Teaching as an Indicator of Mathematical Practices

2019 ◽  
pp. 169-180
Author(s):  
Carlos Tomei
Keyword(s):  
Mathematical Practices

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

Egg-Forms and Measure-Bodies: Different Mathematical Practices in the Early History of the Modern Theory of Convexity

2009 ◽  
Vol 22 (1) ◽  
pp. 85-113 ◽  
Author(s):  
Tinne Hoff Kjeldsen
Keyword(s):  
Convex Bodies ◽  
Mathematical Work ◽  
Late Nineteenth Century ◽  
Modern Theory ◽  
Methodological Framework ◽  
Mathematical Research ◽  
Mathematical Practices ◽  
History Of ◽  
Research Questions ◽  
Epistemic Objects

ArgumentTwo simultaneous episodes in late nineteenth-century mathematical research, one by Karl Hermann Brunn (1862–1939) and another by Hermann Minkowski (1864–1909), have been described as the origin of the theory of convex bodies. This article aims to understand and explain (1) how and why the concept of such bodies emerged in these two trajectories of mathematical research; and (2) why Minkowski's – and not Brunn's – strand of thought led to the development of a theory of convexity. Concrete pieces of Brunn's and Minkowski's mathematical work in the two episodes will, from the perspective of the above questions, be presented and analyzed with the use of the methodological framework of epistemic objects, techniques, and configurations as adapted from Hans-Jörg Rheinberger's work on empirical sciences to the historiography of mathematics by Moritz Epple. Based on detailed descriptions and a comparison of the objects and techniques that Brunn and Minkowski studied and used in these pieces it will be concluded that Brunn and Minkowski worked in different epistemic configurations, and it will be argued that this had a significant influence on the mathematics they developed for those bodies, which can provide answers to the two research questions listed above.

scholarly journals Práticas matemáticas inscritas em cadernos escolares: o caso das fraçõesMathematical practices inscribed in school notebooks: the case of fractions

2020 ◽  
Vol 22 (2) ◽  
pp. 751-788
Author(s):  
Francine Fragoso de Miranda Silva ◽  
Cláudia Regina Flores ◽  
Rosilene Beatriz Machado
Keyword(s):  
Michel Foucault ◽  
History Of Mathematics ◽  
Historical Context ◽  
Santa Catarina ◽  
Mathematical Practices ◽  
New Approach ◽  
History Of ◽  
The 1960S ◽  
The Relationship ◽  
The City

ResumoEste artigo tem por objetivo identificar e analisar práticas matemáticas inscritas em cadernos escolares de uma escola mista estadual do município de Antônio Carlos (SC), nas décadas de 1930 e 1940, com enfoque dado para as frações. São utilizadas as teorizações de Michel Foucault para nortear os preceitos teórico-metodológicos. Os resultados da pesquisa indicam práticas matemáticas desenvolvidas nessa escola obedecendo aos programas oficiais catarinenses da época, com soluções rápidas e sucintas e voltadas às tarefas de seu cotidiano. Também se observam que elas estão inseridas num contexto histórico, compreendido entre a Reforma Francisco Campos, de 1931, e o início do Movimento da Matemática Moderna, nos anos de 1960, no qual a fração recebe uma nova abordagem, distanciando-se da relação entre número e medida e aproximando-se da noção de parte-todo.Palavras-chave: Práticas matemáticas, Cadernos escolares, Frações, História da educação matemática.AbstractThis article aims to identify and analyze mathematical practices registered in school notebooks of a mixed state school in the city of Antônio Carlos (SC), in the 1930s and 1940s, focused on fractions. Michel Foucault's theorizations are used to guide theoretical and methodological precepts. The results of the research show mathematical practices developed in these schools obeying the Santa Catarina official programs of the time, with quick and succinct solutions and focused on their daily tasks. It is also observed that they are inserted in a historical context, between the Francisco Campos Reform, of 1931, and the beginning of the Modern Mathematics Movement, in the 1960s, in which the fraction receives a new approach, moving away from the relationship between number and measure and approaching the notion of part-whole.Keywords: Mathematical practices, School notebooks, Fractions, History of mathematics education.ResumenEste artículo tiene como objetivo identificar y analizar las prácticas matemáticas registradas en los cuadernos escolares de una escuela estatal mixta en la ciudad de Antônio Carlos (SC), en la década de 1930 y 1940, con un enfoque en las fracciones. Las teorizaciones de Michel Foucault se utilizan para guiar los preceptos teóricos y metodológicos. Los resultados de la investigación muestran prácticas matemáticas desarrolladas en estas escuelas que obedecen los programas oficiales de Santa Catarina de la época, con soluciones rápidas y sucintas y centradas en sus tareas diarias. También se observa que se insertan en un contexto histórico, entre la Reforma Francisco Campos, de 1931, y el comienzo del Movimiento de Matemáticas Modernas, en la década de 1960, en el que la fracción recibe un nuevo enfoque, alejándose de la relación entre numerar y medir y acercándose a la noción de parte-todo.Palabras clave: Prácticas matemáticas, Cuadernos escolares, Fracciones, Historia de la educación matemática

Using Generic Examples to Make Viable Arguments

2016 ◽  
Vol 23 (5) ◽  
pp. 292-300
Author(s):  
Anne E. Adams ◽  
Rob Ely ◽  
David Yopp
Keyword(s):  
Fifth Graders ◽  
Mathematical Practices ◽  
Mathematical Ideas

These fifth graders engaged in key mathematical practices by explaining and illustrating central mathematical ideas.

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