of the multiple aspects and dimensions of the transition...

  4. 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

  5. E-learning materials in mathematics education

    OpenAIRE

    Fajfar, Tina

    2012-01-01

    When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...

  6. 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

  7. Mathematical Communication in State Standards before the Common Core

    Science.gov (United States)

    Kosko, Karl Wesley; Gao, Yang

    2017-01-01

    Mathematical communication has been an important feature of standards documents since National Council of Teachers of Mathematics' (NCTM) (1989) "Curriculum and Evaluation Standards." Such an emphasis has influenced content standards of states from then to present. This study examined how effective the prevalence of various forms of…

  8. 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.

  9. Aligning Mathematical Tasks to the Common Core Standards for Mathematical Practice

    OpenAIRE

    Johnson, Raymond

    2016-01-01

    How do algebra teachers align mathematical tasks to the CCSSM Standards of Mathematical Practice? Using methods of design-based implementation research, we identified difficulties of alignment to practices and developed strategies identifying high-quality tasks.

  10. Compendium for Research in Mathematics Education

    Science.gov (United States)

    Cai, Jinfa, Ed.

    2017-01-01

    This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five…

  11. Researching as an Enactivist Mathematics Education Researcher

    Science.gov (United States)

    Brown, Laurinda

    2015-01-01

    This paper focusses on how researching is done through reflections about, or at a meta-level to, the practice over time of an enactivist mathematics education researcher. How are the key concepts of enactivist theory ("ZDM Mathematics Education," doi: 10.1007/s11858-014-0634-7, 2015) applied? This paper begins by giving an…

  12. 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…

  13. 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,…

  14. Inquiry-based Learning in Mathematics Education

    DEFF Research Database (Denmark)

    Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier

    From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...

  15. Mathematical potential of special education students

    NARCIS (Netherlands)

    Peltenburg, M.C.|info:eu-repo/dai/nl/269423575

    2012-01-01

    This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there

  16. Researching Research: Mathematics Education in the Political

    Science.gov (United States)

    Pais, Alexandre; Valero, Paola

    2012-01-01

    We discuss contemporary theories in mathematics education in order to do research on research. Our strategy consists of analysing discursively and ideologically recent key publications addressing the role of theory in mathematics education research. We examine how the field fabricates its object of research by deploying Foucault's notion of…

  17. 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.

  18. The development of mathematics education as seen in mathematics education controversies in Japan

    OpenAIRE

    Makinae , Naomichi

    2016-01-01

    International audience; It can be said that mathematics education in Japan was started in 1872 when the school system was established. Since that establishment era, controversies have emerged time and again in mathematics education in Japan. Through these controversies, debates have been held on views on mathematics education such as how mathematics ought to be taught and what constitutes knowledge concerning numbers, quantities, and shapes that is desirable for students to acquire. In this ...

  19. 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...

  20. African Journal of Educational Studies in Mathematics and Sciences

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... Studies in Mathematics and Sciences (AJESMS) is an international publication that ... in the fields of mathematics education, science education and related disciplines.

  1. Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards

    Science.gov (United States)

    Winn, Kathleen M.; Mi Choi, Kyong; Hand, Brian

    2016-01-01

    STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners…

  2. 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

  3. 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.

  4. A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement

    Science.gov (United States)

    Harwell, Michael; Moreno, Mario; Post, Thomas

    2016-01-01

    This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…

  5. Helping Children Learn Mathematics through Multiple Intelligences and Standards for School Mathematics.

    Science.gov (United States)

    Adams, Thomasenia Lott

    2001-01-01

    Focuses on the National Council of Teachers of Mathematics 2000 process-oriented standards of problem solving, reasoning and proof, communication, connections, and representation as providing a framework for using the multiple intelligences that children bring to mathematics learning. Presents ideas for mathematics lessons and activities to…

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

    African Journals Online (AJOL)

    Prof

    Key words: Parents; mathematics education; perception; school climate; .... elementary school children, established that parents with higher college degrees ..... International Journal of Mathematical Education in Science and Technology,.

  7. 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.

  8. 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...

  9. Mathematics education and the dignity of being

    Directory of Open Access Journals (Sweden)

    Paola Valero

    2012-11-01

    Full Text Available On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

  10. Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education

    Science.gov (United States)

    Stemn, Blidi S.

    2017-01-01

    In some African cultures, the concept of division does not necessarily mean sharing money or an item equally. How an item is shared might depend on the ages of the individuals involved. This article describes the use of the Realistic Mathematics Education (RME) approach to teach division word problems involving money in a 3rd-grade class in…

  11. An exploration of preservice teachers’ educational values of mathematics in relation to gender and attitudes toward mathematics in Nigeria

    Directory of Open Access Journals (Sweden)

    Adeneye Olarewaju Awofala

    2018-04-01

    Full Text Available The study investigated educational values of mathematics in relation to gender and attitudes toward mathematics among 480 Nigerian preservice mathematics teachers from four universities in Southwest, Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of frequency, percentage, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson moment correlation, and multiple regression analysis. Findings revealed that preservice mathematics teachers showed high level of educational value of mathematics. There were significant possible correlations among preservice mathematics teachers’ practical value, aesthetic value, cultural value, social value, moral value, disciplinary value, recreational value, and attitudes toward mathematics. While gender differences in some dimensions of educational value of mathematics (practical value, disciplinary value, social value, and cultural value are no longer important and are declining there are subtle gender differences in attitudes toward mathematics and educational values of mathematics in this study. In addition, 73.7% of the variance in preservice teachers’ attitudes toward mathematics was accounted for by the eight predictor variables (gender, practical or utilitarian value, disciplinary value, cultural value, social value, moral value, aesthetic value and recreational value taken together. Based on this baseline study, it was thus, recommended that future studies in Nigeria should investigate the educational value of mathematics of in-service teachers with varied ethnicity and socio-economic background so as to generalise the results of this study.

  12. Mathematics, the Computer, and the Impact on Mathematics Education.

    Science.gov (United States)

    Tooke, D. James

    2001-01-01

    Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)

  13. Research in Mathematics Education and Language

    Science.gov (United States)

    Planas, Núria

    2016-01-01

    A synthesis of reasons for the production of this monograph is presented with a focus on contemporary research in the context of the Ninth Congress of the European Society for Research in Mathematics Education. Within the domain of mathematics and language, three lines of concern are addressed: (1) classroom discourse, (2) language diversity, and…

  14. Slope across the Curriculum: Principles and Standards for School Mathematics and Common Core State Standards

    Science.gov (United States)

    Nagle, Courtney; Moore-Russo, Deborah

    2014-01-01

    This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property,…

  15. 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....

  16. 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.

  17. Relationships of Mathematics Anxiety, Mathematics Self-Efficacy and Mathematics Performance of Adult Basic Education Students

    Science.gov (United States)

    Watts, Beverly Kinsey

    2011-01-01

    Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…

  18. 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…

  19. Fifty Years of A-Level Mathematics: Have Standards Changed?

    Science.gov (United States)

    Jones, Ian; Wheadon, Chris; Humphries, Sara; Inglis, Matthew

    2016-01-01

    Advanced-level (A-level) mathematics is a high-profile qualification taken by many school leavers in England, Wales, Northern Ireland and around the world as preparation for university study. Concern has been expressed in these countries that standards in A-level mathematics have declined over time, and that school leavers enter university or the…

  20. Assisting Pupils in Mathematics Achievement (The Common Core Standards)

    Science.gov (United States)

    Ediger, Marlow

    2011-01-01

    Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to…

  1. 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.

  2. The common core mathematics standards transforming practice through team leadership

    CERN Document Server

    Hull, Ted H; Balka, Don S

    2012-01-01

    Transform math instruction with effective CCSS leadership The Common Core State Standards for mathematics describe the "habits of mind" that teachers should develop in their students without which the content standards cannot be successfully implemented. This professional development resource helps principals and math leaders grapple with the changes that must be addressed so that teachers can implement the practices required by the CCSS. Included are: A clear explanation of the CCSS for Mathematical Practice  Techniques to help leadership teams collaboratively implement and maintain the new standards A proficiency matrix with examples of instructional strategies for helping students reach competency in each standard.

  3. 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....

  4. Problem Solving in the Digital Age: New Ideas for Secondary Mathematics Teacher Education

    Science.gov (United States)

    Abramovich, Sergei; Connell, Michael

    2017-01-01

    The paper reflects on an earlier research on the use of technology in secondary mathematics teacher education through the lenses of newer digital tools (Wolfram Alpha, Maple), most recent standards for teaching mathematics, and recommendations for the preparation of schoolteachers. New ideas of technology integration into mathematics education…

  5. An Archaeological/Genealogical Historical Analysis of The National Council of Teachers of Mathematics' Standards Documents

    Science.gov (United States)

    Bullock, Erika Catherine

    2013-01-01

    Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics' (NCTM) Standards documents--"Curriculum and Evaluation Standards for School…

  6. 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…

  7. Modelling Mathematical Reasoning in Physics Education

    Science.gov (United States)

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

    2012-04-01

    Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

  8. 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…

  9. 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…

  10. History, applications, and philosophy in mathematics education

    DEFF Research Database (Denmark)

    Jankvist, Uffe Thomas

    2013-01-01

    on the observation that a use of history, applications, and philosophy as a 'goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use......The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different 'whys' and 'hows' of including these three dimensions in mathematics education. Based...... of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics-HAPh-modules-are outlined...

  11. 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…

  12. 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…

  13. 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.…

  14. Mathematics education and the dignity of being

    DEFF Research Database (Denmark)

    Valero, Paola; García, Gloria; Camelo, Francisco

    2012-01-01

    On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the di...... of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity....

  15. Mathematicians' and Math Educators' Views on "Doing Mathematics"

    Science.gov (United States)

    Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch

    2016-01-01

    Educators often argue that mathematics should be taught so that the students in the course are actually "doing mathematics." Is there a consensus among mathematicians and mathematics educators as to the meaning of "doing mathematics?" In an effort to answer this question, we administered a survey to hundreds of university-level…

  16. 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.

  17. An intentionality-interpretation of meaning in mathematics education

    DEFF Research Database (Denmark)

    Skovsmose, Ole

    2015-01-01

    explore this interpretation with respect to mathematics education by addressing imaginations, possibilities, obstructions, hopes, fears, stereotypes and preconceptions. I relate meaning in mathematics education to far away horizons of students’ life worlds, to negotiations, to political issues...

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

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Journal Home > African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Log in or Register to get access to full text downloads.

  19. 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

  20. An institutional approach to university mathematics education:

    DEFF Research Database (Denmark)

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

    2014-01-01

    University mathematics education (UME) is considered, in this paper, as a kind of didactic practice – characterised by institutional settings and by the purpose of inducting students into mathematical practices. We present a research programme – the anthropological theory of the didactic (ATD......) – in which this rough definition can be made much more precise; we also outline some cases of ATD-based research on UME. Three cases are presented in more detail. The first is a theoretical and empirical study of the topic of dual vector spaces, as it appears in undergraduate courses on linear algebra...... for engineering students....

  1. An approach critical in mathematics education: Opportunities and interaction theory-practice-through critical mathematics education

    Directory of Open Access Journals (Sweden)

    Itamar Miranda da Silva

    2011-06-01

    Full Text Available This paper discusses the possibilities of articulation of theory-and-practice in the teaching, by means of critical mathematics education as a proposal for the teacher facing the challenges of daily life in the classroom. The discussion is based on the literature through which was estudied and analyzed several books, articles and dissertations on the subject, as well as our experiences and reflections resulting from the process of teacher education we experienced. From the readings and analysis was possible to construct a teaching proposal that suggests to address critical mathematics education as an alternative link between theory and practice and to assign to the teaching of mathematics a greater dynamism, with the prospect of developing knowledge and pedagogical practices that contribute to a broader training, which prepares for citizenship and for being critical students and teachers in the training process. Conjectures were raised about possible contributions of critical mathematics education as a differentiated alternative as opposed to reproductivist teaching. We believe therefore that this article could help with the reflections on the importance of mathematics education in teacher education which enables the realization that beyond disciplinary knowledge (content, are necessary pedagogical knowledge, curriculum and experiential to address the problems that relate to the teaching of mathematics

  2. Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

    Science.gov (United States)

    Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

    2014-01-01

    The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

  3. 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…

  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. New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring

    DEFF Research Database (Denmark)

    Jankvist, U. T.; Kjeldsen, T. H.

    2011-01-01

    . The first scenario occurs when history is used as a ‘tool’ for the learning and teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics education. We introduce a multiple-perspective approach to history, and suggest that research on history......The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education that each gives rise to different problems...... in mathematics education follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this is described. Secondly, when...

  6. Educational Development and Developmental Research in Mathematics Education

    NARCIS (Netherlands)

    Gravemeijer, K.P.E.

    1994-01-01

    In light of anticipated changes in mathematics education, an alternative for the well- known "research-development-diffusion" model is presented. It is based on an integration of curriculum research and design embedded in "educational development." In this context curriculum development is described

  7. Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

    Science.gov (United States)

    Olson, Travis A.

    2016-01-01

    Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

  8. 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…

  9. 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.

  10. Using a Framework of 21st Century Competencies to Examine Changes between China's 2001 and 2011 Mathematics Curriculum Standards for Basic Education

    Science.gov (United States)

    Stephens, Max; Keqiang, Richard Xu

    2014-01-01

    In the Western developed world, the language of 21st century competencies, also referred to as 21st century skills or competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education, and the social and economic imperatives of the developed economies. This paper will analyze different…

  11. 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…

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

    OpenAIRE

    Effandi Zakaria; Muzakkir Syamaun

    2017-01-01

    This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30)$ namely, the Realistic Mathematics Approach group ...

  13. 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

  14. Mathematics and communication skills using educational software in math classes

    Directory of Open Access Journals (Sweden)

    Marjolis Laffita-Cuza

    2017-04-01

    Full Text Available The current transformations conceive among others, to form in the race of Mathematics-Physics a professor who imparts indistinctly the subjects of Mathematics and Physics in the upper secondary education from the third year of this race which requires putting more emphasis in the orientation of those Subjects to achieve greater professionalism. The present paper approaches from the theoretical aspects the essential aspects in the educational process of the learning of mathematics for the Mathematics-Physics career of the university of pedagogical sciences such as mathematical communicative competences and the use of educational software, all in function of achieving A greater development of student's mathematical logical thinking.

