Communication, Culture, and Work in Mathematics Education in Departments of Mathematical Sciences

2016 ◽  
pp. 11-26 ◽  
Author(s):  
Shandy Hauk ◽  
Allison F. Toney
Keyword(s):  
Mathematics Education ◽  
Mathematical Sciences ◽  
Communication Culture

What's Going On…

1976 ◽  
Vol 23 (2) ◽  
pp. 103-104
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Financial Support ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Education Evaluation ◽  
National Science ◽  
Mathematical Sciences ◽  
K 12

The National Advisory Committee On Mathematics Education (NACOME) with financial support from the National Science Foundation, has assembled an extensive review of the current status of mathematics education–its objectives, current and innovative practices, and attainments–for grades K-12. The scope of this review is indicated by the chapter titles: Mathematics Curriculum Reform 1955-1975, Current Programs and Issues, Patterns of Instruction, Teacher Education Evaluation, Recommen ations and Perspectives. Single copies of this report, Over view and Analys is of School Mathematics, Grades K-12, are now available without charge from the Conference Board of the Mathematical Sciences Suite 832, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037.

Projects: Research Activity on Design, Development, and Assessment in Mathematics Education

1991 ◽  
Vol 84 (9) ◽  
pp. 774
Keyword(s):  
High School ◽  
Mathematics Education ◽  
The Netherlands ◽  
Research Group ◽  
Design Development ◽  
Research Activity ◽  
Evaluation Standards ◽  
University Of Wisconsin ◽  
Mathematical Sciences ◽  
The University

This research-activity project was funded jointly by the National Center for Research in Mathematical Sciences Education (NCRMSE) at the University of Wisconsin- Madison and the Research Group on Mathematics Education at the University of Utrecht, The Netherlands. The project focused on an approach to classroom instruction in relation to the NCTM's curriculum and evaluation standards. Two sets of materials for students and teachers- Data Visualization and Matrices- were developed in The Netherlands and were used by all students in all algebra classes at Whitnall High School in Greenfield, Wisconsin. Observations and interviews were conducted by an observer from the center at Utrecht.

scholarly journals EMPLOYABILITY AND SATISFACTION OF MATHEMATICS EDUCATION PROGRAM GRADUATES OF A SCIENCE AND TECHNOLOGY UNIVERSITY IN SOUTHERN PHILIPPINES

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Maria Carmen L. Paler ◽  
Dennis B. Roble
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Science And Technology ◽  
Education Programs ◽  
Administrative Positions ◽  
Public And Private ◽  
Doctor Of Philosophy ◽  
Mathematical Sciences ◽  
The University

<p>This study determines the employability and satisfaction of the graduates of the mathematics education programs of the University of Science and Technology of Southern Philippines (USTP)-Cagayan de Oro City, namely, Bachelor of Secondary Education major in Mathematics, Master of Science in Teaching Mathematics (MST-Math) and Doctor of Philosophy in Mathematical Sciences major in Mathematics Education for the academic year 2012 to 2018 for the BSEd Mathematics and AY 1999-2018 for the graduate programs. This study utilized a modified Graduate Tracer Study (GTS) questionnaire developed by the Commission on Higher Education (CHED). The mathematics education graduates completed the GTS questionnaire through face-to-face/personal and online using the Google Forms created and sent to the graduates. Results of the data gathered revealed that the graduates of the BSEd Mathematics and MST-Mathematics program are highly employable as secondary school mathematics teachers in both public (Department of Education (DepEd)) and private institutions in the region while the graduates of the Doctor of Philosophy in Mathematical Sciences major in Mathematics Education are highly employable as mathematics instructors or professors while some are holding administrative positions in higher education institutions (HEIs), both public and private in the region. This shows that the program curriculum was very relevant and useful in their current employment status. Moreover, the mathematics education graduates are highly satisfied with the USTP services, facilities, learning environment and more importantly the knowledge and technical skills including problem solving, research, communication, ICT and human relation skills acquired during their academic years in the university. It is then recommended that the USTP mathematics education programs, both undergraduate and graduate level may be enhanced by reducing courses on pure mathematics and adding more courses on leadership and technology innovation and may offer a master’s program exclusively designed for elementary mathematics teachers in the field.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0820/a.php" alt="Hit counter" /></p>

scholarly journals Where next for mathematics education in higher education? A one-day meeting in honour of Professor John Blake

2018 ◽  
Vol 16 (2) ◽  
pp. 3 ◽  
Author(s):  
Michael Grove ◽  
Gary Brown ◽  
Tony Croft ◽  
Stephen Hibberd ◽  
Jeremy Levesley ◽  
...  
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Applied Mathematics ◽  
Mathematical Sciences ◽  
The University

On the 10 June 2016 Professor John Blake, known to many readers of MSOR Connections for his leadership of the Maths, Stats & OR Network and his passionate support for mathematics education, passed away peacefully following a short illness. He was 69. In recognition of John’s work, a number of his friends and colleagues came together to organise a one-day education meeting in his honour that comprised part of a larger event celebrating his many achievements in applied mathematics. The meeting was held in July 2017 at the University of Birmingham, a place where John spent many years of his career and established a legacy for teaching and learning from which many now benefit today. John was a man for action and the purpose of this one-day meeting was to explore the current needs and priorities of the mathematical sciences community and identify mechanisms by which we can continue to work together in a changed, and changing, higher education landscape: this article comprises a record of the thoughts and ideas of those who presented in honour of John’s legacy.

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