Die Programme „Zahlenland“ und „Mengen, zählen, Zahlen“ – ein Kommentar zum Beitrag „Fostering Early Mathematical Competencies in Natural Learning Situations – Foundation and Challenges of a Competence-Oriented Concept of Mathematics Education in Kindergarten“ [J Math Didakt (2012) 33:181–201] von Hedwig Gasteiger

2013 ◽  
Vol 34 (2) ◽  
pp. 273-281
Author(s):  
Udo Käser
Keyword(s):  
Mathematics Education ◽  
Mathematical Competencies

scholarly journals Epistemic Complexity of the Mathematical Object “Integral”

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2453
Author(s):  
Enrique Mateus-Nieves ◽  
Vicenç Font Moll
Keyword(s):  
Mathematics Education ◽  
Paradigm Shift ◽  
Mathematical Object ◽  
Positive Influence ◽  
Definite Integral ◽  
Theoretical Construct ◽  
Integral Calculus ◽  
Mathematical Content ◽  
Mathematical Competencies ◽  
History Of

The literature in mathematics education identifies a traditional formal mechanistic-type paradigm in Integral Calculus teaching which is focused on the content to be taught but not on how to teach it. Resorting to the history of the genesis of knowledge makes it possible to identify variables in the mathematical content of the curriculum that have a positive influence on the appropriation of the notions and procedures of calculus, enabling a particularised way of teaching. Objective: The objective of this research was to characterise the anthology of the integral seen from the epistemic complexity that composes it based on historiography. Design: The modelling of epistemic complexity for the definite integral was considered, based on the theoretical construct “epistemic configuration”. Analysis and results: Formalising this complexity revealed logical keys and epistemological elements in the process of the theoretical constitution that reflected epistemological ruptures which, in the organisation of the information, gave rise to three periods for the integral. The characterisation of this complexity and the connection of its components were used to design a process of teaching the integral that was applied to three groups of university students. The implementation showed that a paradigm shift in the teaching process is possible, allowing students to develop mathematical competencies.

scholarly journals LECTURERS' EXPERIENCE IN ASSESSING 21ST-CENTURY MATHEMATICS COMPETENCY IN INDONESIA

2020 ◽  
Vol 78 (4) ◽  
pp. 500-515 ◽  
Author(s):  
Sintha Sih Dewanti ◽  
Badrun Kartowagiran ◽  
Jailani Jailani ◽  
Heri Retnawati
Keyword(s):  
Mathematics Education ◽  
21St Century ◽  
Qualitative Approach ◽  
Competency Assessment ◽  
Phenomenological Method ◽  
Study Program ◽  
Mathematical Competencies ◽  
Education Study ◽  
Depth Interviews ◽  
Systematic Thinking

Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators. Keywords: 21st-century mathematical competencies, competency assessment, lecturers' experience in assessment, Mathematics Education Study Program lecturers.

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

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