scholarly journals Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?

2020 ◽  
pp. 65-101
Author(s):  
Masami Isoda ◽  
Raimundo Olfos
Keyword(s):  
Mathematics Education ◽  
Lesson Study ◽  
Deep Understanding ◽  
Second Grade ◽  
Mathematical Education ◽  
Previous Knowledge ◽  
Task Sequence ◽  
World Scientific ◽  
Link Type ◽  
Future Learning

AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

2018 ◽  
Vol 3 (2) ◽  
pp. 60-64
Author(s):  
Fitriyani Hali ◽  
Herlina Herlina
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Mathematical Education ◽  
Education Students ◽  
Study Program ◽  
Pedagogical Competence ◽  
The Impact ◽  
Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

scholarly journals Teaching the Multiplication Table and Its Properties for Learning How to Learn

2020 ◽  
pp. 133-154
Author(s):  
Raimundo Olfos ◽  
Masami Isoda
Keyword(s):  
Mathematics Education ◽  
Mathematical Thinking ◽  
Cultural Practice ◽  
Multiplication Table ◽  
Second Grade ◽  
Knowledge And Skills ◽  
The Third ◽  
Link Type ◽  
Teaching Content ◽  
Sense Of Wonder

AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

Proceedings of the 14th Engineering Mathematics and Applications Conference

2020 ◽  
Vol 61 ◽  
Author(s):  
Christopher C Tisdell ◽  
Zlatko Jovanoski ◽  
William Guo ◽  
Judith Bunder
Keyword(s):  
Saudi Arabia ◽  
New Zealand ◽  
Mathematics Education ◽  
Interest Group ◽  
Applied Mathematics ◽  
Special Section ◽  
Mathematical Education ◽  
Mathematical Methods ◽  
Engineering Mathematics ◽  
Technology Group

  EMAC 2019 UNSW Canberra, Australia 26th Nov–29th Nov 2019 This Special Section of the ANZIAM Journal (Electronic Supplement) contains the refereed papers from the 14th Engineering Mathematics and Applications Conference (EMAC2019), which was held at the UNSW Canberra, Australia from 26th November to 29th November 2019. EMAC is held under the auspices of the Engineering Mathematics Group (EMG), which is a special interest group of the Australian and New Zealand Industrial and Applied Mathematics division of the Australian Mathematics Society. This conference provides a forum for researchers interested in the development and use of mathematical methods in engineering and applied mathematics, and aims to foster interactions between mathematicians and engineers, from both academia and industry. A further theme of the conference is the mathematical education of applied mathematicians and engineers. The event attracted participants from around the globe, including: New Zealand, Saudi Arabia, United Kingdom, Japan and Australia. The invited speakers at the 2019 meeting crossed the spectrum of specialities in engineering, mathematics, education and industry. They were: Alexander Kalloniatis (Defence Science and Technology Group), Robert K. Niven (UNSW Canberra), Katherine Seaton (La Trobe University) and Antoinette Tordesillas (University of Melbourne). All of the articles included in the EMAC 2019 Proceedings have been critically peer reviewed to the usual standards of the ANZIAM Journal. EMAC 2019 Organising Committee The conference organising committee were Fiona Richmond, Zlatko Jovanoski (Director), Leesa Sidhu, Duncan Sutherland, Fangbao Tian, Isaac Towers, Timothy Trudgian and Simon Watt. The invited speakers were chosen by a committee of experts including Alys Clark, Jennifer Flegg, Bronwyn Hajek (EMG Chair), Zlatko Jovanoski, Dann Mallet, Robert Niven, Brandon Pincombe, Melanie Roberts (Chair) and Harvinder Sidhu.

Call for Chapters: Annual Perspectives in Mathematics Education 2015 – November 2013

2013 ◽  
Vol 19 (4) ◽  
pp. 253
Keyword(s):  
Mathematics Education ◽  
Book Series ◽  
Link Type

This call for chapters is for the Annual Perspectives in Mathematics Education (APME) book series. For more information, see http://www.nctm.org/APME2015/.

scholarly journals Educação matemática e educação técnica agrícola na década de 1980Mathematics education and technical agricultural education in the 1980s

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Neila De Toledo Toledo
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Michel Foucault ◽  
Agricultural Education ◽  
John Dewey ◽  
Theoretical Framework ◽  
Mathematical Education ◽  
Research Material

O artigo examina como o princípio pedagógico “aprender a fazer fazendo” se expressava no âmbito da educação matemática no curso Técnico em Agropecuária da Escola Agrotécnica Federal de Sertão (EAFS/RS) nos anos de 1980. Os aportes teóricos encontram-se, principalmente, nas formulações de Michel Foucault e John Dewey. O material de pesquisa é composto por entrevistas realizadas com egressos, além de cadernos, provas e trabalhos da disciplina de Matemática. O exercício analítico sobre esse material, realizado na perspectiva da análise do discurso foucaultiano e por meio da abordagem de Storytelling, possibilitou concluir que a educação matemática da disciplina de Matemática era pouco vinculada ao princípio pedagógico “aprender a fazer fazendo”, priorizando-se o uso da escrita e o formalismo. The paper examines how the “learning to make by making” pedagogical principle was present in the context of mathematical education at Federal Agrotechnical School of Sertão (EAFS/RS) in the 1980s. The theoretical framework is based mainly on the works of Michel Foucault and John Dewey. The research material is composed of interviews with egresses, as well as Mathematics notebooks, tests and schoolwork from that period. The analytical exercise concerning this material, undertaken in the perspective of foucauldian discourse analysis and by means of the Storytelling approach, demonstrated that mathematical education in Mathematical classes was hardly related to the "learning to make by making" pedagogical principle, prioritizing formalism and the use of writing.

