The teaching preparation of mathematics educators in doctoral programs in mathematics education

2001 ◽  
pp. 77-83 ◽  
Author(s):  
Diana Lambdin ◽  
James Wilson
Keyword(s):  
Mathematics Education ◽  
Doctoral Programs ◽  
Teaching Preparation ◽  
Mathematics Educators

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

Book Review: Reconsidering Affect in Mathematics Education

2017 ◽  
Vol 48 (1) ◽  
pp. 106-110 ◽  
Author(s):  
Amanda Jansen ◽  
Joseph DiNapoli ◽  
Kristin McKenney
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Short Period ◽  
Mathematics Educators ◽  
Affective Constructs

Mathematics educators incorporate affective constructs into their research as they seek to understand phenomena related to teaching and learning. Some prominent findings in mathematics education research suggest that beliefs provide explanations for some perplexing behaviors. For instance, if students stop working on a challenging task after a short period of time, one explanation may be that they believe that if you understand mathematics, you can solve problems in 5 minutes or less (Schoenfeld, 1988).

Features of Doctoral Programs in America and Their Historical Roots

2020 ◽  
pp. 14-20
Keyword(s):  
Mathematics Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Recent History ◽  
Doctorate Degree ◽  
Common Features ◽  
History Of

This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.

Building a case for the application of Piaget's theory and research in the classroom

1972 ◽  
Vol 19 (4) ◽  
pp. 255-260
Author(s):  
James E. Inskeep
Keyword(s):  
Mathematics Education ◽  
Mathematics Educators ◽  
Educative Process

Mathematics education, like all branches of the educative process, is subject to periodic fads. It is possible for mathematics educators to be taken with ideas that appear, have a brief moment of glory, and then are quietly laid to rest. In recent years, Piagetian research has been given hearty acceptance by many educators, to the point where some have suggested that it may be a fad. The purpose of this article is to argue that Piagetian research is worthwhile for the classroom, that its impact has not yet been fully realized, and that it will continue to expand in influence and relevance to mathematics education.

Mathematics education in the elementary schools of the Soviet Union

1968 ◽  
Vol 15 (2) ◽  
pp. 108-114
Author(s):  
Virginia Carlton
Keyword(s):  
Mathematics Education ◽  
Soviet Union ◽  
National Science Foundation ◽  
The United States ◽  
Curriculum Revision ◽  
Special Schools ◽  
The Soviet Union ◽  
National Science ◽  
Mathematics Educators ◽  
Mathematically Talented

A group of mathematics educators, twenty from the United States and one from England,* visited mathematics education facilities in the Soviet Union (Moscow, Kiev, and Leningrad), from August 27 to September 9, 1966. The tour was sponsored by the NCTM under the supervision of the Committee on I nternational Mathematics Education, with some financial support from the National Science Foundation. The tour followed the conclusion of the International Congress of Mathematicians which was held in Moscow from August 16-26, 1966. The main purpose of the group was to visit persons and institutions which are involved in the education of the mathematically talented student. Two major topics on which members of the group focused during the tour were: (1) curriculum revision and research and (2) special schools and devices for stimulating interest in superior students.

Federal funds for the improvement of mathematics education

1965 ◽  
Vol 12 (6) ◽  
pp. 496-499
Author(s):  
Joseph H. Scandura ◽  
Donovan A. Johnson ◽  
Gladys M. Thomason
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Federal Funds ◽  
Elementary And Secondary Education ◽  
School Planning ◽  
Mathematics Educators ◽  
Subject Areas ◽  
Education Act ◽  
And Mathematics

Congress has authorized a large sum of money for the improvement of education by passing the Elementary and Secondary Education Act of 1965. Since these funds will be available for projects in all subject areas, teachers and mathematics educators should make every effort to see that school planning makes provision for improved mathematics programs. This can be done by providing school and state leaders with the necessary information and statements of need which can be incorporated into their requests for funds.

Research and Teacher Education: In Search of Common Ground

1994 ◽  
Vol 25 (6) ◽  
pp. 608-636 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Common Ground ◽  
Fundamental Question ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Educators

Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?

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