scholarly journals When Is a Proof a Proof?

2020 ◽  
pp. 61-76
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
French Mathematician

AbstractIn his famous talk at ICME 2 (Exeter 1972) the French mathematician R. Thom pointed out that any conception of mathematics teaching necessarily rests on a certain view of mathematics (Thom 1973, 204). As a consequence mathematics education cannot develop without close links to mathematics.

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Review: A New Era in Collegiate Mathematics Education Research: A Mathematician's View of RCME

1995 ◽  
Vol 26 (1) ◽  
pp. 89-92
Author(s):  
Robert F. Wheeler
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
American Mathematical Society ◽  
Mathematics Education Research ◽  
Mathematical Society ◽  
New Era ◽  
Learning And Teaching ◽  
Mathematical Association ◽  
Collegiate Mathematics

For the mathematician interested in issues of learning and teaching, these are, ostensibly, the best of times. The American Mathematical Society has joined the Mathematical Association of America in making choice time slots available at national and regional meetings for discussions of educational issues. These sessions have been well attended, not only by young Ph.D.'s, but also by senior mathematicians, full professors with the protection of tenure, who have the potential to substantially modify the way in which college mathematics teaching is done.

Alternatives to Research

1967 ◽  
Vol 60 (7) ◽  
pp. 711-714
Author(s):  
Dan E. Christie ◽  
James H. Wells
Keyword(s):  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Faculty Members ◽  
The Other ◽  
High Quality ◽  
College Teacher ◽  
Formidable Challenge ◽  
Collegiate Mathematics ◽  
Good College

A Formidable challenge to excellence is posed by two trends in collegiate mathematics education: one is the admirable flow of numerous students into fields requiring mathematics, with a consequent demand for good college teachers; the other is the lamentable tendency for undergraduate mathematics faculties to be understaffed and overworked. The two trends together generate a challenge which the CUPM Panel on College Teacher Preparation now confronts: How can undergraduate faculty members achieve and maintain high quality in mathematics teaching?

NCTM's Standards in Japanese Elementary Schools

1997 ◽  
Vol 4 (1) ◽  
pp. 20-23
Author(s):  
Daiyo Sawada
Keyword(s):  
Elementary Schools ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Observational Studies ◽  
Evaluation Standards ◽  
Mathematical Connections ◽  
Standards Documents

In recent years, the NCTM's Standards (1989, 1991) and Asian mathematics education (Becker et al. 1990; Stevenson and Stigler 1992; Stedman 1994; and many others) have, each in its own right, received a great deal of attention. I believe, however, that to look at the connections between the two areas would greatly benefit teaching. In this article, five classroom situations taken from observational studies of mathematics teaching in Japanese elementary schools are described and interpreted from the perspective of the two Standards documents (1989, 1991). More specifically, the classroom situations are examined from the perspective ot the first four standards found in the Curriculum anil Evaluation Standards (1989): Mathematics as Problem Solving. Mathematics as Communication. Mathematics as Reasoning, and Mathematical Connections.

scholarly journals NÚMEROS INTEIROS E DECIMAIS: UMA ABORDAGEM DOS CONTEÚDOS DE MATEMÁTICA POR MEIO DE UM JOGO FRENTE ÀS DIFICULDADES DO CENÁRIO TECNOLÓGICO DA EDUCAÇÃO BÁSICA

2018 ◽  
Vol 3 (2) ◽  
pp. 386-405
Author(s):  
Fernando Francisco Pereira ◽  
Iara Souza Doneze ◽  
Luciano Tadeu Esteves Pansanato
Keyword(s):  
Mathematics Education ◽  
Public School ◽  
Mathematics Teaching ◽  
Basic Education ◽  
Mathematical Education ◽  
Digital Format ◽  
Before And After ◽  
Post Test ◽  
Decimal Numbers ◽  
Research In Mathematics Education

Resumo: Com a intencionalidade de contribuir para pesquisas em Educação Matemática, ao delimitar o campo de estudos aos Números Inteiros e Decimais, esse artigo relata os resultados de uma proposta de promoção do uso das tecnologias no ensino de Matemática, que objetivou auxiliar os alunos na compreensão dos conteúdos de Números Inteiros – Decimais e suas operações. A proposta consistiu na adaptação e aplicação de um jogo de trilhas em formato digital, que utilizou o software Excel. Os participantes foram alunos entre 11 e 13 anos de idade, de uma escola pública do Paraná. Desse modo, houve três momentos: Pré-teste, Proposta e Pós-teste, fases essas que permitiram uma visão das compreensões dos estudantes a respeito do conteúdo, anterior e posterior à sua aplicação. Ao final, conclui-se que os discentes possuem consideráveis habilidades em relação ao emprego de algoritmos da adição de números inteiros e decimais, entretanto, no emprego da operação de subtração, no mesmo contexto, apresentaram consideráveis dificuldades que foram cuidadosamente sanadas após a aplicação da proposta.Palavras-chave: Educação Matemática. Números Inteiros e Decimais. Educação Básica. Tecnologias. Abstract: Seeking to contribute to research in Mathematics Education, delimiting the field of studies to the Whole and Decimal Numbers, here is presented the results of a proposal, to promote the use of technologies in Mathematics teaching, which aimed to help students in understanding the contents of Numbers Integer - Decimals and their operations. The proposal consisted in the adaptation and application of a trail game in digital format, using Excel software. The participants were students between 11 and 13 years old, from a public school in Paraná. Happening in three moments: Pre-test, Proposal and Post-test, allowed a view of the students' understandings about the content, before and after the application of the proposal. At the end, it is concluded that the students have considerable abilities regarding the use of algorithms of the addition of integers and decimals, already in the use of the subtraction operation, in the same context, presented considerable difficulties, which were considerably remedied after the application of the proposal.Keywords: Mathematical Education. Integers and Decimal Numbers. Basic Education. Technologies.

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