The didactical tetrahedron as a heuristic for analysing the incorporation of digital technologies into classroom practice in support of investigative approaches to teaching mathematics

ZDM ◽  
2011 ◽  
Vol 44 (5) ◽  
pp. 627-640 ◽  
Author(s):  
Kenneth Ruthven
Keyword(s):  
Classroom Practice ◽  
Digital Technologies ◽  
Teaching Mathematics ◽  
Approaches To Teaching

Do Future Mathematics Teachers Need the Course „Integration of Digital Technologies in Teaching Mathematics“, and if so, what exactly can it help them with?

2019 ◽  
pp. 193-198
Author(s):  
Irina Gurevich
Keyword(s):  
Student Teachers ◽  
Mathematics Teachers ◽  
Digital Technologies ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Software ◽  
Software Packages ◽  
Mathematics Student ◽  
Students Attitudes ◽  
Course Integration

In the current research we analysed our teaching experience in the course “Integration of digital technologies in teaching mathematics”. The students were mathematics student teachers. The main goal of the course was to demonstrate the potential of digital technologies in teaching mathematics and to provide the students with basic skills in the intellectual use of these technologies. During the course the students, after getting acquainted with various mathematical software packages, build and present their own teaching units. We were interested to analyse the students’ attitudes towards the course. A multiple-choice questioner was formulated, and the collected data were analysed. We observed that most of the students found the course being helpful for their future teaching. The obtained results indicated that the described course provided them a didactic model to emulate.

Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity

2002 ◽  
Vol 179 ◽  
pp. 64-75 ◽  
Author(s):  
Julia Whitburn
Keyword(s):  
Teaching Mathematics ◽  
English School ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Primary Stage ◽  
Primary Mathematics ◽  
Primary Schooling ◽  
The Past ◽  
Secure Foundation ◽  
Age Of Entry

Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.

Connecting Research to Teaching: Probability and Statistics

1993 ◽  
Vol 86 (3) ◽  
pp. 244-248
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Classroom Communication ◽  
Approaches To Teaching ◽  
Evaluation Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Present Information ◽  
Probability And Statistics ◽  
The Many

This issue introduces a new department to the Mathematics Teacher, “Connecting Research to Teaching.” Articles will focus on mathematical and pedagogical ideas related to the NCTM's Curriculum and Evaluation Standards (1989) and the Professional Standards for Teaching Mathematics (1991). Authors will strive to present information to help teachers (1) understand students' conceptions or misconceptions of important ideas, (2) consider various approaches to teaching, and (3) offer activities that probe students' understanding. Although research offers no one correct answer to the many perplexing problems surrounding teaching and learning mathematics, the suggestions and perspectives may help teachers pursue their work with new insights. It is hoped that the department will also stimulate researchers to reflect on connecting research to the classroom. Communication and collaboration between teachers and researchers will benefit both groups and help each grow in appreciation of the other's tasks.

The Pond: Doing Research Together

1996 ◽  
Vol 1 (9) ◽  
pp. 696-704
Author(s):  
Kevin Kinneavy
Keyword(s):  
Middle School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Approaches To Teaching ◽  
Interdisciplinary Instruction ◽  
Evaluation Standards ◽  
Interdisciplinary Approaches ◽  
Middle School Concept ◽  
School Concept

Interdisciplinary approaches to teaching all subjects are central to the middle school concept. Such approaches can be especially useful for teaching mathematics, a subject that has traditionally been the bane of many students' existence. The NCTM recognizes the importance of interdisciplinary instruction in its Curriculum and Evaluation Standards for School Mathematics (1989, 84).

Implementing the Professional Standards for Teaching Mathematics: Focusing on Worthwhile Mathematical Tasks in Professional Development: Using a Task from the National Assessment of Educational Progress

1998 ◽  
Vol 91 (2) ◽  
pp. 156-161
Author(s):  
Glendon W. Blume ◽  
Judith S. Zawojewski ◽  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Mathematical Reasoning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Problem Solver ◽  
Teaching Mathematics ◽  
National Assessment ◽  
Mathematical Ideas ◽  
Solution Methods

Worthwhile mathematical tasks engage the problem solver in sound and significant mathematics, elicit a variety of solution methods, and require mathematical reasoning. Such problems also prompt responses that are rich enough to reveal mathematical understandings. Just as good classroom practice engages students in worthwhile mathematical tasks, sound professional development does the same with teachers. Providing teachers with opportunities to engage in worthwhile mathematical tasks and to analyze the mathematical ideas underlying those tasks promotes the vision of the Professional Standards for Teaching Mathematics (NCTM 1991).

Action Research: A way to generate new approaches to teaching mathematics in Bioengineering

2010 ◽  
Author(s):  
Maria M. Anino ◽  
Diana M. Waigandt ◽  
Marisol Perassi ◽  
Gustavo Pita ◽  
Alberto Miyara ◽  
...  
Keyword(s):  
Action Research ◽  
Teaching Mathematics ◽  
Approaches To Teaching ◽  
New Approaches

scholarly journals Development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of pupils' educational results

2021 ◽  
Vol 53 (5) ◽  
pp. 306-322
Author(s):  
Mikhail I. Bocharov ◽  
◽  
Tatiana N. Mozharova ◽  
Elena V. Soboleva ◽  
Tatyana N. Suvorova ◽  
...  
Keyword(s):  
Short Story ◽  
Computer Games ◽  
Research Work ◽  
Digital Technologies ◽  
Personalized Learning ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Non Linear ◽  
Educational Path

The problem and the aim of the study. The implementation of educational programs in different subjects of modern school, including mathematics, is based on the principles of personalized learning, the active use of digital technologies and means of interactive interaction to ensure a high level of mathematical education. The purpose of the article is to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. Research methods. The theoretical analysis and generalization of scientific literature on the problems of improvement of the quality of mathematical education, of the personalization of education by digital technologies, of the didactic role of the visual interactive literature as a kind of computer games, are applied. The main methodological principle of the study is determined by the key condition of personalized learning. That is the freedom of students to choose their educational path. The empirical methods were used: observation, analysis of the results of work with AXMA Story Maker application (answer selection, number of attempts to find a solution and of publications read). The study involved 121 7th-grade pupils of school №11, Kirov. In the experiment, the Fisher criterion was used to process the results. Results. The members of the experimental group were involved in the study of mathematical theory, solving of the tasks according to their personalized educational path in the interactive AXMA Story Maker space. Personalization is supported by self-selection of the pupil's response in a non-linear visual novel environment. Statistically significant differences between the experimental and control groups in terms of the level of educational results were revealed (φcrit = 1.64 <φemp = 2.964). In conclusion, the features that should be considered when designing a personalized model of teaching mathematics by means of interactive novels are summarized: correlating the didactic goal and the result of educational research work in a non-linear environment, choosing a plot for a visual short story, considering the text component and the personalized trajectory of cognition etc.

scholarly journals Early years teachers and digital literacies: Navigating a kaleidoscope of discourses

2019 ◽  
Vol 25 (4) ◽  
pp. 2415-2426
Author(s):  
Karen Daniels ◽  
Kim Bower ◽  
Cathy Burnett ◽  
Hugh Escott ◽  
Amanda Hatton ◽  
...  
Keyword(s):  
Young Children ◽  
Digital Technology ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Developed Countries ◽  
Structured Interview ◽  
Early Years ◽  
Digital Literacies ◽  
Children's Literacy

AbstractFor many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children’s use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children’s use of digital technology where this relates directly to children’s literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.

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