  15. 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.

  16. 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.…

  17. STEM Education: What Does Mathematics Have to Offer?

    Science.gov (United States)

    Fitzallen, Noleine

    2015-01-01

    The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate…

  18. 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…

  19. 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…

  20. 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.

  1. Teaching using moodle in mathematics education

    Science.gov (United States)

    Handayanto, A.; Supandi, S.; Ariyanto, L.

    2018-05-01

    The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.

  2. Symmetry and the Standard Model mathematics and particle physics

    CERN Document Server

    Robinson, Matthew

    2011-01-01

    While elementary particle physics is an extraordinarily fascinating field, the huge amount of knowledge necessary to perform cutting-edge research poses a formidable challenge for students. The leap from the material contained in the standard graduate course sequence to the frontiers of M-theory, for example, is tremendous. To make substantial contributions to the field, students must first confront a long reading list of texts on quantum field theory, general relativity, gauge theory, particle interactions, conformal field theory, and string theory. Moreover, waves of new mathematics are required at each stage, spanning a broad set of topics including algebra, geometry, topology, and analysis. Symmetry and the Standard Model: Mathematics and Particle Physics, by Matthew Robinson, is the first volume of a series intended to teach math in a way that is catered to physicists. Following a brief review of classical physics at the undergraduate level and a preview of particle physics from an experimentalist's per...

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

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... on senior high school students' proficiency in solving linear equation word problems ... from parents and teachers' influence on students' mathematics-related self-beliefs ...

  4. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Science.gov (United States)

    Misu, La; Ketut Budayasa, I.; Lukito, Agung

    2018-03-01

    This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

  5. 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

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

    DEFF Research Database (Denmark)

    Skott, Charlotte Krog; Østergaard, Camilla Hellsten

    Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

  7. Theory-practice Dichotomy in Mathematics Teacher Education: An ...

    African Journals Online (AJOL)

    Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

  8. 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…

  9. Public Conceptions of Algorithms and Representations in the Common Core State Standards for Mathematics

    Science.gov (United States)

    Nanna, Robert J.

    2016-01-01

    Algorithms and representations have been an important aspect of the work of mathematics, especially for understanding concepts and communicating ideas about concepts and mathematical relationships. They have played a key role in various mathematics standards documents, including the Common Core State Standards for Mathematics. However, there have…

  10. 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

  11. Theory and practice in mathematics teacher education

    DEFF Research Database (Denmark)

    Østergaard, Kaj

    2016-01-01

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

  12. 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

  13. Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

    Science.gov (United States)

    Lowrie, Tom; Jorgensen, Robyn

    2016-01-01

    This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

  14. Can Scientific Research Answer the "What" Question of Mathematics Education?

    Science.gov (United States)

    van den Heuvel-Panhuizen, Marja

    2005-01-01

    This paper problematizes the issue of how decisions about the content of mathematics education can be made. After starting with two examples where research in mathematics education resulted in different choices on the content of primary school teaching, I explore where and how, in the scientific enterprise within the domain of education, issues of…

  15. 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…

  16. Quantitative Literacy and the Common Core State Standards in Mathematics

    Directory of Open Access Journals (Sweden)

    Bernard L. Madison

    2015-01-01

    Full Text Available How supportive of quantitative literacy (QL are the Common Core State Standards in Mathematics (CCSSM? The answer is tentative and conditional. There are some QL-supportive features including a strong probability and statistics strand in grade 6 through high school; a measurements and data strand in K-5; ratio and proportional reasoning standards in grades 6 and 7; and a comprehensive and coherent approach to algebraic reasoning and logical argument. However, the standards are weak in supporting reasoning and interpretation, and there are indications that the applications in CCSSM – mostly unspecified – will not include many QL contextual situations. Early indicators of assessment items follow a similar path. Except for statistics, most of the high school standards are aimed at development of algebra and precalculus topics, and there will likely be little room for more sophisticated applications of the QL-friendly mathematics of grades 6-8. The experience with CCSSM is limited at this point, leaving several crucial results uncertain, including assessments, emphases on statistics, and kinds of modeling and other applications.

  17. An introduction to inferentialism in mathematics education

    Science.gov (United States)

    Derry, Jan

    2017-12-01

    This paper introduces the philosophical work of Robert Brandom, termed inferentialism, which underpins this collection and argues that it offers rich theoretical resources for reconsidering many of the challenges and issues that have arisen in mathematics education. Key to inferentialism is the privileging of the inferential over the representational in an account of meaning; and of direct concern here is the theoretical relevance of this to the process by which learners gain knowledge. Inferentialism requires that the correct application of a concept is to be understood in terms of inferential articulation, simply put, understanding it as having meaning only as part of a set of related concepts. The paper explains how Brandom's account of the meaning is inextricably tied to freedom and it is our responsiveness to reasons involving norms which makes humans a distinctive life form. In an educational context norms, function to delimit the domain in which knowledge is acquired and it is here that the neglect of our responsiveness to reasons is significant, not only for Brandom but also for Vygotsky, with implications for how knowledge is understood in mathematics classrooms. The paper explains the technical terms in Brandom's account of meaning, such as deontic scorekeeping, illustrating these through examples to show how the inferential articulation of a concept, and thus its correct application, is made visible. Inferentialism fosters the possibility of overcoming some of the thorny old problems that have seen those on the side of facts and disciplines opposed to those whose primary concern is the meaning making of learners.

  18. 45 Re-imagining mathematics and mathematics education for equity ...

    African Journals Online (AJOL)

    The students begin by using their knowledge of school mathematics and propose three ..... discussions were 'strikingly internalistic', drawing on the ontology of ... activities, interactions, values, etc. in particular spaces and at particular times ...

  19. Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

    Science.gov (United States)

    Jansen, Amanda; Berk, Dawn; Meikle, Erin

    2017-01-01

    In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

  20. Starting a Conversation about Open Data in Mathematics Education Research

    Science.gov (United States)

    Logan, Tracy

    2015-01-01

    This position paper discusses the role of open access research data within mathematics education, a relatively new initiative across the wider research community. International and national policy documents are explored and examples from both the scientific and social science paradigms of mathematical sciences and mathematics education…

  1. The Role of Mathematics Learning Centres in Engineering Education.

    Science.gov (United States)

    Fuller, Milton

    2002-01-01

    Points out the diminishing demand for mathematics undergraduate programs and the strong trend in engineering education to make greater use of computer coursework such as Mathcad, Matlab, and other software systems for the mathematical and statistical components of engineering programs. Describes the changing role of mathematics learning centers…

  2. 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...

  3. The Use of GBL to Teach Mathematics in Higher Education

    Science.gov (United States)

    Naik, Nitin

    2017-01-01

    Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…

  4. Financial Education Through Mathematics and IT Curricula: Pocket Money Management

    OpenAIRE

    Gortcheva, Iordanka

    2013-01-01

    Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013 Mathematics and IT classes in the Bulgarian school provide various opportunities for developing students’ logical, mathematical, and technological thinking. Being an important part of mathematical literacy, financial literacy can be systematically built in the frame of national mathematics and IT curricula. Following that objective, exemplary word problems ...

  5. Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

    Science.gov (United States)

    Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

    2015-01-01

    This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

  6. Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks

    Directory of Open Access Journals (Sweden)

    Mdutshekelwa Ndlovu

    2012-12-01

    Full Text Available South Africa’s performance in international benchmark tests is a major cause for concern amongst educators and policymakers, raising questions about the effectiveness of the curriculum reform efforts of the democratic era. The purpose of the study reported in this article was to investigate the degree of alignment between the TIMSS 2003 Grade 8 Mathematics assessment frameworks and the Revised National Curriculum Statements (RNCS assessment standards for Grade 8 Mathematics, later revised to become the Curriculum and Assessment Policy Statements (CAPS. Such an investigation could help to partly shed light on why South African learners do not perform well and point out discrepancies that need to be attended to. The methodology of document analysis was adopted for the study, with the RNCS and the TIMSS 2003 Grade 8 Mathematics frameworks forming the principal documents. Porter’s moderately complex index of alignment was adopted for its simplicity. The computed index of 0.751 for the alignment between the RNCS assessment standards and the TIMSS assessment objectives was found to be significantly statistically low, at the alpha level of 0.05, according to Fulmer’s critical values for 20 cells and 90 or 120 standard points. The study suggests that inadequate attention has been paid to the alignment of the South African mathematics curriculum to the successive TIMSS assessment frameworks in terms of the cognitive level descriptions. The study recommends that participation in TIMSS should rigorously and critically inform ongoing curriculum reform efforts.

  7. 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.

  8. Implementing the National Council of Teachers of Mathematics Standards: A slow process

    Directory of Open Access Journals (Sweden)

    Joseph M. Furner

    2004-10-01

    Full Text Available The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000.  The Standards’ Belief Instrument (Zollman and Mason, 1992 was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

  9. Metaphors We Do Math By: A Comparative Case Study of Public and Catholic School Teachers’ Understanding of the Common Core State Standards in Mathematics

    OpenAIRE

    Branch, Jennifer Danielle

    2016-01-01

    The United States has undergone multiple mathematics reforms since the 1980s with each reform setting out to increase national test scores and improve mathematics education in the nation’s schools. The current reform, the Common Core State Standards for Mathematics (CCSSM), seeks to create mathematically proficient students through a more active and rigorous curriculum. The goal of this yearlong study was to examine the understanding that intermediate and middle school math teachers make of t...

  10. 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

  11. CULTUROLOGICAL APPROACH AS METHODOLOGICAL BASIS OF MATHEMATICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Ye. A. Perminov

    2017-01-01

    Full Text Available Introduction. Today, in the era of a mathematization of science and total expansion of digital technologies, mass mathematical education becomes a necessary part of culture of every person. However, there are some serious obstacles to formation and development of general mathematical culture: insufficient understanding of its importance by society and the state; fragmentary-clipconsciousness, emerging among representatives of the younger generation under the influence of the Internet, and preventing formation of a complete picture of the modern world; traditional system of disjointed subjects and courses in school, secondary vocational and high school mathematics education; non-cognitive (automatic transferring of the approaches, principles, technologies and techniques into training which are not specific in order to master a course. Development of sociological, axiological and especially culturological aspects of mathematical methodology is required for the solution of the urgent problems of methodology in mathematical education.The aim of the publication is to discuss methodological aspects of culturological approach realization in mathematical education.Methodology and research methods. The theoretical scientific methods of the present article involve analysis and synthesis of the content of philosophical, mathematical, pedagogical, methodological literature and normative documents; comparative, culturological and logical types of analysis of mathematical education; systematic, competence-based, practice-oriented and personal-activity metho-dological approaches were used to understand the concept of mathematical education.Results and scientific novelty. The practicability and leading role of culturological approach to promoting mathematical knowledge is proved from historical, philosophical and pedagogical positions. It is stated that objective conceptualization of progressive ideas and new methods of mathematical science and mathematical

  12. Perspectives on instructor modeling in mathematics teacher education

    OpenAIRE

    Brown, Cassondra

    2009-01-01

    Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...

  13. Technology-Enhanced Mathematics Education for Creative Engineering Studies

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2014-01-01

    This project explores the opportunities and challenges of integrating digital technologies in mathematics education in creative engineering studies. Students in such studies lack motivation and do not perceive the mathematics the same way as mathematics students do. Digital technologies offer new...... are conceptualized. Then, we are going to apply this field data in designing learning technologies, which will be introduced in university classrooms. The effect of this introduction will be evaluated through educational design experiments....

  14. 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…

  15. Open Primary Education School Students' Opinions about Mathematics Television Programmes

    Science.gov (United States)

    Yenilmez, Kursat

    2008-01-01

    The purpose of this study was to determine open primary education school students' opinions about mathematics television programmes. This study indicated that to determine differences among open primary education school students' opinions about mathematics television programmes point of view students' characteristics like gender, age, grade,…

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

    NARCIS (Netherlands)

    Kruger, J.H.J.

    2014-01-01

    In the Dutch Republic in the 18th century mathematics was considered very important for many professions. However there were hardly any national or regional educational institutes which provided mathematics education. Three orphanages in different towns received a large inheritance under condition

  17. Amidst Multiple Theories of Learning in Mathematics Education

    Science.gov (United States)

    Simon, Martin A.

    2009-01-01

    Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

  18. Mathematics education as a network of social practices

    DEFF Research Database (Denmark)

    Valero, Paola

    2010-01-01

    Based on an analysis of mathematics education research as an academic field and on current social, political and economic transformations in many European countries, I would argue for the need to rethink and enlarge definitions and views of mathematics education as a scientific field of study in ...

  19. Critical analysis of the policy practice of mathematics education in ...

    African Journals Online (AJOL)

    Ensuring a smooth mathematics education programme requires the formulation and implementation of appropriate instructional policies. This study is a survey of some practices of the instructional policies and their influence on mathematics education. Completed Basic School Annual Census (CBSAC) forms and ...

  20. 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…

  1. 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…

  2. Mathematics Education as a Practice: A Theoretical Position

    Science.gov (United States)

    Grootenboer, Peter; Edwards-Groves, Christine

    2013-01-01

    In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the "sayings," "doings," and "relatings" inherent in the teaching and learning practices of mathematics education. This theorising is…

  3. Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

    Directory of Open Access Journals (Sweden)

    Shintia Revina

    2018-02-01

    Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.

  4. 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.

  5. University Mathematics Education, Competencies and the Fighting of Syllabusitis

    DEFF Research Database (Denmark)

    Højgaard, Tomas

    2016-01-01

    Syllabusitis is a name for a disease that consists of identifying the mastering of a subject with proficiency related to a syllabus. In this paper I argue that using a set of mathematical competencies as the hub of mathematics education can be a means to fight syllabusitis. The introduction and t...... proven to be a crucial element when attempting to put the competency idea into educational practice, and exemplify how that can be done when it comes to mathematics education at university level.......Syllabusitis is a name for a disease that consists of identifying the mastering of a subject with proficiency related to a syllabus. In this paper I argue that using a set of mathematical competencies as the hub of mathematics education can be a means to fight syllabusitis. The introduction...

