Developing Teachers’ Technological Pedagogical Mathematics Knowledge (TPMK) to Build Students’ Capacity to Think and Communicate in Mathematics Classrooms

2016 ◽  
pp. 129-145 ◽  
Author(s):  
Gina Wee Ping Lim ◽  
Puay Leng Ang ◽  
Joyce Hwee Ling Koh
Keyword(s):  
Mathematics Classrooms ◽  
Mathematics Knowledge

The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms.

2007 ◽  
Vol 99 (2) ◽  
pp. 380-396 ◽  
Author(s):  
Meg Schleppenbach ◽  
Michelle Perry ◽  
Kevin F. Miller ◽  
Linda Sims ◽  
Ge Fang
Keyword(s):  
Mathematics Classrooms

The Benefit of Spacing on Retention and Transfer of Mathematics Knowledge

2012 ◽  
Author(s):  
Kellie M. Mullaney ◽  
Samuel R. White ◽  
Shana K. Carpenter
Keyword(s):  
Mathematics Knowledge

Eliciting Student Thinking in Elementary School Mathematics Classrooms

2007 ◽  
Author(s):  
Megan L. Franke ◽  
Noreen M. Webb ◽  
Angela Chan ◽  
Dan Battey ◽  
Marsha Ing ◽  
...  
Keyword(s):  
Elementary School ◽  
Student Thinking ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Classrooms

Open Mathematics Knowledge Base

2020 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Knowledge Base ◽  
Mathematics Knowledge

We present a list of mathematical results for future implementation in a digital Open Mathematics Knowledge Base.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives

2017 ◽  
Vol 48 (1) ◽  
pp. 78-105 ◽  
Author(s):  
Jo Boaler ◽  
Sarah Kate Selling
Keyword(s):  
Longitudinal Study ◽  
Mathematics Teaching ◽  
Traditional Approach ◽  
Intellectual Freedom ◽  
Teaching Approaches ◽  
Knowledge Use ◽  
Follow Up Study ◽  
Mathematics Knowledge ◽  
Mathematical Expertise

In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).

Sign in / Sign up

Export Citation Format

Share Document