Stumbling Around in the Dark: Lessons from Everyday Mathematics

2015 ◽  
pp. 29-51 ◽  
Author(s):  
Ursula Martin
Keyword(s):  
Everyday Mathematics

scholarly journals Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Everyday Mathematics ◽  
Daily Lives ◽  
K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

Everyday Mathematics for Parents

2017 ◽  
Author(s):  
The University of Chicago School Mathematics
Keyword(s):  
Everyday Mathematics

scholarly journals Inspecting Everyday Mathematics: Reexamining Culture-Cognition Relations

1990 ◽  
Vol 19 (4) ◽  
pp. 28 ◽  
Author(s):  
Roy D. Pea ◽  
Jean Lave ◽  
Geoffrey B. Saxe
Keyword(s):  
Everyday Mathematics

Mathematics in the Environment

1978 ◽  
Vol 26 (3) ◽  
pp. 21-24
Author(s):  
Karen L. Tucker
Keyword(s):  
Primary Grades ◽  
Teaching Mathematics ◽  
Everyday Mathematics ◽  
Mathematical Learning

We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.

The Art of Teaching: Classroom Practice in the Teaching of Everyday Mathematics I

1941 ◽  
Vol 34 (8) ◽  
pp. 368-369
Author(s):  
Raymond J. Mejdak
Keyword(s):  
Classroom Practice ◽  
Everyday Mathematics ◽  
Logical Sequence ◽  
Art Of Teaching ◽  
The Mind ◽  
Algebraic Thought

Probably the hardest thing for the teacher of Mathematics is to get the nonmathematical-minded pupils to think mathematically. The teacher of Algebra knows how difficult it is for pupils to transfer arithmetical thought into algebraic thought. Likewise the teacher of Geometry, in his attempt to develop a logical sequence of thought in the minds of pupils, encounters much difficulty. The teacher of Everyday Mathematics is not immune from similar trouble. The teachers of Mathematics are constantly endeavoring to instill into the mind of pupils the principles that make for the development of the powers of reasoning.

scholarly journals Predicative Frege Arithmetic and 'Everyday' Mathematics

2014 ◽  
Vol 22 (3) ◽  
pp. 279-307 ◽  
Author(s):  
R. G. Heck
Keyword(s):  
Everyday Mathematics

Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics

2000 ◽  
Vol 31 (3) ◽  
pp. 277 ◽  
Author(s):  
Karen C. Fuson ◽  
William M. Carroll ◽  
Jane V. Drueck
Keyword(s):  
Third Graders ◽  
Everyday Mathematics

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

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