  6. 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.

  7. 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,…

  8. 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…

  9. Teaching mathematics in Indonesian primary schools : using ralistic mathematics education (RME)-approach

    NARCIS (Netherlands)

    Fauzan, Ahmad; Slettenhaar, Dick; Plomp, T.

    2002-01-01

    This paper presents a case study about employing Realistic Mathematics Education (RME)-approach to teach mathematics in Indonesian primary schools. Many obstacles, such as the very dependent attitude of the pupils, the pupils who were not used to working in groups, lack of reasoning capability and

  10. 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…

  11. 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…

  12. Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

    Science.gov (United States)

    Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

    2018-01-01

    The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

  13. Multilingualism in indigenous mathematics education: an epistemic matter

    Science.gov (United States)

    Parra, Aldo; Trinick, Tony

    2017-12-01

    An investigation into an aspect of indigenous education provides the opportunity to forefront an epistemological discussion about mathematical knowledge. This paper analyses indigenous peoples' educational experiences in Colombia and Aotearoa/New Zealand of mathematics education, focusing on, among other things, sociolinguistic issues such as language planning. In these experiences, researchers, teachers and local communities, working together, elaborated their respective languages to create a corpus of lexicon that has enabled the teaching of Western mathematics. An analysis using decolonial theory is made, showing how this corpus development works to enable the teaching of [Western] mathematics resulted in investigations into culture, language and mathematics that revealed an interplay among knowledge and power. Such analysis raises issues about the epistemology of mathematics and the politics of knowledge, analogous with current discussions on multilingualism in mathematics education and in ethnomathematics. The paper concludes that mathematics educators can explore and take advantage of the sociolinguistic and epistemological issues that arise when an indigenous language is elaborated in a short period of time in comparison to other languages which have been developed incrementally over hundreds of years and thus much more difficult to critique.

  14. 'Whys' and 'Hows' of using philosophy in mathematics education

    DEFF Research Database (Denmark)

    Jankvist, Uffe Thomas; Iversen, Steffen Møllegaard

    2014-01-01

    The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories...... of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination...... approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones....

  15. How anthropology can contribute to mathematics education

    Directory of Open Access Journals (Sweden)

    Karen François

    2013-03-01

    Full Text Available This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996 and on the work of Vithal & Skovsmose (1997.The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner. Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010 has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children.In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.

  16. How anthropology can contribute to mathematics education

    Directory of Open Access Journals (Sweden)

    Karen François

    2013-01-01

    Full Text Available This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996 and on the work of Vithal & Skovsmose (1997. The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner. Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010 has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.

  17. Videogames as an incipient research object inMathematics Education

    OpenAIRE

    Albarracín, Lluís; Hernández-Sabaté, Aura; Gorgorió, Núria

    2017-01-01

    [EN] This article presents a review of research made in the eld of mathematics education onthe use of video games in the classroom. These investigations have focused on four areas:impact in academic performance focused on mathematical contents, speci c mathematicalcontents learning, videogame design elements for mathematical learning and relation bet-ween videogames and problem solving. Finally, we propose two research new approachesthat have not been explored so far, like ...

  18. Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

    Directory of Open Access Journals (Sweden)

    Diane Parker

    2006-10-01

    Full Text Available In South Africa the National Curriculum Statement for Grades 10 – 12 (General: Mathematics (DoE, 2003 together with the Norms and Standards for Educators (DoE, 2000a are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000 to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002 description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002 and others to raise questions related to teacher knowledge and the challenges  of developing specialist mathematics teacher identities through initial teacher education programmes.

  19. Regaining the Edge in Urban Education: Mathematics and Sciences.

    Science.gov (United States)

    Gallon, Dennis P., Ed.

    In order to remain competitive in the world economy, the United States must develop and improve mathematics and science education. Given that the future workforce in this country will be comprised largely of women and minorities, groups traditionally not entering mathematics and science careers, special recruitment and retention efforts must be…

  20. "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…

  1. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

  2. 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…

  3. Teachers' Attitudes towards Mathematics in Early Childhood Education

    Science.gov (United States)

    Thiel, Oliver

    2010-01-01

    In Germany during the past few years the nursery school (for ages three-six) is increasingly regarded as an educational institution rather than a childcare centre. This is reflected in the increasing number of curricula for young children, which include mathematics as a domain of learning skills. In the past mathematics has not been part of the…

  4. How to Introduce Mathematic Modeling in Industrial Design Education

    NARCIS (Netherlands)

    Langereis, G.R.; Hu, J.; Feijs, L.M.G.; Stillmann, G.A.; Kaiser, G.; Blum, W.B.; Brown, J.P.

    2013-01-01

    With competency based learning in a project driven environment, we are facing a different perspective of how students perceive mathematical modelling. In this chapter, a model is proposed where conventional education is seen as a process from mathematics to design, while competency driven approaches

  5. Victorian Certificate of Education: Mathematics, Science and Gender

    Science.gov (United States)

    Cox, Peter J.; Leder, Gilah C.; Forgasz, Helen J.

    2004-01-01

    Gender differences in participation and performance at "high stakes" examinations have received much public attention, which has often focused on mathematics and science subjects. This paper describes the innovative forms of assessment introduced into mathematics and science subjects within the Victorian Certificate of Education (VCE)…

  6. Mathematics Teacher Educators' Perceptions and Use of Cognitive Research

    Science.gov (United States)

    Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca

    2013-01-01

    Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…

  7. In Defense of Mathematics and Its Place in Anarchist Education

    Science.gov (United States)

    Wolfmeyer, Mark

    2012-01-01

    This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics' status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can…

  8. The Role of the Mathematics Supervisor in K-12 Education

    Science.gov (United States)

    Greenes, Carole

    2013-01-01

    The implementation of "the Common Core Standards for Mathematics" and the assessments of those concepts, skills, reasoning methods, and mathematical practices that are in development necessitate the updating of teachers' knowledge of content, pedagogical techniques to enhance engagement and persistence, and strategies for responding to…

  9. Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

    Science.gov (United States)

    Hemmi, Kirsti; Ryve, Andreas

    2015-01-01

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

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

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... The level of detail varies; some disciplines produce manuscripts that comprise discrete .... Duplicate publication, sometimes called self-plagiarism, occurs when an author ...

  11. Students with ‘Special Rights' for mathematics education

    DEFF Research Database (Denmark)

    Lindenskov, Lena; Gervasoni, Ann

    2011-01-01

    The issues of equity and quality have been central to international debates on mathematics in research, policy, curriculum and teaching. This book covers a wide variety of topics in the research and practice of mathematics education, demonstrating how equity and quality are inherently political...... equity and quality within various educational contexts and with a variety of marginalized populations. Written by teachers, researchers and academics from all over the world, this book represents a powerful response to the international call for quality education of all students in mathematics around...... terms whose political bedrock is obscured by them being taken for granted. Mapping Equity and Quality in Mathematics Education is broken into four parts. Section 1 addresses the constructs of equity and quality from a variety of theoretical perspectives and outlines new directions to approach...

  12. Incorporating the Common Core's Problem Solving Standard for Mathematical Practice into an Early Elementary Inclusive Classroom

    Science.gov (United States)

    Fletcher, Nicole

    2014-01-01

    Mathematics curriculum designers and policy decision makers are beginning to recognize the importance of problem solving, even at the earliest stages of mathematics learning. The Common Core includes sense making and perseverance in solving problems in its standards for mathematical practice for students at all grade levels. Incorporating problem…

  13. Outcome Standards for Secondary Marketing Education.

    Science.gov (United States)

    Stone, James R., III

    1985-01-01

    Describes a study which sought to establish outcome standards very important for secondary marketing education. Business people, former students, and marketing educators were asked to judge the standards identified from the literature in terms of importance to secondary marketing education. (CT)

  14. 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.

  15. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  16. 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.

  17. An Objectivist Critique of Relativism in Mathematics Education

    Science.gov (United States)

    Rowlands, Stuart; Graham, Ted; Berry, John

    Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics.

  18. 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

  19. 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.

  20. 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.

  1. The Relations among Mathematics Anxiety, Gender, and Standardized Test Performance

    Science.gov (United States)

    Anis, Yasmeen; Krause, Jeremy A.; Blum, Emily N.

    2016-01-01

    Mathematics anxiety typically involves apprehension toward activities that require computation, which can lead to complications in every-day-life activities (Ashcraft, 2002). Mathematics anxiety also has become accepted as an issue associated with academic success for both children and adults (Ashcraft, 2002; Ashcraft & Moore, 2009; Beilock,…

  2. 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.

  3. ICT Integration Level of Mathematics Tutors of Colleges of Education ...

    African Journals Online (AJOL)

    ICT Integration Level of Mathematics Tutors of Colleges of Education in Ghana. ... International Journal of Pedagogy, Policy and ICT in Education ... The study used a developmental research design which is a disciplined inquiry conducted in the context of the development of a product or programme for the purpose of ...

  4. 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…

  5. 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…

  6. An Alternative to Piagetian Psychology for Science and Mathematics Education

    Science.gov (United States)

    Novak, Joseph D.

    1978-01-01

    Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

  7. Mathematics education and the information society

    NARCIS (Netherlands)

    Gravemeijer, K.P.E.; Damlamian, A.; Rodigues, J.F.; Sträßer, R.

    2013-01-01

    Starting point for this chapter is that societal changes ask for adaptations of a foundational mathematics curriculum for all. This chapter especially looks at the effects of information technology and globalization on the job market and employability with an eye on its consequences for the goals of

  8. Connective Intelligence for Childhood Mathematics Education

    Science.gov (United States)

    Novo, María-Luisa; Alsina, Ángel; Marbán, José-María; Berciano, Ainhoa

    2017-01-01

    The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a…

  9. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  10. Standards for Adult Education ESL Programs

    Science.gov (United States)

    TESOL Press, 2013

    2013-01-01

    What are the components of a quality education ESL program? TESOL's "Standards for Adult Education ESL Programs" answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new…

  11. Standardization of Primary Education in Great Britain

    Science.gov (United States)

    Yarovaya, Yelena B.

    2015-01-01

    The article examines the standardization of primary education as one of the development trends of the British school at the present moment in the context of improving its efficiency and quality. It analyses the positive results of the standard-based reforms (modernization of primary education content, improvement of younger students' outcomes,…

  12. Research on Team-teaching in Mathematics Education

    OpenAIRE

    重松, 敬一; 井戸野, 佐知子; 勝美, 芳雄

    1995-01-01

    Recently, there are many classes in which at least two teachers teach mathematics in elementary and lower secondary schools. We call that kind of teaching team-teaching. In some countries, it is called co-operative teaching. In this paper, we investigate the concept of team-teaching in mathematics education implementing a questionnaire, interviews or observing classroom lessons. Today, team-teaching has been administratively systematized. For example, additive teachers are sent to local schoo...

  13. Epistemological bases OF THE RELATIONSHIP between culture and mathematics education

    Directory of Open Access Journals (Sweden)

    Neivaldo Oliveira Silva

    2011-06-01

    Full Text Available Our main intention with this theoretical construct is to understand the mathematics education embedded in the social context to which it belongs and where different groups are present with their beliefs, knowledge, practices that, in turn, are the result of a historical process, in which changes occur and affect most of the different fields ofIcnowledge.In the theoretical construction, we start from a more general picture of the world and society, focusing on the historical and social changes and, at the same time, in changes in the scope of mathematical knowledge. We do this through a historical analysis and, along the way, we seek to understand culture, Mathematics and Mathematics Education, as fields or dimensions present in this broader context of historical changes, and seek to establish relationships between thesefields or areas of knowledge, in the context of their productions. ln seeking to understand "culture", we try not to lose sight of the social dynamics that are established in the contacts between different groups, each with characteristics that involve traditions, artistic manifestations, culinary language, but surrounded by a society that results from a globalization process getting stronger. It is in this broader context that we seek to understand mathematics, as a field of knowledge, making an analysis that goes from its origin as well as its implications with reality and society, so that to the end, we present and discuss the Ethnomathematics as a possible alternative to do or to understand the articulation pointed out. Finally, we extend the discussion to understand the mathematics education, in view of its social integration, and the socialization perspective of the mathematical knowledge. We realized that mathematics education, seen as a field of knowledge and considering the need for socialization of this knowledge, is also the result of practices developed and a comprehensive process of change that has been occurring in

  14. 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.

  15. Did Dewey Presage the 1989 National Council of Teachers of Mathematics Standards?

    OpenAIRE

    Finken, Teresa M.

    2012-01-01

    The general theme of change in philosophy over time is due to traditional customs and beliefs failing to regulate society. This theme drove both John Dewey's Progressive Movement and the creation of the Curriculum and Evaluation Standards for School Mathematics (1989) by the National Council of Teachers of Mathematics (NCTM). The remarkable similarity in thought between Dewey's writings and the Standards is the basis for this paper. The point of view is from the Standards looking back to find...

  16. Professional Standards for Visual Arts Educators

    Science.gov (United States)

    National Art Education Association, 2009

    2009-01-01

    The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

  17. 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.

  18. 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...

