The Impact of Teaching Mathematics Upon the Development of Mathematical Practices

2019 ◽  
pp. 123-141
Author(s):  
Gert Schubring
Keyword(s):  
Teaching Mathematics ◽  
Mathematical Practices ◽  
The Impact

scholarly journals Digital Representations of Mathematical Objects in the Context of Various Forms of Representation of Mathematical Knowledge

2020 ◽  
pp. 58-86
Author(s):  
Semjon F. Adlaj ◽  
◽  
Sergey N. Pozdniakov ◽  
Keyword(s):  
Comparative Analysis ◽  
Digital Media ◽  
Mathematical Knowledge ◽  
Information Environment ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Mathematical Objects ◽  
Computer Tools ◽  
Digital Representations ◽  
The Impact

This article is devoted to a comparative analysis of the results of the ReMath project (Representing Mathematics with digital media), devoted to the study of digital representations of mathematical concepts. The theoretical provisions and conclusions of this project will be analyzed based on the theory of the information environment [1], developed with the participation of one of the authors of this article. The analysis performed in this work partially coincides with the conclusions of the ReMath project, but uses a different research basis, based mainly on the work of Russian scientists. It is of interest to analyze the work of the ReMath project from the conceptual positions set forth in this monograph and to establish links between concepts and differences in understanding the impact of computer tools (artifacts) on the process of teaching mathematics. At the same time, the authors dispute the interpretation of some issues in Vygotsky’s works by foreign researchers and give their views on the types and functions of digital artifacts in teaching mathematics.

scholarly journals Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2303
Author(s):  
Eabhnat Ní Fhloinn ◽  
Olivia Fitzmaurice
Keyword(s):  
Working Conditions ◽  
Online Teaching ◽  
Online Survey ◽  
Prior Experience ◽  
Teaching Mathematics ◽  
Experience Teaching ◽  
Challenges And Opportunities ◽  
Teaching Of Mathematics ◽  
Nature Of Mathematics ◽  
The Impact

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

THE IMPACT OF COOPERATIVE LEARNING IN TEACHING MATHEMATICS

PRIMUS ◽  
2000 ◽  
Vol 10 (3) ◽  
pp. 225-240 ◽  
Author(s):  
Mohammad H. Ahmadi
Keyword(s):  
Cooperative Learning ◽  
Teaching Mathematics ◽  
The Impact

scholarly journals Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Content Knowledge ◽  
Systems Approach ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Pedagogical Approach ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Pedagogical Reasoning ◽  
The Core ◽  
The Impact

A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers’ technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers’ enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge.

scholarly journals USE OF COMPUTER TOOLS TO DEVELOP MOTIVATION OF STUDENTS TO STUDY MATHEMATICS: CRITERIA OF EFFICIENCY

2021 ◽  
pp. 126-136
Author(s):  
Tetiana Tabler
Keyword(s):  
Mathematical Thinking ◽  
Cognitive Activity ◽  
Teaching Mathematics ◽  
Learning Tools ◽  
Computer Tools ◽  
Teaching Aids ◽  
Interactive Tools ◽  
Mathematical Anxiety ◽  
Learning Development ◽  
The Impact

The article considers the problem of development of cognitive activity of students in mathematics lessons. The peculiarities of the use of the formative system of assessment in the process of teaching mathematics with the use of computer tools in the context of the tasks of personality-oriented learning. The main risk factors for increasing the mathematical anxiety of students are identified. The pedagogical factors of motivation development and increase of interest in learning, development of mathematical thinking and reduction of mathematical anxiety due to the development of methods to increase the clarity of learning and cognitive activity of students related to the use of computer tools are substantiated. The criteria are substantiated and the indicators of assessment of the development of cognitive activity of students of 7‒9 grades of gymnasiums in the process of teaching mathematics with the use of computer tools are distinguished: motives of students learning at school; interest in studying the study of mathematics (algebra and geometry); success in the study of mathematics (algebra and geometry); motivation to study mathematical disciplines; mathematical anxiety. A method of assessing the impact of the use of computer tools to study certain topics and sections of mathematics in grades 7‒9 in general secondary education, which will increase the motivation of students to study the subject and reduce the level of mathematical anxiety of students. The results are presented and the dynamics of the indicators of the experimental influence of the use of computer interactive tools on the motivation of students to study mathematics is analyzed. Keywords: personality-oriented learning; mathematical disciplines; mathematical anxiety; pedagogical conditions; mathematics teaching aids; motivation to study mathematics; interactive computer learning tools; success in the study of mathematics.