scholarly journals Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 65-83
Author(s):  
Bernardete Angelina Gatti
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Empirical Research ◽  
Mathematical Education ◽  
Research Methodologies ◽  
Mathematic Education Research ◽  
School Learning ◽  
Mathematic Education ◽  
Methodological Aspects ◽  
Research In Mathematics Education

ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave:  Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores. 

scholarly journals The Contribution of the Lesson Study to the Development of a Collaborative Framework for the Operation of the School: Results From a Pilot Implementation in Secondary Education in Greece

2018 ◽  
Vol 1 (2) ◽  
pp. 33
Author(s):  
Eurydice-Maria Kanellopoulou ◽  
Maria Darra
Keyword(s):  
Qualitative Research ◽  
Secondary Education ◽  
Secondary School ◽  
Lesson Study ◽  
Second Grade ◽  
Collaborative Culture ◽  
Positive Effects ◽  
Constructive Dialogue ◽  
Pilot Implementation ◽  
Collaborative Climate

The main purpose of the present study is to investigate the contribution of the lesson study to the formation of a collaborative framework for the operation of the school unit. Qualitative research was conducted from February 12 to April 1, 2016, in the second grade secondary school of Attica, with a total of 31 students and four teachers. The results of the survey show that the lesson study cultivates and strengthens the collaborative climate among the participating teachers, which has positive effects not only on their own but also on their students. In particular, research has highlighted the ways in which the lesson study builds co-operation among teachers, as well as the benefits of this collaboration for participating teachers and pupils. Also, the importance of collaboration and the development of collaborative culture, in the context of a fruitful and constructive dialogue, have emerged as the strengths of the lesson study.

scholarly journals Meningkatkan Pemahaman Peserta Didik Pada Mata Kuliah Kajian Matematika SMP dengan Metode Tutor Sebaya Melalui Diskusi Kelompok Dalam Kegiatan LSLC

2018 ◽  
Vol 2 (1) ◽  
pp. 33 ◽  
Author(s):  
Purwati Purwati ◽  
Jeinne Mumu ◽  
Benidiktus Tanujaya
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Junior High ◽  
Education Department ◽  
Peer Tutor ◽  
The Subject ◽  
Open Class

This research was the qualitative research that aimed to improve students understanding of junior high mathematics study. In accordance with the object to be studied, then this research is done in 3 times open class consisting of the plan, do, and see for each cycle, with the subject of research was the students of mathematics education department of FKIP UNIPA whom contracting subjects junior mathematics studies. To improve students understanding of the material, implementation of peer tutor methods was continuously modified based on the findings of each cycle. Based on the results of the implementation of Lesson Study as much as 3 cycles obtained the concluded that the learning outcomes of learners used peer tutor approach that modified each cycle has a significant increase. This was evident from students who answered the test correctly given at the end of each meeting. In the first cycle, from 27 students only 4 who can answer the test correctly that is equal to 14.81%, the second cycle, from 27 learners only 10 which was able to answer the test correctly that was equal to 37,04%, whereas in cycle III, from 26 students 21 students able to answer correctly that was equal to 80,77%

scholarly journals Circulação de ideias em eventos da História da educação matemática

2020 ◽  
Vol 20 (67) ◽  
Author(s):  
Yohana Taise Hoffmann ◽  
David Antonio da Costa
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Pierre Bourdieu ◽  
International Congress ◽  
Mathematical Education ◽  
History Of Mathematics Education ◽  
International Conference ◽  
History Of

Consideramos a História da educação matemática (Hem) como um campo científico que possui como elementos constitutivos os grupos de pesquisas, as produções científicas, como teses e dissertações, as disciplinas que contribuem para a autonomia e estabilidade do próprio campo e as comunicações científicas, como os eventos e as revistas. Mobilizamos a sociologia da educação de Pierre Bourdieu como referencial teórico, principalmente na definição do conceito de campo. Dessa forma, o presente artigo tem por objetivo apresentar sócio historicamente a circulação de ideias a partir dos eventos e as revistas científicas do campo da Hem. Apresentamos o International Congress on Mathematical Education (ICME), em seguida a revista International Journal on the History of Mathematics Education (IJHME), que circulou entre os anos de 2006 e 2016. A partir da mobilização da comunidade internacional de pesquisadores que investigam a Hem, foi criado o International Conference on the History of Mathematics Education (ICHME), logo em seguida o Congresso Iberoamericano de História da Educação Matemática (CIHEM) e, no Brasil, o Encontro Nacional de Pesquisa em História da Educação Matemática (ENAPHEM). Entre todas as revistas atualmente que contribuem para a circulação de ideias elencamos a Revista UNIÓN, intitulada Historia Social de la Educación Matemática en Iberoamérica e a Revista HISTEMAT, intitulada Revista de História da Educação Matemática. Os espaços que a Hem vem ocupando contribuem para o processo de reconhecimento, legitimação, socialização e circulação de ideias do próprio campo.

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