  19. Standards for Education Reporters: Skills, Knowledge, Ethics

    Science.gov (United States)

    Graves, Bill

    2002-01-01

    Experienced school reporters know plenty about standards. The struggle to set standards that define what students should know and be able to do at various stages of their education has been at the heart of school reform since the late 1980s. So if journalists are going to understand the value of standards, it will be those covering schools. It is…

  20. Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    Mahendra, R.; Slamet, I.; Budiyono

    2017-09-01

    One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

  1. 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…

  2. 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…

  3. Making Sense of Mathematics

    Science.gov (United States)

    Umphrey, Jan

    2011-01-01

    The National Council of Teachers of Mathematics (NCTM) is a voice and advocate for mathematics educators, working to ensure that all students receive equitable mathematics learning of the highest quality. To help teachers and school leaders understand the Common Core State Standards for Mathematics (CCSSM) and to point out how the CCSSM can be…

  4. Implementing a 'European' appoach to mathematics education in Indonesia through teacher education

    NARCIS (Netherlands)

    Zulkardi, Z.; Nieveen, N.M.; van den Akker, Jan; de Lange, Jan

    2002-01-01

    This paper reports on the results of a four-year study called CASCADE-IMEI that is a learning environment (LE) in the form of a face-to-face course and a web site (www.clix.to/zulkardi ) which aims to introduce Realistic Mathematics Education (RME), Dutch approach to mathematics education, as an

  5. Using multimedia cases for educating the primary school mathematics teacher educator: a design study

    NARCIS (Netherlands)

    Dolk, M.L.A.M.; Hertog, den J.B.; Gravemeijer, K.P.E.

    2002-01-01

    The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to

  6. 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

  7. Standards for educational and psychological testing

    CERN Document Server

    2014-01-01

    Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, Standards for Educational and Psychological Testing (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and employment. It includes changes in federal law and measurement trends affecting validity, testing individuals with disabilities or different linguistic backgrounds, and new types of tests, as well as new uses of existing tests.

  8. International Comparisons of Foundation Phase Number Domain Mathematics Knowledge and Practice Standards

    Science.gov (United States)

    Human, Anja; van der Walt, Marthie; Posthuma, Barbara

    2015-01-01

    Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…

  9. Mathematics Teachers' Response to the Reform Agenda: Results of the 1993 National Survey of Science and Mathematics Education.

    Science.gov (United States)

    Weiss, Iris R.

    The NCTM Standards call for the introduction of challenging mathematics content for all students beginning in the early grades. If teachers are to guide students in their exploration of mathematics concepts, they must themselves have a firm grasp of powerful mathematics concepts. This paper uses data from the 1993 National Survey of Science and…

  10. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive

  11. Development of Mathematics Competences in Higher Education Institutions

    Directory of Open Access Journals (Sweden)

    Anda Zeidmane

    2013-03-01

    Full Text Available The changes in society require revision of the content of higher education. Mathematics as a classical subject has played an important part in higher education until now, especially in engineering education. The introduction of mathematics IT programmes  (MathCad, MathLab, Matematica, Maple… in labour market caused the reduction of the practical application of the classical mathematics, therefore it is important to draw attention to the development of mathematical competences. The theoretical part of the paper deals with the notion of competence, its aspects and types, considers the question of the essence of  mathematics, examines general competences driven teaching of mathematics, describes organisational model underlying the curriculum in mathematics that is based on the division of the content of mathematics into levels. The paper describes the main issues of the development of teaching of mathematics discussed by European mathematicians (SEFI Math Working Group.  The paper presents the results of the ERDF project “Cross-border network for adapting mathematical competences in the socio-economic development (MatNet”, which

  12. 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…

  13. 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…

  14. Positioning in Mathematics Education: Revelations on an Imported Theory

    Science.gov (United States)

    Herbel-Eisenmann, Beth A.; Wagner, David; Johnson, Kate R.; Suh, Heejoo; Figueras, Hanna

    2015-01-01

    We develop theory within the field of mathematics education based on analysis of an imported theory--positioning theory--and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms "positioning" and "storyline." We offer Lemke's idea of timescales…

  15. 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…

  16. 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…

  17. The Professional Identity of Mathematics Teachers in Further Education

    Science.gov (United States)

    Dalby, Diane

    2017-01-01

    Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…

  18. Observations on Citation Practices in Mathematics Education Research. Research Commentary

    Science.gov (United States)

    Leatham, Keith R.

    2015-01-01

    The author argues that the field of mathematics education as a whole can and should improve its citation practices. He discusses 4 forms of citation practice and considers how they vary with respect to transparency of voice. He also discusses several ways that citation practices may misrepresent cited authors' ideas. He concludes with suggestions…

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

    NARCIS (Netherlands)

    Terwel, J.; Stéphan Vincent-Lancrin, S.; Kiira Kärkkäinen, K.; Francesco Avvisati, F.

    2011-01-01

    One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a

  20. Mathematical analysis of education tax in Nigerian private schools ...

    African Journals Online (AJOL)

    To overcome inadequate funding of public schools, the introduction of education tax has been suggested in literature. This paper analysed the effects of such tax on private schools using mathematical models, and highlighted the ways for achieving the smooth functioning of the system. Three case senerios were studied: ...

  1. Inferentialism in mathematics education : introduction to a special issue

    NARCIS (Netherlands)

    Bakker, Arthur; Hußmann, Stephan

    2017-01-01

    Inferentialism, as developed by the philosopher Robert Brandom (1994, 2000), is a theory of meaning. The theory has wide-ranging implications in various fields but this special issue concentrates on the use and content of concepts. The key idea, relevant to mathematics education research, is that

  2. 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)

  3. Digital Curriculum Resources in Mathematics Education: Foundations for Change

    Science.gov (United States)

    Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie

    2017-01-01

    In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review…

  4. Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review

    Science.gov (United States)

    Bakker, Arthur; Smit, Jantien; Wegerif, Rupert

    2015-01-01

    This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview…

  5. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Science.gov (United States)

    Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

    2012-01-01

    Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

  6. Electrooculography: Connecting Mind, Brain, and Behavior in Mathematics Education Research

    Science.gov (United States)

    Shipulina, Olga V.; Campbell, Stephen R.; Cimen, Arda O.

    2009-01-01

    This paper reports on the potential roles and importance of electrooculography (EOG) for mathematics educational neuroscience research. EOG enables accurate measurements of eye-related behavior (i.e., blinks & movements) by recording changes in voltage potentials generated by eye-related behavior. We identify and discuss three main uses of EOG.…

  7. 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…

  8. Wittrock's Influence on Mathematics Education: Some Personal Comments

    Science.gov (United States)

    Romberg, Thomas A.

    2010-01-01

    Merlin C. Wittrock was a friend and colleague who influenced me and many other contemporary mathematics educators on how students learn. In this article I summarize my interactions with Merl beginning in 1965, and how over the following half-century he influenced my thinking on student learning for understanding and, in turn, on how to design…

  9. An analytical framework for mathematics teacher education from a ...

    African Journals Online (AJOL)

    Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake a retrospective, reflexive analysis of my praxis as ...

  10. Place Matters: Mathematics Education Reform in Urban Schools

    Science.gov (United States)

    Rousseau Anderson, Celia

    2014-01-01

    While mathematics education research has often focused at the level of the classroom (Rousseau Anderson & Tate, 2008), there are emerging calls for attention to shift from individual classrooms to consider the process of reform at the school or district level. Investigating the role of the institution and conditions of the organization becomes…

  11. 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…

  12. 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…

  13. Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

    Science.gov (United States)

    Sagirli, Meryem Özturan

    2014-01-01

    This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

  14. 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.

  15. Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

    OpenAIRE

    Abakpa , Benjamin ,; Abah , Joshua ,; Okoh Agbo-Egwu , Abel

    2018-01-01

    International audience; This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students' distinctive appetite for consuming science-related media for...

  16. Ensuring Academic Standards in US Higher Education

    Science.gov (United States)

    Dill, David D.

    2014-01-01

    The most recent research on college-student learning in the US by respected scholars such as Richard Arum, Josipa Roksa, and Ernest Pascarella suggests that the nation's means of ensuring academic standards in US colleges and universities are not working effectively. Like US K-12 education and health care, the US higher education system is…

  17. Progressive Education Standards: A Neuroscience Framework

    Science.gov (United States)

    O'Grady, Patty

    2011-01-01

    This paper proposes a coherent and unique set of 12 standards, adopting a neuroscience framework for biologically based on school reform. This model of educational principles and practices aligns with the long-standing principles and practices of the Progressive Education Movement in the United States and the emerging principles of neuroscience.…

  18. Radical Recentering: Equity in Educational Leadership Standards

    Science.gov (United States)

    Galloway, Mollie K.; Ishimaru, Ann M.

    2015-01-01

    Background: The widely adopted Interstate School Leaders Licensure Consortium standards are designed to guide the preparation and professional development of educational leaders. However, the standards' limited mention of race, class, ethnicity, ability, gender, sexuality, or other marginalized identities suggests that addressing persistent…

  19. Standards of Multimedia Graphic Design in Education

    Science.gov (United States)

    Aldalalah, Osamah Ahmad; Ababneh, Ziad Waleed Mohamed

    2015-01-01

    This study aims to determine Standards of Multimedia Graphic Design in Education through the analysis of the theoretical basis and previous studies related to this subject. This study has identified the list of standards of Multimedia, Graphic Design, each of which has a set indicator through which the quality of Multimedia can be evaluated in…

  20. 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…

  1. 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…

  2. Applying contemporary philosophy in mathematics and statistics education : The perspective of inferentialism

    NARCIS (Netherlands)

    Schindler, Maike; Mackrell, Kate; Pratt, Dave; Bakker, A.

    2017-01-01

    Schindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In G. Kaiser (Ed.). Proceedings of the 13th International Congress on Mathematical Education, ICME-13

  3. The early mathematical education of Ada Lovelace

    OpenAIRE

    Hollings, C; Martin, UM; Rice, A

    2017-01-01

    Ada, Countess of Lovelace, is remembered for a paper published in 1843, which translated and considerably extended an article about the unbuilt Analytical Engine, a general-purpose computer designed by the mathematician and inventor Charles Babbage. Her substantial appendices, nearly twice the length of the original work, contain an account of the principles of the machine, along with a table often described as “the first computer program”. In this paper we look at Lovelace’s education before...

  4. 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.

  5. Mathematical Cultures : the London Meetings 2012-2014

    CERN Document Server

    2016-01-01

    This collection presents significant contributions from an international network project on mathematical cultures, including essays from leading scholars in the history and philosophy of mathematics and mathematics education. Mathematics has universal standards of validity. Nevertheless, there are local styles in mathematical research and teaching, and great variation in the place of mathematics in the larger cultures that mathematical practitioners belong to. The reflections on mathematical cultures collected in this book are of interest to mathematicians, philosophers, historians, sociologists, cognitive scientists and mathematics educators.

  6. 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.

  7. Graph comprehension in science and mathematics education: Objects and categories

    DEFF Research Database (Denmark)

    Voetmann Christiansen, Frederik; May, Michael

    types of registers. In the second part of the paper, we consider how diagrams in science are often composites of iconic and indexical elements, and how this fact may lead to confusion for students. In the discussion the utility of the Peircian semiotic framework for educational studies......, the typological mistake of considering graphs as images is discussed related to litterature, and two examples from engineering education are given. The educational implications for science and engineering are discussed, with emphasis on the need for students to work explicitly with conversions between different...... of representational forms in science is discussed, and how the objects of mathematics and science relate to their semiotic representations....

  8. Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding

    Science.gov (United States)

    Bullock, Erika C.

    2018-01-01

    In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by…

  9. Mathematics Education Research in South Africa 2007-2015: Review and Reflection

    Science.gov (United States)

    Adler, Jill; Alshwaikh, Jehad; Essack, Regina; Gcsamba, Lizeka

    2017-01-01

    This article reports a review of research in mathematics education in South Africa published in local and international journals in the period 2007-2015. The purpose of the review was to describe the landscape of mathematics education research in the country over the past (almost) decade. Findings indicate that the mathematics education research…

  10. 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...

  11. 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…

  12. 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…

  13. A REVIEW AND CONTENT ANALYSIS OF MATHEMATICS TEXTBOOKS IN EDUCATIONAL RESEARCH

    Directory of Open Access Journals (Sweden)

    Cheng Chieh Chang

    2017-06-01

    Full Text Available Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School’s level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies, the most common subject was number and operations (16 studies, and the highest number in school’s level was elementary school (18 studies. Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis.

  14. 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.

  15. Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

    Science.gov (United States)

    Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

    2015-01-01

    This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

  16. 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)

  17. Developing workshop module of realistic mathematics education: Follow-up workshop

    Science.gov (United States)

    Palupi, E. L. W.; Khabibah, S.

    2018-01-01

    Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

  18. Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

    OpenAIRE

    Papadakis, Stamatis; Kalogiannakis, Michail; Zaranis, Nicholas

    2016-01-01

    The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the ...

  19. Mathematical gauge theory with applications to the standard model of particle physics

    CERN Document Server

    Hamilton, Mark J D

    2017-01-01

    The Standard Model is the foundation of modern particle and high energy physics. This book explains the mathematical background behind the Standard Model, translating ideas from physics into a mathematical language and vice versa. The first part of the book covers the mathematical theory of Lie groups and Lie algebras, fibre bundles, connections, curvature and spinors. The second part then gives a detailed exposition of how these concepts are applied in physics, concerning topics such as the Lagrangians of gauge and matter fields, spontaneous symmetry breaking, the Higgs boson and mass generation of gauge bosons and fermions. The book also contains a chapter on advanced and modern topics in particle physics, such as neutrino masses, CP violation and Grand Unification. This carefully written textbook is aimed at graduate students of mathematics and physics. It contains numerous examples and more than 150 exercises, making it suitable for self-study and use alongside lecture courses. Only a basic knowledge of d...

  20. Impact and productivity of Latin American publications about mathematics education

    Directory of Open Access Journals (Sweden)

    Aida Maria Torres-Alfonso

    2015-04-01

    Full Text Available More than a century room recently they have been carrying out, frequently annual Educational Mathematics Latin American Meetings (RELME and the works presented in the event, after a revision for even of experts, the ALME is published (Latin American Mathematics Education Act. We present a qualitative analysis of the impact of publications recorded in ALME in the period between 2000 and 2009. They use scientific production indicators, indicators of impact or influence: who provided the scientific community use made of these results based on the count of citations received by papers published in ALME in the publication itself, supplemented by an analysis of citations according to Google Scholar and collaboration indicators that showed the type of existing collaboration in the scientific community.

  1. 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...

  2. Implementing the National Council of Teachers of Mathematics Standards: A slow process

    OpenAIRE

    Joseph M. Furner

    2004-01-01

    The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduat...