Fostering Mathematical Competence through Technology-Enhanced Interactive Environments

2013 ◽  
pp. 1115-1138
Author(s):  
Azita Manouchehriazi ◽  
Jennifer Czocher ◽  
Ravi Somayajulu ◽  
Yating Liu ◽  
Pingping Zhang ◽  
...  
Keyword(s):  
High School Students ◽  
Learning Environments ◽  
Longitudinal Research ◽  
Computer Software ◽  
Content Standards ◽  
School Students ◽  
Mathematical Practices ◽  
Enrichment Program ◽  
Interactive Computer Software ◽  
The Impact

In this longitudinal research project, the authors traced the impact of a mathematics enrichment program on a group of approximately 80 middle and high school students as they worked on mathematical explorations using interactive computer software for three years. The results indicate that learning environments designed for children supported their development of mathematical practices emphasized by the CCSMP while increasing their exposure to and understanding of content standards.

Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

2017 ◽  
Vol 87 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Amanda Jansen ◽  
Dawn Berk ◽  
Erin Meikle
Keyword(s):  
Teacher Education ◽  
Instructional Practices ◽  
Education Program ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Mathematics ◽  
Mathematical Explanations ◽  
The Impact

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 teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

Measuring teachers’ beliefs in relation to teaching mathematics with mathematical practices in mind

2018 ◽  
Vol 118 (8) ◽  
pp. 385-395 ◽  
Author(s):  
Iris M. Riggs ◽  
Davida D. Fischman ◽  
Matt L. Riggs ◽  
Madeleine E. Jetter ◽  
Joseph Jesunathadas
Keyword(s):  
Teaching Mathematics ◽  
Mathematical Practices ◽  
Teachers Beliefs

scholarly journals Enseñando las matemáticas con estilo, cambia la actitud de los estudiantes / Teaching Mathematics with Style, Change the Attitude of the Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Issac Aviña Camacho ◽  
Alma Adriana León Romero ◽  
Claudia Araceli Figueroa Rochín ◽  
Isis Alhelí Castro Pineda
Keyword(s):  
Secondary School ◽  
Teaching Mathematics ◽  
Basic Training ◽  
Negative Attitudes ◽  
Didactic Strategies ◽  
The Impact ◽  
The City ◽  
Better Than

ABSTRACTAt present, the study of the mathematics represents a difficulty which some students face during its school stay turning out to be reflected in the school use and the negative attitudes towards the same one. For such a motive, it is important that from a basic training the teachers present the mathematics to the students of a dynamic, different way to asitisgiven nowadays, considering the form in which the students appropriate better than the knowledge. The following work presents the investigation realized in the Secondary school Institute Homeland of the Northwest, in the city of Mexicali, to identify the impact that has the implementation of didactic strategies based on the styles of learning in the attitudes towards the mathematics of the students of the first grade.RESUMENEn la actualidad, el estudio de las matemáticas representa una dificultad a la que se enfrentan algunos estu- diantes durante su estancia escolar viéndose reflejado en el aprovechamiento escolar y las actitudes negativas hacia el mismo. Por tal motivo, es importante que desde una formación básica los profesores presenten las matemáticas a los estudiantes de una manera dinámica, diferente a como se imparte hoy en día, considerando la forma en que los estudian- tes se apropian mejor del conocimiento. El siguiente trabajo presenta la investigación realizada en la Escuela Secundaria Instituto Patria del Noroes- te, en la ciudad de Mexicali, para identificar el impacto que tiene la implementación de estrategias didácticas basada en los estilos de aprendizaje en las actitudes hacia las matemáticas de los estudiantes de primer grado. Contacto principal: [email protected]

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