The Revolution in Mathematics Education During the Meiji Era (1868–1912): A Study of the Textbooks Used to Teach Computation, Geometry and Algebra

Purpose of the study: This research aims to analyze the alteration representation in the process of translation graphic to graphic where students were asked to solve derivative and integral graphics problems. Methodology: This research used a pseudo-experimental study with Pretest-posttest nonequivalent Group Design. This research was conducted on 24 mathematics education students. Students were asked to solve derivative and integral graphics problems. Some samples of students were interviewed to determine the translation process. Main Findings: The results of the study showed that the subject used two different methods to carry out the translation process. Thus, all students perform the process of translating the graphic representation into graphs with two different methods, namely the interval and the symbolic. Applications of this study: The implications of this study indicated that the translation process can help students solve problems, especially problems with graphs and algebra, also revealed activity in the translation process different from that of other researchers before. Novelty/Originality of this study: Researchers express a new activity to the translation by calling the conversion Intermediary In the stages of Preliminary Coordination (PC) and Objective Construction (CT), S1 and S2 show different forms.

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Early Childhood Corner: Teaching with Blocks

Teaching Children Mathematics ◽

10.5951/tcm.15.8.0460 ◽

2009 ◽

Vol 15 (8) ◽

pp. 460-463

Author(s):

Jennifer Taylor-Cox

Keyword(s):

Early Childhood ◽

Data Analysis ◽

Young Children ◽

Number Sense ◽

Spatial Thinking ◽

Mathematical Foundation ◽

Computation Geometry ◽

Early Childhood Classrooms ◽

And Algebra

Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and spatial thinking.

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Mathematical Justification Studies in Mathematics Education: An Evaluation of Studies between 2007 and 2016

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v2i2.2129 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Yasemin YILMAZ ◽

Ülkü AYVAZ ◽

Nazan MERSİN ◽

Soner DURMUŞ ◽

Hakan YAMAN

Keyword(s):

High School ◽

Mathematics Education ◽

Literature Review ◽

Qualitative Method ◽

Time Frame ◽

Study Group ◽

And Algebra ◽

Mathematical Justification ◽

Different Levels

In this study, it was aimed to evaluate the mathematical justification studies in mathematics education between 2007 and 2016. In the study, 31 theses and articles about mathematical justification in mathematics education were analyzed by means of determined databases. In the literature review, the studies were classified according to the method, the study group, the mathematics subject, and the time frame of ten years. As a result of study, mathematical justification studies in mathematics education were carried out mostly in 2009, 2010 and 2016. As a study group, examined studies are composed mostly of students. As a method, qualitative method was used mostly. The tasks related to justification at three different levels of education were included. According to primary, middle and high school levels, the most common areas of learning for which mathematical justification tasks take place are numbers and operations, algebra and numbers and algebra, respectively.

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The Revolution at Sputnik-Plus-Ten

Mathematics Teacher ◽

10.5951/mt.60.7.0696 ◽

1967 ◽

Vol 60 (7) ◽

pp. 696-706

Author(s):

Francis J. Mueller

Keyword(s):

Mathematics Education ◽

Foreign Affairs ◽

National Council ◽

The Revolution

To an outsider, the title of my presentation this evening may suggest a speech on foreign affairs. But to members of the National Council of Teachers of Mathematics, there is little question as to what the revolution refers to: it is our revolution in mathematics education.

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