Researching into the History of Teaching and Learning Mathematics: the State of the Art

2006 ◽  
Vol 42 (4-5) ◽  
pp. 665-677 ◽  
Author(s):  
Gert Schubring
Keyword(s):  
Teaching And Learning ◽  
State Of The Art ◽  
The State ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
History Of

scholarly journals Funciones: desarrollo histórico del concepto y actividades de enseñanza aprendizaje

2013 ◽  
Vol 14 (1) ◽  
Author(s):  
William J. Ugalde
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
History Of Mathematics ◽  
Historical Review ◽  
Palabras Clave ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Concept Of Function ◽  
History Of ◽  
Object Of Study

<p><strong>Resumen:</strong> La principal intención de este trabajo es motivar a los docentes e investigadores en educación matemática a integrar en los procesos de enseñanza y aprendizaje de las matemáticas relacionados con el concepto de función, el desarrollo histórico de dicho objeto de estudio. Como segundo objetivo se desea sugerir diferentes actividades que se pueden utilizar para estudiar el concepto de función en los varios niveles de la educación formal. Este artículo se divide en tres secciones. La primera sección es una revisión del desarrollo del concepto de función a través de la historia. La segunda sección es un breve estudio de los tipos de definición existentes y las diferentes formas de representar funciones. La tercera sección es un recuento de actividades o situaciones de interés, con la intención de indicar facetas interesantes a la hora de estudiar el concepto de función.</p><p><br /><strong>Palabras clave:</strong> historia de las matemáticas, función, actividades de enseñanza aprendizaje.</p><p><br /><strong>Abstract:</strong> The main intention of this work is to motivate teachers and researchers in math education to integrate in the processes of teaching and learning mathematics related to the concept of function, the historical development of such an object of study. As a second objective, it is intended to suggest different activities that can be used to study the concept of function in the various levels of formal education. The first of three sections in this paper is a historical review of the development of the concept of function . The second section is a brief study of the types of existing definitions and the different ways to represent a function. The third section lists activities of situations of interest, aiming to identify interesting stages during the study of the concept of function.</p><p><br /><strong>KeyWords:</strong> history of mathematics, function, learning-teaching activities.</p>

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.

scholarly journals Introduction

1990 ◽  
Vol 30 (4) ◽  
pp. 487-492 ◽  
Author(s):  
Carl F. Kaestle
Keyword(s):  
State Of The Art ◽  
History Of Education ◽  
The State ◽  
Special Issue ◽  
Research Papers ◽  
History Of

The History of Education Quarterly has done it again. Despite many scholars' previous attempts to summarize the state of the art in historical studies of literacy, this special issue will now be the best, up-to-date place for a novice to start. It should be required reading for everyone interested in this subfield. The editors have enlisted an impressive roster of prominent scholars in the field, and these authors have provided us with an excellent array of synthetic reviews, methodological and theoretical discussions, and exemplary research papers.

Teaching and Learning Mathematics

1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean
Keyword(s):  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

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