The Role of Languages in the Process of Objectification in Pattern Generalization in a Multilingual Mathematics Classroom

2021 ◽  
Author(s):  
Rabih El Mouhayar
Keyword(s):  
Mathematics Classroom ◽  
Pattern Generalization

Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice

2015 ◽  
pp. 227-256
Author(s):  
Milan Sherman ◽  
Carolyn McCaffrey James ◽  
Amy Hillen ◽  
Charity Cayton
Keyword(s):  
Mathematics Classroom ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Dynamic Geometry Software ◽  
Teaching Mathematics ◽  
Instructional Technologies ◽  
Mathematical Relationships ◽  
Case Based

This case provides readers with an opportunity to consider issues pertaining to the use of instructional technologies in the mathematics classroom. As a narrative case based on a lesson observed in a real classroom, the case reflects the complexities of this context, yet was written to highlight certain themes relevant to teaching mathematics with technology. In particular, how students use dynamic geometry software to explore mathematical relationships, how they engage with the Standards for Mathematical Practice, and the important role of the teacher in this process are prominent themes in the lesson.

scholarly journals Classificação na Educação Infantil: discutindo propostas, concepções e práticas Rank in Early Childhood Education: discussing proposals, concepts and practices

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Edneri Pereira Cruz ◽  
Ana Coelho Vieira Selva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Property ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Structured Interviews ◽  
Childhood Education ◽  
Conceptual Clarity ◽  
Role Of Teachers

O estudo investiga como a Classificação vem sendo tratada na Educação Infantil. Em particular, as atividades propostas em livros didáticos e a atuação de docentes em sala de aula. Esta pesquisa contemplou: análise de livros didáticos de Matemática, observação de sala de aula e realização de entrevistas semiestruturadas com professoras desta etapa de ensino. De modo geral, tanto nos livros didáticos quanto nas propostas em sala de aula, as atividades apresentam-se como contexto fecundo para se explorar aspectos numéricos, geométricos e lógicos, com a predominância de atividades que previam o agrupamento de objetos que possuíam uma propriedade comum ou mesmo atributo. Na preocupação em tornar o conhecimento acessível e com significado para a criança, se perdeu em algumas atividades a clareza conceitual.The study investigates how the Classification has been treated in kindergarten. In particular, the activities proposed in textbooks and the role of teachers in the classroom. This research included: analysis of textbooks of Mathematics, classroom observation and carrying out semi-structured interviews with teachers of this educational stage. In general, both in textbooks as the proposals in the classroom, the activities are presented as fruitful context for exploring numerical, geometric and logical aspects, with the predominance of activities that provide for grouping of objects that had a common property or even attribute. The aim of making it accessible and meaningful to the child's knowledge, was lost in some activities the conceptual clarity.  

scholarly journals ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Elizabeth Lake
Keyword(s):  
Mathematics Teachers ◽  
Risk Taking ◽  
Social Learning Theory ◽  
Mathematics Teaching ◽  
Positive Emotions ◽  
Mathematics Classroom ◽  
Experienced Teachers ◽  
Good Teaching ◽  
The Moment

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risk-taking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and that, in Bandura’s Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.

scholarly journals The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context

2005 ◽  
Author(s):  
◽  
Bridgette Bond Almond Stevens
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Essential Elements ◽  
Classroom Context ◽  
Structured Interviews ◽  
Pedagogical Content

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a mathematics teaching intern. Additionally, I investigated the nature of the collaborative process between the teaching intern and his mentor teacher as they collaborated on action (during structured planning time) and in action (while students were present). The teaching internship resided in a seventh-grade mathematics classroom during the teaching of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices, semi-structured interviews, and a mathematics pedagogy assessment) were analyzed in order to understand the teaching intern's development of knowledge of instructional strategies, knowledge of student understandings, curricular knowledge, and conceptions of purpose for teaching probability.Results identified numerous dilemmas related to planning and implementing instruction. Although the teaching intern developed pedagogical content knowledge, he often experienced difficulty accessing it while teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from content to the use of instructional strategies for teaching and learning. The curriculum was the primary focus of collaboration and initiated the intern's examination of the learning-to-teach process. Collaboration on action and collaboration in action proved to be essential elements in the development of pedagogical content knowledge.

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

Reasoning and proof in the mathematics classroom

Analysis ◽  
2007 ◽  
Vol 27 (2-3) ◽  
Author(s):  
Aiso Heinze ◽  
Kristina Reiss
Keyword(s):  
Empirical Research ◽  
Mathematics Classroom ◽  
Theoretical Perspective ◽  
Learning Processes ◽  
Limiting Factors ◽  
Mathematical Activity ◽  
Guided Exploration ◽  
Reasoning And Proof

Proving is an essential mathematical activity that should play an important role in the mathematics classroom. However, performing a proof is a most challenging task for students. The nature of this challenge is discussed from a theoretical perspective. Starting with thoughts on the role of proof in mathematics, the article continues with reflections on limiting factors for performing proofs and the learning of proof in the mathematics classroom. Since empirical research gives evidence that guided exploration and a cherishing atmosphere can be regarded as beneficial for learning processes, this topic will be addressed in a further section.

scholarly journals Performing or Learning Mathematics? Asking Critical Questions in Teacher

2006 ◽  
Vol 2 (1) ◽  
Author(s):  
Sonia Corbin Dwyer ◽  
Kathy Nolan ◽  
Rick Seaman
Keyword(s):  
Preservice Teachers ◽  
Mathematics Classroom ◽  
Theoretical Perspective ◽  
Goal Theory ◽  
Learning And Teaching ◽  
Critical Questions ◽  
Mathematics Classrooms ◽  
Learning Mathematics ◽  
Meaningful Experiences

In the study reported here, preservice teachers were asked questions about their experiences of learning and teaching mathematics. Goal theory is used as a theoretical perspective for examining their responses to questions about what it means to know (in) mathematics and the role of the teacher in how students focus their efforts in mathematics classrooms. Also discussed in the paper is the role of the cooperating teacher in helping preservice teachers develop their ideas about what it means to be a “good” mathematics teacher. This is followed by a discussion of preservice teachers’ responses to questions concerning their perceptions of what it means to know (in) mathematics and their most meaningful experiences in the mathematics classroom during their internship. Finally, the paper highlights critical questions regarding the changing needs of teacher education programs in the context of preservice teachers’ internship experiences.

scholarly journals Digital technology in mathematics education: why it works (or doesn’t)

2013 ◽  
Vol 8 (1) ◽  
pp. 1-20
Author(s):  
Paul Drijvers
Keyword(s):  
Mathematics Education ◽  
Digital Technology ◽  
Success Factors ◽  
Mathematics Classroom ◽  
Digital Tool ◽  
Learning And Teaching

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool’s pedagogical potential, the role of the teacher and the educational context.La tecnología digital en educación matemática: por qué funciona (o no)La integración de la tecnología digital enfrenta a profesores, formadores de profesores e investigadores a muchas preguntas. ¿Cuál es el potencial de las TIC en el aprendizaje y la enseñanza, y qué factores son determinantes al trabajar en clase de matemáticas? Para investigar estas cuestiones, se describen seis casos de estudio prominentes en el área, y se identifican los factores decisivos para el éxito. Esto lleva a la conclusión de que los factores cruciales para el éxito de la tecnología digital en la educación matemática incluyen el diseño de la herramienta digital y de las tareas apropiadas que exploren el potencial pedagógico de la herramienta, el papel del profesor y el contexto educativo.Handle: http://hdl.handle.net/10481/27880Nº de citas en WOS (2017): 2 (Citas de 2º orden, 1)

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