  3. STEM Education and Leadership: A Mathematics and Science Partnership Approach

    OpenAIRE

    Twyford, John; Järvinen, Esa-Matti

    2010-01-01

    The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States’ performance in the STEM disciplines have placed our nation in grave risk of relinquishing its competitive edge in the marketplace (e.g., Rising above the gathering storm, 2007). A Congressional Research Service (2006) report stated that...

  4. Digital curriculum resources in mathematics education: foundations for change

    OpenAIRE

    Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.

    2017-01-01

    In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studi...

  5. A protocol for analysing mathematics teacher educators' practices

    OpenAIRE

    Kuzle , Ana; Biehler , Rolf

    2015-01-01

    International audience; Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of ...

  6. Academic performance in the high school mathematics standardized test at metropolitan and remote areas of Costa Rica schools in 2013

    Directory of Open Access Journals (Sweden)

    Mario Castillo-Sánchez

    2016-01-01

    Full Text Available This article describes the academic performance of students from urban and distant areas in the national mathematics test corresponding to the completion of secondary education, considering the specific test and according to the different types of schools: daytime (daytime scientific, daytime humanistic, nighttime, technical or integrated centers for education of young people and adults (CINDEA, in its Spanish acronym.  The main objective is to describe the students academic performance in the national mathematics test issued to complete high-school level, for the year 2013 and according to the country educational areas.  For the analysis of such information, the main source used was the High-School Education National Report, issued by the Ministry of Public Education for 2013 standardized tests.  One of the conclusions from this study is the need to carry out a historical analysis of the performance of educational institutions which have recently obtained the highest and lowest average grades in the high-school diploma tests, in order to be able to delve into the causes of those performances.

  7. Proposal of a pedagogical model for mathematics teacher education

    Directory of Open Access Journals (Sweden)

    Alfonso Jiménez Espinosa

    2011-01-01

    Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

  8. Mathematics and Astronomy: Inquire Based Scientific Education at School

    Science.gov (United States)

    de Castro, Ana I. Gómez

    2010-10-01

    Mathematics is the language of science however, in secondary and high school education students are not made aware of the strong implications behind this statement. This is partially caused because mathematical training and the modelling of nature are not taught together. Astronomy provides firm scientific grounds for this joint training; the mathematics needed is simple, the data can be acquired with simple instrumentation in any place on the planet and the physics is rich with a broad range of levels. In addition, astronomy and space exploration are extremely appealing to young (14-17 years old) students helping to motivate them to study science doing science, i.e. to introduce Inquiry Based Scientific Education (IBSE). Since 1997 a global consortium is being developed to introduce IBSE techniques in secondary/high school education on a global scale: the Global Hands-On Universe association (www.globalhou.org) making use of the astronomical universe as a training lab. This contribution is a brief update on the current activities of the HOU consortium. Relevant URLS: www.globalhou.org, www.euhou.net, www.houspain.com.

  9. 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...

  10. Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

    Science.gov (United States)

    Serin, Mehmet Koray; Incikabi, Semahat

    2017-01-01

    Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

  11. Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard

    Science.gov (United States)

    Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

    2017-01-01

    This paper presents a developed higher education quality assessment model (HEQAM) that can be applied for enhancement of university services. This is because there is no universal unified quality standard model that can be used to assess the quality criteria of higher education institutes. The analytical hierarchy process is used to identify the…

  12. 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.…

  13. Values Education in the Mathematics Classroom: Subject Values, Educational Values and One Teacher's Articulation of Her Practice

    Science.gov (United States)

    Bills, Liz; Husbands, Chris

    2005-01-01

    The issue of values has been a longstanding concern of mathematics education research. Attempts have been made to analyze the specifically mathematical values which characterize the practice of mathematics teachers. In this paper we draw on one teacher's articulation of her practice to explore values issues in the teaching of mathematics, drawing…

  14. Standardizing the European Education Policy Space

    Science.gov (United States)

    Lawn, Martin

    2011-01-01

    Countries in Europe, through the European Union, are creating, as part of the market and its governance, a new policy space in education. It is being formed through law, regulation, networking and harmonization. The development of standards across the different fields of policy, statistical calculation and commerce underpins and extends the…

  15. 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…

  16. Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

    Science.gov (United States)

    An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

    2015-01-01

    This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

  17. 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…

  18. 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

  19. 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…

  20. Transition from Realistic to Real World Problems with the Use of Technology in Elementary Mathematical Education

    Science.gov (United States)

    Budinski, Natalija; Milinkovic, Dragica

    2017-01-01

    The availability of technology has a big impact on education, and that is the main reason for discussing the use of technologies in mathematical education in our paper. The availability of technology influences how mathematical contents could be presented to students. We present the benefits of learning mathematical concepts through real life…

  1. Developing a learning environment on realistic mathematics education for Indonesian student teachers

    NARCIS (Netherlands)

    Zulkardi, Z.

    2002-01-01

    The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated

  2. A Categorization Model for Educational Values of the History of Mathematics: An Empirical Study

    Science.gov (United States)

    Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke

    2017-01-01

    There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the…

  3. A Review of Literature Published in 1973 on Mathematics Education in the Community Junior College.

    Science.gov (United States)

    Gimmestad, Beverly, Swadener, Marc

    Twenty-eight reports, articles, and papers published in 1973 which concern mathematics education in the community junior college are reviewed. Much of this literature was found in "The Two-Year College Mathematics Journal,""The American Mathematical Monthly," or among Educational Resources Information Center (ERIC) reports. The references are…

  4. "Theory at the Crossroads": Mapping Moments of Mathematics Education Research onto Paradigms of Inquiry

    Science.gov (United States)

    Stinson, David W.; Walshaw, Margaret

    2017-01-01

    In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical…

  5. Local Instruction Theories as Means of Support for teachers in Reform Mathematics Education

    NARCIS (Netherlands)

    Gravemeijer, K.P.E.

    2004-01-01

    This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies

  6. Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice

    Science.gov (United States)

    Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.

    2017-01-01

    Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…

  7. The Effect of the Success in Teaching Geometry of Basic Level Education Mathematics

    Science.gov (United States)

    Yavuz, Ayse; Aydin, Bünyamin; Avci, Musa

    2016-01-01

    The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last…

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

    Directory of Open Access Journals (Sweden)

    Aswin Indraprastha

    2008-01-01

    Full Text Available Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.

  9. Academic performance: A case study of mathematics and science educators from rural Washington high schools

    Science.gov (United States)

    Hancock, Tira K.

    A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the No Child Left Behind (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement.

  10. Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

    Science.gov (United States)

    Urquhart, M. L.; Hairston, M.

    2008-12-01

    As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

  11. Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

    Science.gov (United States)

    Pagliaro, Claudia M; Kritzer, Karen L

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

  12. Communitarian education and mathematics learning: A way of value diversity

    Directory of Open Access Journals (Sweden)

    Adamuz-Povedano Natividad

    2016-01-01

    Full Text Available In our society there is high diversity so we need educational methodologies that promote equal opportunities for personal success inside the difference. It is necessary to explore the role of non-formal educational practices in multicultural contexts and to implement a model of communitarian education that allows the practices of other cultures to become valued by and visible to the broader society. Nowadays there are not doubts about the importance of the developing of number sense in the early mathematics learning, however, the entrance to the scholar arithmetic is, in most cases, through the teaching of the four rules using the traditional algorithms. Here we show how to use open calculations based on numbers (ABN as an inclusive methodological alternative, based on the meaningful learning of the decimal system, the operations and their properties. We think the method fits very well with people from other ethnics as Romanian people.

  13. "Guide on the Side": An Instructional Approach to Meet Mathematics Standards

    Science.gov (United States)

    White-Clark, Renee; DiCarlo, Maria; Gilchriest, Nancy, Sister

    2008-01-01

    The ultimate goal of high school mathematics teachers is to create a meaningful learning environment that is conducive to teaching students the necessary concepts for academic achievement. Unfortunately, evidence suggests that many secondary educators still teach in a rote lecture style that focuses on the teacher providing information to passive,…

  14. Preservice Secondary Teachers' Conceptions from a Mathematical Modeling Activity and Connections to the Common Core State Standards

    Science.gov (United States)

    Stohlmann, Micah; Maiorca, Cathrine; Olson, Travis A.

    2015-01-01

    Mathematical modeling is an essential integrated piece of the Common Core State Standards. However, researchers have shown that mathematical modeling activities can be difficult for teachers to implement. Teachers are more likely to implement mathematical modeling activities if they have their own successful experiences with such activities. This…

  15. Overview of the ANS [American Nuclear Society] mathematics and computation software standards

    International Nuclear Information System (INIS)

    Smetana, A.O.

    1991-01-01

    The Mathematics and Computations Division of the American Nuclear Society sponsors the ANS-10 Standards Subcommittee. This subcommittee, which is part of the ANS Standards Committee, currently maintains four ANSI/ANS software standards. These standards are: Recommended Programming Practices to Facilitate the Portability of Scientific Computer Programs, ANS-10.2; Guidelines for the Documentation of Computer Software, ANS-10.3; Guidelines for the Verification and Validation of Scientific and Engineering Computer Programs for the Nuclear Industry, ANS-10.4; and Guidelines for Accommodating User Needs in Computer Program Development, ANS-10.5. 5 refs

  16. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores

    Science.gov (United States)

    King, Molly Elizabeth

    2016-01-01

    The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the…

  17. Beliefs about the NCTM Standards of Special Educators of Students with Emotional Disturbance

    Science.gov (United States)

    Floyd, Carlyn; Rice, Elisabeth Hess

    2009-01-01

    This study examined the beliefs of individuals providing the mathematics instruction to elementary students with ED in a self-contained setting as compared to general educators in the same school. The study also attempted to determine the factors that influence beliefs of the NCTM Standards. Through analyzing teachers' beliefs of the NCTM…

  18. The Influences of Middle School Mathematics Teachers' Practical Rationality on Instructional Decision Making Regarding the Common Core State Standards for Mathematical Practices

    Science.gov (United States)

    Sobolewski-McMahon, Lauren M.

    2017-01-01

    The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The…

  19. Implications of Informal Education Experiences for Mathematics Teachers' Ability to Make Connections beyond Formal Classroom

    Science.gov (United States)

    Popovic, Gorjana; Lederman, Judith S.

    2015-01-01

    The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…

  20. 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…

  1. 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…

  2. Mathematics Education in Multilingual Contexts for the Indigenous Population in Latin America

    DEFF Research Database (Denmark)

    Parra, Aldo; Mendes, Jackeline; Valero, Paola

    2016-01-01

    In Latin America, there is a considerable Indigenous population whose participation in the educational system has been systematically obstructed by the imposition of Spanish and Portuguese, the languages of the colonial powers. The historical process of Indigenous education was rooted in the colo...... the development of mathematical registers and language revitalization as central issues within the mathematics education of Indigenous people....

  3. 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…

  4. 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…

  5. A Categorization Model for Educational Values of the History of Mathematics. An Empirical Study

    Science.gov (United States)

    Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke

    2017-11-01

    There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the history of mathematics by combining the objectives of high school mathematics curriculum in China. This framework includes six dimensions: the harmony of knowledge, the beauty of ideas or methods, the pleasure of inquiries, the improvement of capabilities, the charm of cultures, and the availability of moral education. The results show that this framework better explained the all-educational values of the history of mathematics that all teaching cases showed. Therefore, the framework can guide teachers to better integrate the history of mathematics into teaching.

  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. Cross-Referencing National Standards in Personal Finance for Business Education with National Standards in Personal Finance Education

    Science.gov (United States)

    Gayton, Jorge

    2005-01-01

    The purpose of this study was to determine the extent to which National Standards in Personal Finance for Business Education correlate with National Standards in Personal Finance Education. A content analysis revealed that the National Standards in Personal Finance for Business Education, established by the National Business Education Association…

  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. Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2013-01-01

    The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…

  10. A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

    Science.gov (United States)

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

    This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

  11. 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…

  12. 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…

  13. Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

    Science.gov (United States)

    Sayeski, Kristin L.; Paulsen, Kim J.

    2010-01-01

    In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

  14. 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

  15. Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

    OpenAIRE

    Edwin Musdi

    2016-01-01

    This research aims to develop a mathematics instructional model based realistic mathematics education (RME) to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characterist...

  16. 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.

  17. Educational Cloud Services and the Mathematics Confidence, Affective Engagement, and Behavioral Engagement of Mathematics Education Students in Public University in Benue State, Nigeria

    Science.gov (United States)

    Iji, Clement Onwu; Abah, Joshua Abah; Anyor, Joseph Wuave

    2018-01-01

    This study investigated the impact of cloud services on mathematics education students' mathematics confidence, affective engagement, and behavioral engagement in public universities in Benue State, Nigeria. Ex-post facto research design was adopted for the study. The instrument for the study was the researcher-developed Cloud Services Mathematics…

  18. Contextual Factors in Education: Improving Science and Mathematics Education for Minorities and Women.

    Science.gov (United States)

    Cole, Michael, Ed.; Griffin, Peg, Ed.

    This book summarizes research on the various ways that students' cultural backgrounds and innate ways of learning affect academic achievement. It also offers descriptions and recommendations for improving science and mathematics education for minorities and women, based on successful programs, that take these differences into account. The focus is…

  19. Modelling and applications in mathematics education the 14th ICMI study

    CERN Document Server

    Galbraith, Peter L; Niss, Mogens

    2007-01-01

    The book aims at showing the state-of-the-art in the field of modeling and applications in mathematics education. This is the first volume to do this. The book deals with the question of how key competencies of applications and modeling at the heart of mathematical literacy may be developed; with the roles that applications and modeling may play in mathematics teaching, making mathematics more relevant for students.

  20. (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'…

  1. 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

  2. Standards in Gifted Education and Their Effects on Professional Competence

    Science.gov (United States)

    Johnsen, Susan K.

    2012-01-01

    Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

  3. 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

  4. 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

  5. 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.

  6. Novice teen driving : education and training administrative standards.

    Science.gov (United States)

    2009-10-09

    The Novice Teen Driver Education and Training Administrative Standards set forth in this document serve to guide all novice teen driver education and training programs in States striving to provide quality, consistent driver education and training. W...

