The Development of Mathematics Practices in the Mesopotamian Scribal Schools

2016 ◽  
pp. 117-138 ◽  
Author(s):  
Luc Trouche
Keyword(s):  
Mathematics Practices

scholarly journals Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

2017 ◽  
Vol 5 (3) ◽  
pp. 172-182
Author(s):  
Dalene M. Swanson ◽  
Hong-Lin Yu ◽  
Stella Mouroutsou
Keyword(s):  
Human Rights ◽  
Mathematics Education ◽  
School Mathematics ◽  
Mathematics Classrooms ◽  
Socially Constructed ◽  
Mathematics Practices ◽  
Hierarchical Nature ◽  
The Government ◽  
Additional Support ◽  
Educational Inclusion

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

Master Teachers' Responses to Twenty Literacy and Science/Mathematics Practices in Deaf Education

2006 ◽  
Vol 151 (4) ◽  
pp. 398-409 ◽  
Author(s):  
Susan R. Easterbrooks ◽  
Brenda. Stephenson ◽  
Donna M. Mertens
Keyword(s):  
Deaf Education ◽  
Master Teachers ◽  
Mathematics Practices

scholarly journals Discursive Positioning and Emotion in School Mathematics Practices

2006 ◽  
Vol 63 (2) ◽  
pp. 209-226 ◽  
Author(s):  
Jeff Evans ◽  
Candia Morgan ◽  
Anna Tsatsaroni
Keyword(s):  
School Mathematics ◽  
Mathematics Practices ◽  
Discursive Positioning

Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

2016 ◽  
Vol 31 (3) ◽  
pp. 130-141 ◽  
Author(s):  
Elizabeth M. Hughes ◽  
Sarah R. Powell ◽  
Erica S. Lembke ◽  
T. Chris Riley-Tillman
Keyword(s):  
Diverse Learners ◽  
Evidence Based ◽  
Mathematics Practices

scholarly journals Survey of Mathematics Practices with Concrete Materials Used in Brazilian Schools

2013 ◽  
Vol 93 ◽  
pp. 151-157 ◽  
Author(s):  
Aleandra da Silva Figueira-Sampaio ◽  
Eliane Elias Ferreira dos Santos ◽  
Gilberto Arantes Carrijo ◽  
Alexandre Cardoso
Keyword(s):  
Mathematics Practices ◽  
Concrete Materials ◽  
Materials Used

scholarly journals La convicción, la comprensión y las prácticas de racionalidad en la primaria. Estudio del profesor

2014 ◽  
Vol 8 (3) ◽  
pp. 87-98
Author(s):  
Mirela Rigo
Keyword(s):  
Primary School ◽  
Empirical Data ◽  
Exploratory Case Study ◽  
Mathematics Practices

En este artículo se aportan evidencias empíricas de que la convicción que el profesor experimenta en torno a los contenidos matemáticos que surgen en clase —en interacción con su nivel de comprensión— incide en las prácticas matemáticas de sustentación que él ahí promueve. Los datos empíricos, provenientes de un estudio exploratorio de caso realizado en un escenario natural de clase, se analizan con un instrumento para identificar convicciones matemáticas. Este instrumento se elaboró en el marco de la investigación cuyos resultados parciales aquí se exponen.Conviction, Comprehension and Rationality Practices in Primary School. A Teacher StudyEmpirical evidence is provided in the paper to support the idea that the conviction experienced by the teacher with respect to the mathematics contents that arise in class —in interaction with his level of comprehension— has an impact on the mathematics practices of sustentation that the teacher promotes. The empirical data, that come from an exploratory case study, undertaken in a natural classroom scenario are analyzed using an instrument to identify mathematics convictions. This instrument was designed within the framework of the research presented here.Handle: http://hdl.handle.net/10481/30510

scholarly journals Teaching geometry in schools: An investigative rather than instructive process

Pythagoras ◽  
2007 ◽  
Vol 0 (65) ◽  
Author(s):  
Rasheed Sanni
Keyword(s):  
South Africa ◽  
Classroom Activities ◽  
Surface Areas ◽  
Teaching Geometry ◽  
Instructional Activities ◽  
The World ◽  
Mathematical Proficiency ◽  
Mathematics Practices ◽  
Practice Sequence ◽  
Curriculum Reforms

Research has documented the prevalence of lessons  characterised by homework check,  followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in  our classrooms. This sequence of classroom activities does not allow for the development of sound mathematics practices and mathematical proficiency. Meanwhile, curriculum reforms in South Africa as well as in other parts  of the world recommend classroom activities where teachers create opportunities for, listen to  and extend learners.  This paper presents  a sequence of activities to be used in the teaching of geometry and surface areas of solid shapes in a grade 8 classroom. The sequence portrays the teaching of these concepts as an investigative rather than instructive process.

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