Critical Issues in the Distance Teaching of Mathematics and Mathematics Education

1996 ◽  
pp. 785-817
Author(s):  
Stephen Arnold ◽  
Christine Shiu ◽  
Nerida Ellerton
Keyword(s):  
Mathematics Education ◽  
Distance Teaching ◽  
Critical Issues ◽  
Teaching Of Mathematics ◽  
And Mathematics

Reviews: But is it Different in the South?

1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte
Keyword(s):  
Latin America ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Degree Program ◽  
The South ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
The University ◽  
Selection Of

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.

scholarly journals Jogos e álgebra voltados para formação de professores de matemática da EJA: o que revelam as pesquisas?

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DOSÍLIA ESPÍRITO SANTO BARRETO ◽  
BARBARA LUTAIF BIANCHINI
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Doctoral Thesis ◽  
9Th Grade ◽  
Catholic University ◽  
Teaching Of Mathematics ◽  
Algebraic Language ◽  
And Mathematics

ResumoEsse trabalho é de caráter bibliográfico e traz a revisão de literatura realizada para a construção da tese de doutorado, da primeira autora e orientada pela segunda,  cujo tema é: Os jogos e a linguagem algébrica para a formação de professores de Matemática da EJA do Ensino Fundamental II. A revisão de literatura foi embasada no site de Catálogo de teses e dissertações da CAPES e no site da Biblioteca da PUC-SP de 2015 à 2018. Foram selecionadas cinco dissertações de mestrado e duas teses de doutorado nas universidades brasileiras nos campos da Educação, Matemática e da Educação Matemática, pois tinham maior ligação com o nosso objeto de investigação que foram divididas em três categorias: formação de professores da EJA, os jogos no ensino da Matemática e gamificação e a Matemática. Os trabalhos foram lidos em seus resumos e a partir dos dados foi possível concluir que há falta de formação para professores de Matemática da modalidade EJA e que os jogos são recursos que possibilitam a interação, a motivação e promovem aprendizagem Matemática. Palavras-chave: Jogos; Álgebra; EJA; Professores; Matemática.AbstractThis work is bibliographical and brings the literature review performed for the construction of the doctoral thesis, from the first author and guided by the second one, its theme is: Games and algebraic language for the formation of mathematics teachers of the Education for Youth and Adults students (EJA, in Brazil) of Elementary School II (from 6th to 9th grade, in Brazil). The literature review was based on the CAPES (Coordination for Improvement of Graduated Students, in Brazil) Thesis and Dissertations Catalogue website and on the PUC-SP (Pontifical Catholic University, in São Paulo) Library website from 2015 to 2018. Five master's dissertations and two doctoral thesis were selected in Brazilian universities in the fields of Education, Mathematics and Mathematics Education, as they have a greater connection with our research object they were divided into three categories: teacher training of the EJA, the games in the teaching of Mathematics and Gamification and Mathematics. The papers were read in their abstracts and from the data it was possible to conclude that there is a lack of training for mathematics teachers of the EJA modality and games are resources that enable interaction, motivation and promote mathematical learning.Keywords: Games; Algebra; EJA; Teachers; Mathematics. 

SISTERS IN SCIENCE: CONFRONTING EQUITY IN SCIENCE AND MATHEMATICS EDUCATION

2000 ◽  
Vol 6 (3) ◽  
pp. 14
Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston
Keyword(s):  
Mathematics Education ◽  
And Mathematics

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

Approach Integrated of Science, Technology, Engineering, and Mathematics – STEM

2021 ◽  
Vol 4 (4) ◽  
pp. 99-136
Author(s):  
Ibrahiem Mohammed Abdullah ◽  
Keyword(s):  
Mathematics Education ◽  
Significant Role ◽  
Arab World ◽  
Research Paper ◽  
Educational Activities ◽  
Science Technology ◽  
Mathematics Curricula ◽  
Integrated Approaches ◽  
And Mathematics ◽  
Definition Of

The research paper aims to highlight the STEM approach as one of the modern integrated approaches in the field of mathematics education. STEM which means the integration of Science, Technology, Engineering, and Math has its significant role in the development of curricula in the Arab world generally and particularly in mathematics curricula. This paper addresses the definition of STEM, the justifications for its emergence and the causes for the attention it recently receives. Moreover, the paper sheds light on its objectives, content, related teaching strategies, educational activities, evaluation, characteristics, advantages and obstacles found in its application.

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