  7. 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.

  8. Special Education Compliance: Program Review Standards and Indicators.

    Science.gov (United States)

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Special Education.

    This manual contains special education standards and indicators for educating children with disabilities in Missouri. It is divided into four main sections. Section 1 contains special education compliance standards based upon the federal Office of Special Education Programs Continuous Improvement Monitoring Program clusters and indicators. The…

  9. 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…

  10. 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…

  11. 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

  12. Prospects of Cloud Computing as Safe Haven for Improving Mathematics Education in Nigeria Tertiary Institutions

    OpenAIRE

    Iji, Clement Onwu; Abah, Joshua Abah

    2016-01-01

    International audience; Historically, mathematics education has been bedeviled by the deployment of instructional strategies that seriously stunt the growth of students. Methodologies and approaches of instructional delivery in tertiary institutions have raised the need for technological augmentation for both students and mathematics educators. Cloud computing yield itself to this quest by strengthening individualized learning via unrestricted access to infrastructure, platforms, content, and...

  13. 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…

  14. Mathematics Education ITE Students Examining the Value of Digital Learning Objects

    Science.gov (United States)

    Hawera Ngarewa; Wright, Noeline; Sharma, Sashi

    2017-01-01

    One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school…

  15. Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

    Science.gov (United States)

    Haynes, J. Chris; Stripling, Christopher T.

    2014-01-01

    School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

  16. 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

  17. Learning at the Boundaries: Collaboration between Mathematicians and Mathematics Educators within and across Institutions

    Science.gov (United States)

    Bennison, Anne; Goos, Merrilyn

    2016-01-01

    Collaboration between mathematicians and mathematics educators may provide a means of improving the quality of pre-service teacher education for prospective teachers of mathematics. Some preliminary findings of a project that investigates this type of interdisciplinary collaboration, both within and across institutions, are reported on in this…

  18. Helping Early Childhood Educators to Understand and Assess Young Children's Mathematical Minds

    Science.gov (United States)

    Ginsburg, Herbert P.

    2016-01-01

    This issue of "ZDM Mathematics Education" focuses on the formative assessment of young children's mathematical thinking, with an emphasis on computer-based approaches drawing upon on cognitive and educational research. The authors discuss several different assessment methods, including clinical interviewing, observation, and testing,…

  19. Enhancing Science and Mathematics Education for Child Care Providers and Preschool Teachers.

    Science.gov (United States)

    White, Jennifer Meux; Hosoume, Kimi

    The Lawrence Hall of Science (LHS), University of California at Berkeley has completed a 3-year project to develop a science and mathematics education course and science curriculum for early childhood educators. This project was in response to the need for improving the science and mathematics knowledge and teaching skills of adults who work with…

  20. 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…

  1. Mathematics of quantitative kinetic PCR and the application of standard curves.

    Science.gov (United States)

    Rutledge, R G; Côté, C

    2003-08-15

    Fluorescent monitoring of DNA amplification is the basis of real-time PCR, from which target DNA concentration can be determined from the fractional cycle at which a threshold amount of amplicon DNA is produced. Absolute quantification can be achieved using a standard curve constructed by amplifying known amounts of target DNA. In this study, the mathematics of quantitative PCR are examined in detail, from which several fundamental aspects of the threshold method and the application of standard curves are illustrated. The construction of five replicate standard curves for two pairs of nested primers was used to examine the reproducibility and degree of quantitative variation using SYBER Green I fluorescence. Based upon this analysis the application of a single, well- constructed standard curve could provide an estimated precision of +/-6-21%, depending on the number of cycles required to reach threshold. A simplified method for absolute quantification is also proposed, in which quantitative scale is determined by DNA mass at threshold.

  2. 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.

  3. The Use of Computers in Mathematics Education: A Paradigm Shift from "Computer Assisted Instruction" towards "Student Programming"

    Science.gov (United States)

    Aydin, Emin

    2005-01-01

    The purpose of this study is to review the changes that computers have on mathematics itself and on mathematics curriculum. The study aims at investigating different applications of computers in education in general, and mathematics education in particular and their applications on mathematics curriculum and on teaching and learning of…

  4. Physics and Mathematics as Interwoven Disciplines in Science Education

    Science.gov (United States)

    Galili, Igal

    2018-03-01

    The relationship between physics and mathematics is reviewed upgrading the common in physics classes' perspective of mathematics as a toolkit for physics. The nature of the physics-mathematics relationship is considered along a certain historical path. The triadic hierarchical structure of discipline-culture helps to identify different ways in which mathematics is used in physics and to appreciate its contribution, to recognize the difference between mathematics and physics as disciplines in approaches, values, methods, and forms. We mentioned certain forms of mathematical knowledge important for physics but often missing in school curricula. The geometrical mode of codification of mathematical knowledge is compared with the analytical one in context of teaching school physics and mathematics; their complementarity is exemplified. Teaching may adopt the examples facilitating the claims of the study to reach science literacy and meaningful learning.

  5. The Language Policy Practice in Mathematics Education in the ...

    African Journals Online (AJOL)

    kofimereku

    mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the ..... Cambridge: Cambridge Univ. Press, 9-33.

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

    African Journals Online (AJOL)

    Acquisition of Mathematical knowledge and skills requires effective teaching and learning. The traditional method of teaching that is usually adopted by Mathematics Teachers has been identified as one of the causes of students' poor performance Mathematics. However, adoptions of innovative strategies have been ...

  7. 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'…

  8. ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension

    Science.gov (United States)

    Boote, Stacy K.; Boote, David N.

    2018-01-01

    Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

  9. Modelling as a foundation for academic forming in mathematics education

    NARCIS (Netherlands)

    Perrenet, J.C.; Morsche, ter H.G.

    2004-01-01

    The Bachelor curriculum of Applied Mathematics in Eindhoven includes a series of modelling projects where pairs of students solve mathematical problems posed in non-mathematical language. Communication skills training is integrated with this track. Recently a new course has been added. The students

  10. Exploring Kuwaiti mathematics: student-teachers' beliefs toward using Logo and mathematics education

    OpenAIRE

    Sulaiman, NAJ

    2011-01-01

    The main objective of this study is to explore the effect of one taught course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for mathematics instruction. The Logo module comprised of 24-sessions (deducted from the hours of the Methods of Teaching Mathematics ...

  11. Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M-M)

    Science.gov (United States)

    Tatto, Maria Teresa; Peck, Ray; Schwille, John; Bankov, Kiril; Senk, Sharon L.; Rodriguez, Michael; Ingvarson, Lawrence; Reckase, Mark; Rowley, Glenn

    2012-01-01

    The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…

  12. Standardized Curriculum for Marketing and Cooperative Vocational Education.

    Science.gov (United States)

    Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

    Standardized course titles and core contents for seven marketing and cooperative vocational education courses in Mississippi are provided: (1) marketing education, part one; (2) marketing education, part two; (3) fashion merchandising; (4) marketing cooperative education, part one; (5) marketing cooperative education, part two; (6) diversified…

  13. 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

  14. 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

  15. 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...

  16. A Primer for Mathematical Modeling

    Science.gov (United States)

    Sole, Marla

    2013-01-01

    With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school…

  17. 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…

  18. Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education

    Science.gov (United States)

    Siller, Hans-Stefan; MaaB, Jurgen

    2012-01-01

    No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge…

  19. Mathematics Anxiety and Prevention Strategy: An Attempt to Support Students and Strengthen Mathematics Education

    Directory of Open Access Journals (Sweden)

    Aweke Shishigu

    2018-02-01

    Full Text Available In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students' interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students' current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of East Shoa Zone in Oromia region. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS, whereas students' current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.

  20. 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.

  1. 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…

  2. Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy

    Directory of Open Access Journals (Sweden)

    Sunisa Sumirattana

    2017-09-01

    This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process. The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104 ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1 posing real life problems, (2 solving problems individually or in a group, (3 presenting and discussing, (4 developing formal mathematics, and (5 applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.

  3. Mathematics

    International Nuclear Information System (INIS)

    Demazure, M.

    1988-01-01

    The 1988 progress report of the Mathematics center (Polytechnic School, France), is presented. The Center is composed of different research teams: analysis, Riemann geometry, group theory, formal calculus and algorithm geometry, dynamical systems, topology and singularity. For each team, the members, the research topics, the national and international cooperations, are given. The papers concerning the investigations carried out in 1988, are listed [fr

  4. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students

    Science.gov (United States)

    2013-01-01

    find amusing but that we find of less educational value, like having the robots say comical things. Those who have more teaching time would doubtless...Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students by Edward M. Measure and Edward Creegan...TR-6220 January 2013 Gains in the Education of Mathematics and Science (GEMS): Teaching Robotics to High School Students Edward M

  5. Integration of the development of mathematical concepts and music education in preschool education by means of songs

    OpenAIRE

    Maričić, Sanja; Ćalić, Maja

    2015-01-01

    Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...

  6. Impact of education on living standard in Nigeria | Akande ...

    African Journals Online (AJOL)

    Education brings about awareness and increases opportunities for growth and development. On the individual level, education brings about economic opportunities and improves individual standard of living. On the aggregate level, education improves labour skills leading to increase in productivity and overall standard of ...

  7. American Mathematical Association of Two Year Colleges Reform Policies in Practice: Implementing Standards in Classroom Instruction for Basic Skills Mathematics at One Four-Year College in New Jersey

    Science.gov (United States)

    Garruto, Patricia J.

    2012-01-01

    High school graduates continue to enter post-secondary education lacking in basic mathematical skills and thus not academically prepared to enroll in college-level mathematics courses (ACT, 2010). Although it can be argued that those mathematical concepts should have been mastered in grades K-12, educating those students in basic skills…

  8. Stereotactically Standard Areas: Applied Mathematics in the Service of Brain Targeting in Deep Brain Stimulation

    Directory of Open Access Journals (Sweden)

    Ioannis N. Mavridis

    2017-12-01

    Full Text Available The concept of stereotactically standard areas (SSAs within human brain nuclei belongs to the knowledge of the modern field of stereotactic brain microanatomy. These are areas resisting the individual variability of the nuclear location in stereotactic space. This paper summarizes the current knowledge regarding SSAs. A mathematical formula of SSAs was recently invented, allowing for their robust, reproducible, and accurate application to laboratory studies and clinical practice. Thus, SSAs open new doors for the application of stereotactic microanatomy to highly accurate brain targeting, which is mainly useful for minimally invasive neurosurgical procedures, such as deep brain stimulation.

  9. Stereotactically Standard Areas: Applied Mathematics in the Service of Brain Targeting in Deep Brain Stimulation.

    Science.gov (United States)

    Mavridis, Ioannis N

    2017-12-11

    The concept of stereotactically standard areas (SSAs) within human brain nuclei belongs to the knowledge of the modern field of stereotactic brain microanatomy. These are areas resisting the individual variability of the nuclear location in stereotactic space. This paper summarizes the current knowledge regarding SSAs. A mathematical formula of SSAs was recently invented, allowing for their robust, reproducible, and accurate application to laboratory studies and clinical practice. Thus, SSAs open new doors for the application of stereotactic microanatomy to highly accurate brain targeting, which is mainly useful for minimally invasive neurosurgical procedures, such as deep brain stimulation.

  10. INVOLVING STUDENTS IN RESEARCH AS A FORM OF INTEGRATION OF ENGINEERING WITH MATHEMATICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Viktor M. Fedoseyev

    2016-03-01

    Full Text Available Introduction: questions of integration of mathematical with engineering training in educational process of higher education institution are explored. The existing technologies of the integrated training are analyzed, and the project-oriented direction is distinguished. Research involving students as an organisational and methodical form of training bachelors of the technical speciali sations is discussed. Materials and Methods: results of article are based on researches of tendencies of development of technical and mathematical education, works on the theory and methodology of pedagogical integration, methodology of mathematics and technical science. Methods of historical and pedagogical research, analytical, a method of mathematical modeling were used. Results: the main content of the paper is to make discussion of experience in developing and using integrated educational tasks in real educational process. Discussion is based on a specific technological assignment including a number of mathematical tasks used as a subject of research for students. In the assignment a special place is allocated to the questions reflecting the interplay of a technical task with a mathematical method of research highlighting the objective significance of mathematics as a method to solve engineering problems. Discussion and Conclusions: the paper gives reasons to conditions for using research work with students as an organisational and methodical form of integrated training in mathematics. In realisation of educational technology it is logical to apply the method of projects. It is necessary to formulate a task as an engineering project: to set an engineering objective of research, to formulate specifications; to differentiate between engineering and mathematical tasks of the project, to make actual interrelations between them; the mathematical part of the project has to be a body of research; assessment of the project must be carried out not only accounting for

  11. A case study of pedagogy of mathematics support tutors without a background in mathematics education

    Science.gov (United States)

    Walsh, Richard

    2017-01-01

    This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors' provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.

  12. Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    Afthina, H.; Mardiyana; Pramudya, I.

    2017-09-01

    This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.

  13. Technology-integrated Mathematics Education at the Secondary School Level

    Directory of Open Access Journals (Sweden)

    Hamdi Serin

    2017-06-01

    Full Text Available The potential of technological devices to enrich learning and teaching of Mathematics has been widely recognized recently. This study is founded on a case study that investigates how technology-related Mathematics teaching can enhance learning of Mathematical topics. The findings indicate that when teachers integrate technology into their teaching practices, students’ learning of Mathematics is significantly promoted. It was seen that the use of effective presentations through technological devices highly motivated the students and improved their mathematics achievement. This highlights that the availability of technological devices, teacher beliefs, easy access to resources and most importantly teacher skills of using technological devices effectively are decisive factors that can provide learners better understanding of mathematical concepts.

  14. Inferentialism as an alternative to socioconstructivism in mathematics education

    Science.gov (United States)

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

    2017-12-01

    The purpose of this article is to draw the attention of mathematics education researchers to a relatively new semantic theory called inferentialism, as developed by the philosopher Robert Brandom. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. The article argues that inferentialism can help to overcome certain problems that have plagued the various forms of constructivism, and socioconstructivism in particular. Despite the range of socioconstructivist positions on offer, there is reason to think that versions of these problems will continue to haunt socioconstructivism. The problems are that socioconstructivists (i) have not come to a satisfactory resolution of the social-individual dichotomy, (ii) are still threatened by relativism, and (iii) have been vague in their characterization of what construction is. We first present these problems; then we introduce inferentialism, and finally we show how inferentialism can help to overcome the problems. We argue that inferentialism (i) contains a powerful conception of norms that can overcome the social-individual dichotomy, (ii) draws attention to the reality that constrains our inferences, and (iii) develops a clearer conception of learning in terms of the mastering of webs of reasons. Inferentialism therefore represents a powerful alternative theoretical framework to socioconstructivism.

  15. The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence

    Directory of Open Access Journals (Sweden)

    Himmatul Afthina

    2017-12-01

    Full Text Available The aims of this research to determine the effect of Think Talk Write (TTW and Think Pair Share (TPS model with Realistic Mathematics Education (RME approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1 TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2 Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3 In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4 In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.

  16. Characteristic of critical and creative thinking of students of mathematics education study program

    Science.gov (United States)

    Rochmad; Agoestanto, A.; Kharis, M.

    2018-03-01

    Critical and creative thinking give important role in learning matematics for mathematics education students. This research to explored the characteristic of critical and creative thinking of students of mathematics study program in mathematics department. Critical thinking and creative thinking can be illustrated as two sides of a coin, which one is associated to the other. In elementary linear algebra courses, however, critical thinking can be seen as a foundation to build students’ creative thinking.

  17. Mathematics computer-based training tool for pupils with special educational needs

    OpenAIRE

    Čeponienė, Lina

    2010-01-01

    Mathematics has a great influence on the development of world science and education, technology and human culture. Ukeje observes that without mathematics there is no science, without science there is no modern technology and without modern technology there is no modern society. In other words, mathematics is the precursor and the queen of science and technology and the indispensable single element in modern societal development. So, it plays a vital role in developing learners abilities to c...

  18. Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

    Science.gov (United States)

    Hart, Eric W.; And Others

    1990-01-01

    Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

  19. 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.

  20. 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

  1. Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

    Science.gov (United States)

    Goos, Merrilyn; Bennison, Anne

    2017-12-01

    In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.

  2. Standardization of education as essential to the development of regional educational systems

    Directory of Open Access Journals (Sweden)

    Shevchuk Andrey

    2013-01-01

    Full Text Available The problematic aspects of the current educational standards in Ukraine as important legal instruments of regional educational systems were viewed. The regulated areas of education standards in Ukraine and the traditional approach based on the identified areas of their innovative changes where described. The main directions of innovation education standards depending on their subject focus where systemised.

  3. Missing the Promise of Mathematical Modeling

    Science.gov (United States)

    Meyer, Dan

    2015-01-01

    The Common Core State Standards for Mathematics (CCSSM) have exerted enormous pressure on every participant in a child's education. Students are struggling to meet new standards for mathematics learning, and parents are struggling to understand how to help them. Teachers are growing in their capacity to develop new mathematical competencies, and…

  4. Making Validated Educational Models Central in Preschool Standards.

    Science.gov (United States)

    Schweinhart, Lawrence J.

    This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher…

  5. Standards for Educational and Psychological Testing, 2014 Edition

    Science.gov (United States)

    American Educational Research Association (AERA), 2014

    2014-01-01

    Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, "Standards for Educational and Psychological Testing" (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and…

  6. Vocational and Technical Education Performance Standards and Competencies.

    Science.gov (United States)

    Connecticut State Board of Education, Hartford.

    These Connecticut vocational and technical performance standards and competencies are a guide for overall quality attainment in these seven vocational and technical program areas: agricultural science technology education; business and finance technology education; cooperative work education; family and consumer sciences education; marketing…

  7. Transforming Music Education on the Way to the Standards.

    Science.gov (United States)

    Kay, Ann

    1997-01-01

    Supports the shift from educating the masses as music consumers to educating a population of competent music makers through the integration of the standards into the music curriculum. Believes that, by transforming the teacher-education programs and creating advocacy agendas, the barriers to educational reform will be overcome. (CMK)

  8. Mathematics Connection

    African Journals Online (AJOL)

    MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.

  9. 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…

  10. Prototype Images in Mathematics Education: The Case of The Graphical Representation of The Definite Integral

    Science.gov (United States)

    Jones, Steven R.

    2018-01-01

    Many mathematical concepts may have prototypical images associated with them. While prototypes can be beneficial for efficient thinking or reasoning, they may also have self-attributes that may impact reasoning about the concept. It is essential that mathematics educators understand these prototype images in order to fully recognize their benefits…

  11. Context problems in realistic mathematics education: A calculus course as an example

    NARCIS (Netherlands)

    Gravemeijer, K.P.E.; Doorman, L.M.

    1999-01-01

    This article discusses the role of context problems, as they are used in the Dutch approach that is known as realistic mathematics education (RME). In RME, context problems are intended for supporting a reinvention process that enables students to come to grips with formal mathematics. This approach

  12. 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…

  13. 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…

  14. Opinions of Secondary School Science and Mathematics Teachers on STEM Education

    Science.gov (United States)

    Yildirim, Bekir; Türk, Cumhur

    2018-01-01

    In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…

  15. Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

    Science.gov (United States)

    Wu, Yingkang; Hwang, Stephen; Cai, Jinfa

    2017-01-01

    In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching…

  16. 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…

  17. Universal Basic Education and the Provision of Quality Mathematics in Southern Africa

    Science.gov (United States)

    Kazima, Mercy

    2014-01-01

    In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries.…

  18. 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…

  19. Mathematics Education as a Proving-Ground for Information-Processing Theories.

    Science.gov (United States)

    Greer, Brian, Ed.; Verschaffel, Lieven, Ed.

    1990-01-01

    Five papers discuss the current and potential contributions of information-processing theory to our understanding of mathematical thinking as those contributions affect the practice of mathematics education. It is concluded that information-processing theories need to be supplemented in various ways to more adequately reflect the complexity of…

  20. The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching

    Science.gov (United States)

    Louie, Nicole L.

    2017-01-01

    In this article, I investigate the influence of the dominant culture characterizing mathematics education--which I term the "culture of exclusion"--on efforts to teach for equity. Analyzing a year of observations in an urban high school mathematics department, I found that this culture structured everyday instruction even for teachers…

  1. Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education

    Science.gov (United States)

    Pepin, Birgit

    2014-01-01

    In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course…

  2. 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…

  3. Use and Exchange Value in Mathematics Education: Contemporary CHAT Meets Bourdieu's Sociology

    Science.gov (United States)

    Williams, Julian

    2012-01-01

    Empirical work has shown how mathematics education exhibits certain tensions between its value as being practically useful to production and consumption on the one hand and in offering access to scarce resources on the other hand. These tensions can be ultimately traced to the contradictions in the way mathematical knowledge enhances the use value…

  4. 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…

  5. 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…

  6. Socially Response-Able Mathematics Education: Implications of an Ethical Approach

    Science.gov (United States)

    Atweh, Bill; Brady, Kate

    2009-01-01

    This paper discusses an approach to mathematics education based on the concept of ethical responsibility. It argues that an ethical approach to mathematics teaching lays the theoretical foundations for social justice concerns in the discipline. The paper develops a particular understanding of ethical responsibility based on the writings of Emanuel…

  7. 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…

  8. 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)

  9. On the difficulties of acquiring mathematical experience: Case rural education

    DEFF Research Database (Denmark)

    Booss-Bavnbek, Bernhelm

    2014-01-01

    Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...

  10. Mathematical Performance: What's in It for Developmental Educators?

    Science.gov (United States)

    Garofalo, Joe

    1985-01-01

    Points out that successful mathematical performance depends not only on declarative and procedural content knowledge, but also upon mathematical thinking skills such as problem-schema knowledge, decision-making skills, and metacognitive knowledge. Argues that the growing need for remediation should influence schools' traditional overemphasis on…

  11. Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.

    Science.gov (United States)

    Mesa Public Schools, AZ.

    Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)

  12. Business Mathematics for Business Education Departments in Pennsylvania's Public Schools.

    Science.gov (United States)

    Parfet, James A.

    This document is meant to be used as a teaching aid to help business teachers in Pennsylvania high schools prepare pupils to assume positions in business offices. Methods are suggested by which business mathematics may be presented to develop the greatest level of pupil achievement. The chapters outline business mathematics in the high school…

  13. The Hammer-and-Nail Phenomenon in Mathematics Education

    Science.gov (United States)

    Lim, Kien H.

    2012-01-01

    This paper uses the hammer-and-nail metaphor to highlight the rigidity and impulsiveness that can be found in student mathematical behaviour. The hammer-and-nail phenomenon can be attributed to two plausible causes: (1) the way the human mind works; and (2) the way mathematics is traditionally taught in school. In this paper, the following aspects…

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

    African Journals Online (AJOL)

    Effects of mathematical game and instructional analogy as advance organizers on students' achievement in secondary school mathematics · EMAIL FREE FULL ... Family socio-economic status and its influences on adolescents perception of, and attitude to, HIV/AIDS prevention among secondary schools in Cross River ...

  15. The language policy practice in mathematics education in the upper ...

    African Journals Online (AJOL)

    The study showed that teachers teach between 30-46% of their mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the language and the lack of materials in the native language.

  16. Currents in industrial mathematics from concepts to research to education

    CERN Document Server

    Prätzel-Wolters, Dieter

    2015-01-01

    Mathematics has many branches: there are the pure, the applied, and the applicable; the theoretical and the practical. There is mathematics for school, for college, and for industry. All these belong to the same family and are bound together by a "mathematical way of thinking." Some mathematicians devote themselves entirely to the well being of this family by preserving it, developing it, and teaching it to the next generation. Others use the familial attributes to help outsiders by taking up their problems and transforming them into mathematical questions in order to solve them. The work of these mathematicians is thus problem driven, based on mathematical models, and oriented on the goal of offering practicable solutions. This second group is sizeable; its members include almost all college graduates working in industry, in the private sector, or in the Fraunhofer Institutes, for example. This group is hardly visible, however, and one seldom hears its voices either. This book remedies this situation by rela...

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

    Directory of Open Access Journals (Sweden)

    Anderson L. Palinussa

    2013-01-01

    Full Text Available This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students’ critical mathematical thinking skills and character through realistic mathematics education (RME culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students’ early math skills test, critical thinking skills mathematical test and perception scale of students’character. Data was analyzed by using t-test and Anova. The study found that: 1 Achievements and enhancement of students’ critical mathematical thinking skills who were treated with by realistic mathematics education is better then students’ skills were treated by conventional mathematics education. The differences are considered to: a overall students, b the level of early math skills, and c schools’ level; 2 Quality of students’ character who were treated by realistic mathematics education is better then students’ character who were treated by conventional mathematics education The differences are considered to: a overall students, b the level of early math skills, and c schools’ level  Keywords: Critical Thinking, Students’ Character, Realistic Mathematics Education Culture-Based DOI: http://dx.doi.org/10.22342/jme.4.1.566.75-94

  18. Teachers' Understanding of and Concerns about Mathematical Modeling in the Common Core Standards

    Science.gov (United States)

    Wolf, Nancy Butler

    2013-01-01

    Educational reform is most likely to be successful when teachers are knowledgeable about the intended reform, and when their concerns about the reform are understood and addressed. The Common Core State Standards (CCSS) is an effort to establish a set of nationwide expectations for students and teachers. This study examined teacher understanding…

  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. Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices

    Science.gov (United States)

    Tan, Paulo

    2017-01-01

    Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics…

  1. 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…

  2. Ten years of democracy: Translating policy into practice in mathematics and science education

    Directory of Open Access Journals (Sweden)

    Kgabo Masehela

    2005-10-01

    Full Text Available This paper provides a 10-year (1994 – 2004 review of the state of mathematics and physical science education (SME in South Africa with respect to participation and performance, and its relationship with policy implementation.

  3. Effects of mathematics computer games on special education students' multiplicative reasoning ability

    NARCIS (Netherlands)

    Bakker, M.; Heuvel-Panhuizen, M.H.A.M. van den; Robitzsch, A.

    2016-01-01

    This study examined the effects of a teacher-delivered intervention with online mathematics mini-games on special education students' multiplicative reasoning ability (multiplication and division). The games involved declarative, procedural, as well as conceptual knowledge of multiplicative

  4. Influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) in Service Education and Training(INSET) on the Attitude of Students towards Mathematics Perfomance in Public Secondary Schools of Rangwe Division, Homa-Bay Sub County-Kenya

    Science.gov (United States)

    Wafubwa, Ruth Nanjekho

    2015-01-01

    The general performance in mathematics in Kenya has been declining over the past years. This prompted the researchers to investigate the influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) In Service Education and Training (INSET) on students' attitudes towards mathematics performance in public secondary schools of…

  5. Master teachers' responses to twenty literacy and science/mathematics practices in deaf education.

    Science.gov (United States)

    Easterbrooks, Susan R; Stephenson, Brenda; Mertens, Donna

    2006-01-01

    Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.

  6. An Examination of the Implementation of Mathematics Lessons in a Chinese Kindergarten Classroom in the Setting of Standards Reform

    Science.gov (United States)

    Hu, Bi Ying; Quebec Fuentes, Sarah; Ma, Jingjing; Ye, Feiwei; Roberts, Sherron Killingsworth

    2017-01-01

    In China, the "2001 Kindergarten Education Guidelines (Trial)", or "New Outline", delineates what constitutes high-quality, developmentally appropriate practices in all early childhood education curriculum domains, including mathematics. The "New Outline" is known for advocating a child-centered, play-based approach…

  7. Mathematics education and students with learning disabilities: introduction to the special series.

    Science.gov (United States)

    Rivera, D P

    1997-01-01

    The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and

  8. The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

    OpenAIRE

    Yuliana, Yuliana; Tasari, Tasari; Wijayanti, Septiana

    2017-01-01

    The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model a...

  9. The impact of computer use in the development of Mathematics teaching in primary education

    OpenAIRE

    Alawadhi, Nabil

    2011-01-01

    This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almos...

  10. Forces for Change in Mathematics Education—: The Case of TIMSS

    Directory of Open Access Journals (Sweden)

    Donald S. Macnab

    2000-02-01

    Full Text Available The results of the Third International Study in Mathematics and Science Education (TIMSS were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.

  11. A critique on the role of social justice perspectives in mathematics education

    DEFF Research Database (Denmark)

    Dahl, Bettina

    2008-01-01

    This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes.......This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes....

  12. The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

    OpenAIRE

    松島, 充

    2014-01-01

    In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...

  13. Addressing Mathematization Obstacles with Unformalized Problems in Physics Education

    DEFF Research Database (Denmark)

    Niss, Martin

    2018-01-01

    Abstract: Solving a physics problem requires that the problem solver either implicitly or explicitly structure the problem situation in such a way that she can set up the mathematical equations based on the relevant physics. This part of the mathematization process has been shown to cause obstacles...... for students (Niss, 2016). In the paper, we show how the students’ ability to perform this mathematization process can be trained by using so-called unformalized physics problems. Some examples of how this training can be done are provided from a course on problem solving in physics taught at Roskilde...

  14. The development of national standards for adult educators in Namibia

    Science.gov (United States)

    Ellis, Justin; Richardson, Brent H.

    2012-06-01

    Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.

  15. Standardization from a benchtop to a handheld NIR spectrometer using mathematically mixed NIR spectra to determine fuel quality parameters

    DEFF Research Database (Denmark)

    da Silva, Neirivaldo Cavalcante; Cavalcanti, Claudia Jessica; Honorato, Fernanda Araujo

    2017-01-01

    spectral responses of fuel samples (gasoline and biodiesel blends) from a high-resolution benchtop Frontier FT-NIR (PerkinElmer) spectrometer and a handheld MicroNIR™1700 (JDSU). These virtual standards can be created by mathematically mixing spectra from the pure solvents present in gasoline or diesel...... to the handheld MicroNIR using virtual standards as transfer samples...

  16. The Compatibility of Developed Mathematics Textbooks' Content in Saudi Arabia (Grades 6-8) with NCTM Standards

    Science.gov (United States)

    Alshehri, Mohammed Ali; Ali, Hassan Shawki

    2016-01-01

    This study aimed to investigate the compatibility of developed mathematics textbooks' content (grades 6-8) in Saudi Arabia with NCTM standards in the areas of: number and operations, algebra, geometry, measurement, data analysis and probability. To achieve that goal, a list of (NCTM) standards for grades (6-8) were translated to Arabic language,…

  17. Integrating standardization into engineering education: the case of forerunner Korea

    NARCIS (Netherlands)

    D.G. Choi (Dong Geun); H.J. de Vries (Henk)

    2013-01-01

    textabstractThe Republic of Korea is a forerunner in integrating the topic of standardization into engineering education at the academic level. This study investigates developments and evolutions in the planning and operating of the University Education Promotion on Standardization (UEPS) in Korea.

  18. Distance Mathematics Education as a Means for Tackling Impulse Control Disorder: The Case of a Young Convict

    Science.gov (United States)

    Ahl, Linda; Aguilar, Mario Sánchez; Jankvist, Uffe Thomas

    2017-01-01

    While distance education (DE) is often considered as a means to provide mathematical education to students in remote locations or to promote the professional development of mathematics teachers, this article reports a case showing that DE may also be useful in providing mathematical instruction to individuals who are marginalized or disadvantaged…

  19. Cryptanalysis in World War II--and Mathematics Education.

    Science.gov (United States)

    Hilton, Peter

    1984-01-01

    Hilton describes the team of cryptanalysts who tried to decipher German and Japanese codes during the Second World War. The work of Turing, essentially developing the computer, is reported, as well as inferences about pure and applied mathematics. (MNS)

  20. Mathematics education and language: interpreting hermeneutics and post-structuralism

    National Research Council Canada - National Science Library

    Brown, Tony, Ph. D

    1997-01-01

    ... 79 81 84 86 Vvi CONTENTS PART TWO. THE CLASSROOM ENVIRONMENT 99 CHAPTER 4. SOME LESSONS 103 CHAPTER5. THE PHENOMENOLOGY OF THE MATHEMATICS CLASSROOM 132 Personal Space Appresentational Associati...

  1. Study and Research Paths at Upper Secondary Mathematics Education

    DEFF Research Database (Denmark)

    Jessen, Britta Eyrich

    the scope of teaching at this level. With respect to mathematical modelling, links and gaps were identified between scholarly knowledge and knowledge to be taught in secondary school. It is suggested that SRP based teaching can bridge parts of the identified gaps. Finally, it is found that in order for SRP......In didactics of mathematics, researchers have for decades been interested in how to teach students to pose questions and solve problems. Several approaches rely on the idea, that students learn mathematics, when they are engaged in activities similar to research mathematicians. This PhD project...... touch upon these ideas from the perspective offered by the Anthropological Theory of Didactics (ATD ). Within ATD, teaching is proposed to be designed as Study and Research Paths (SRP). This thesis investigates how SRP's support the students' learning of mathematics in a bidisciplinary context involving...

  2. National Center for Mathematics and Science - K-12 education research

    Science.gov (United States)

    Reasoning in the Elementary Grades Classroom Assessment as the Basis for Teacher Change (CATCH) Statistics motion, calculus, statistics, genetics, evolution, astronomy, and other topics. Teacher professional populations in California, Massachusetts, and Wisconsin are examining (a) children's mathematical and

  3. The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia

    Science.gov (United States)

    King, Deborah; Cattlin, Joann

    2015-10-01

    Over the last two decades, many Australian universities have relaxed their selection requirements for mathematics-dependent degrees, shifting from hard prerequisites to assumed knowledge standards which provide students with an indication of the prior learning that is expected. This has been regarded by some as a positive move, since students who may be returning to study, or who are changing career paths but do not have particular prerequisite study, now have more flexible pathways. However, there is mounting evidence to indicate that there are also significant negative impacts associated with assumed knowledge approaches, with large numbers of students enrolling in degrees without the stated assumed knowledge. For students, there are negative impacts on pass rates and retention rates and limitations to pathways within particular degrees. For institutions, the necessity to offer additional mathematics subjects at a lower level than normal and more support services for under-prepared students impacts on workloads and resources. In this paper, we discuss early research from the First Year in Maths project, which begins to shed light on the realities of a system that may in fact be too flexible.

  4. Bridging a gap between theory and practice in mathematics teacher education

    DEFF Research Database (Denmark)

    Jóelsdóttir, Lóa Björk; Errebo-Hansen, Dorthe; Westphael, Henning

    Bridging the dichotomy of theory and practices has long been a key issue of the research in teacher education both in general and within mathematics education (Østergaard, 2016). In the15th ICMI Study (Even & Ball, 2009) there is brief discussion of this dichotomy in (Ponte et al, 2009) but mainly...... the perspective is either on students learning from practice or students learning in an educational programme, which we see as an example of the dichotomy between theory and practices often seen in research of mathematics teacher education. In studies, focusing on bridging the gap often it is seen being...

  5. Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses

    Science.gov (United States)

    Rash, Agnes M.; Fillebrown, Sandra

    2016-01-01

    This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…

  6. Educational project “Mathematics for secondary education (MATEM”, your academic task during the year 2012: participants´ perspective

    Directory of Open Access Journals (Sweden)

    Ana Lucía Alfaro Arce

    2014-06-01

    Full Text Available "MATEM" is a university outreach project. Among its objectives is to improve the mathematics education at the high school level and to accomplish it public universities work together with high school´s teachers and students. The study´s aim was to research various aspects of MATEM Project to order to evaluate its development and consider recommendations for making decisions. This paper summarizes the perceptions of high school students enrolled during 2012 in courses Precalculus and Calculus, moreover the opinion of mathematics teachers. The main results were that MATEM is an academic activity attractive for math teachers and student population from different regions of the country, although sometimes are not available the necessary conditions to develop it in their respective institutions, to have passed a university course, get more practice for the standard test at the end of high school, increase their math skills and prepare for college courses were the aspects that motivate students to enroll in the project, however the development of reasoning skills and abilities were more frequently pointed by respondents.

  7. The Optimal Design Method and Standardized Mathematical Model of Tooth Profile Modification of Spur Gear

    Directory of Open Access Journals (Sweden)

    Wenjie Mei

    2016-01-01

    Full Text Available The paper reports a tooth profile modification method of spur gear. After establishing a standardized mathematical model for optimized tooth profile and simulating meshing process with ANSYS finite element analysis, we obtained 625 groups of gear models with different modification parameters. The group with minimum transmission errors owns the optimal parameters. Genetic algorithm was adopted in the entire process for the purpose of reducing the variation of transmission errors in meshing process. The arc and parabolic modification were doing the same processing. After comparing the transmission errors fluctuation produced by the meshing process of gear of nonmodification with arc modification and parabolic modification, we found that the best modification effects of arc modification and parabolic modification were both reduced by 90%. The modification method makes the gear drive process more stable and efficient, and it is also promising in general application for gear drive.

  8. Didactic trajectory of research in mathematics education using research-based learning

    Science.gov (United States)

    Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim

    2017-10-01

    This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.

  9. Approaches to qualitative research in mathematics education examples of methodology and methods

    CERN Document Server

    Bikner-Ahsbahs, Angelika; Presmeg, Norma

    2014-01-01

    This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.

  10. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998.) Volume 1.

    Science.gov (United States)

    Olivier, Alwyn, Ed.; Newstead, Karen, Ed.

    The first volume of this proceedings contains an introduction and the plenary, research forum, working group, and discussion group papers. Papers include: (1) "Resources as a Verb: Recontextualizing Resources in and for School Mathematics" (Jill Adler); (2) "Markets and Standards: The Politics of Education in a Conservative Age" (Michael Apple);…

  11. National Framework of Professional Standards for Change Leadership in Education

    Science.gov (United States)

    Duffy, Francis M.

    2009-01-01

    The ten professional standards form what Francis Duffy refers to as a "National Framework of Professional Standards for Change Leadership in Education." Each standard has examples of the knowledge, skills, and dispositions that the research suggests are important for effective change leadership. Duffy's hope is that this proposed…

  12. Evaluating Education Quality in Terms of ISO9000 Standards

    Science.gov (United States)

    Fengchun, Cheng; Vogel, Linda R.; Zhaoyu, Zheng

    2014-01-01

    While nations measure the quality of educational systems by different standards, many nations, such as China, have adopted the ISO9000 quality standards to assess the quality of schools. This article explores the various elements of the the ISO9000 standards and how each element relates to the various groups that are consumers or stakeholders in…

  13. Physical Activity Stories: Assessing the "Meaning Standard" in Physical Education

    Science.gov (United States)

    Johnson, Tyler G.

    2016-01-01

    The presence of the "meaning standard" in both national and state content standards suggests that professionals consider it an important outcome of a quality physical education program. However, only 10 percent of states require an assessment to examine whether students achieve this standard. The purpose of this article is to introduce…

  14. MATHEMATICS PRACTICES AND THEIR EFFECTS ON FIRST-TO-FOURTH-GRADE TEACHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Marta Cristina Cezar Pozzobon

    2012-12-01

    Full Text Available Grounded on Foucauldian studies, we have attempted to understand how mathematics practices have produced effects on first-to-fourth-grade mathematics teachers. We have argued that such effects go beyond the borders of the pedagogical and the contents of this knowledge area, becoming part of a “general policy” of truth that comprehends the conceptions of scientific knowledge, mathematics and teaching of a particular time. The materials here considered were produced in a High School course in the 1990’s. We have realized that the practices of mathematics education in that period could be assessed from three emphases: a education to teach mathematics through the “concrete”, the “logical knowledge” and the “abstract”, showing mathematics teaching practices from a constructivist, science-oriented perspective, b “globalized teaching”, and c “emphasis on reality”. This has enabled us to problematize the mathematical education of first-to-fourth grade teachers produced in those practices.

  15. The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education

    Science.gov (United States)

    Luitel, Bal Chandra; Taylor, Peter Charles

    2007-07-01

    Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher's point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.

  16. GENERIC QUALITY STANDARDS VS. SPECIFIC QUALITY STANDARDS: THE CASE OF HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Laila El Abbadi

    2011-06-01

    Full Text Available Quality as a new requirement for the field of higher education leads institutions to seek to satisfy generic or specific quality standards imposed directly or indirectly by its customers. The aim of this study is to compare between ISO9001, as a generic quality standard, and the Code of Practice of the Quality Assurance Agency for Higher Education (QAA, as a specific quality standard. A correlation matrix is drawn and correlation rates are calculated to show similarities and differences between them. This paper shows, first, that ISO9001 and QAA Code of Practice are compatible. Second, implementing a quality management system in accordance with ISO9001 requirements can constitute an adequate framework for the application of the QAA Code of Practice requirements. Third, to make the ISO9001 requirements closer to a specific quality standard in the field of higher education, it is recommended to complete these standards by specific requirements to the field of higher education.

  17. Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

    Science.gov (United States)

    Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

    2013-01-01

    This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

  18. Education Schools Need a Gold Standard

    Science.gov (United States)

    Fraser, James W.

    2009-01-01

    Reform of teacher preparation is once again in the air. In his first major speech about education, President Obama said that "recruiting, preparing, and rewarding outstanding teachers" will be one of the new administration's top priorities. The priorities set forth in the stimulus package, as well as the Congressional debates about the…

  19. Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

    Science.gov (United States)

    Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy

    2018-01-01

    Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

  20. Student Attitudes towards Group Work among Undergraduates in Business Administration, Education and Mathematics

    Science.gov (United States)

    Gottschall, Holli; Garcia-Bayonas, Mariche

    2008-01-01

    Group work is a widely used teaching technique in higher education. Faculty find themselves utilizing this method in their classes more and more, yet few studies examine what students actually think about group work. The current study surveyed Mathematics, Education, and Business Administration majors at a mid-sized southeastern university in…