scholarly journals Teaching Mathematics through Concept Motivation and Action Learning

2019 ◽  
Vol 2019 ◽  
pp. 1-13 ◽  
Author(s):  
Sergei Abramovich ◽  
Arcadii Z. Grinshpan ◽  
David L. Milligan
Keyword(s):  
Mathematics Education ◽  
Common Sense ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Action Learning ◽  
Teaching Mathematics ◽  
School Teachers ◽  
University Instructors ◽  
Conceptual Paper ◽  
Academic Lives

This is a practice-led, conceptual paper describing selected means for action learning and concept motivation at all levels of mathematics education. It details the approach used by the authors to devise insights for practitioners of mathematics teaching. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions, computer analysis (internet search included), and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The authors argue that the entire K-20 mathematics curriculum under a single umbrella is practicable when techniques of concept motivation and action learning are in place throughout that broad spectrum. This argument is supported by various examples that could be helpful in practice of school teachers and university instructors. The authors found pragmatic cause for action learning within mathematics education at virtually any point in student academic lives.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Learning through doing in teacher education: a proposal

1974 ◽  
Vol 21 (5) ◽  
pp. 436-438
Author(s):  
Barker Bausell ◽  
William B. Moody
Keyword(s):  
Elementary Education ◽  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Education Major ◽  
College Textbook ◽  
Textbook Writer ◽  
Elementary Education Major

The rationale for teaching mathematics to prospective elementary school teachers is quite straightforward. A teacher must obviously have some knowledge of the discipline's subject matter in order to insure adequate learning on the part of instructed students. This is normally accomplished by requiring the elementary education major to take a prescribed number of courses dealing with concepts deemed relevant to the elementary mathematics curriculum. The problem with this procedure is that the college textbook writer must himself arbitrarily decide which concepts are relevant and which are not. The purpose of the present article is to propose a procedure for teaching mathematics to propective teachers that avoids much of this arbitrariness.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Features of the formation and development of mathematical representations in preschool children

2021 ◽  
Vol 71 (10) ◽  
pp. 29-34
Author(s):  
Nüşabə Baba qızı Seyid ◽  
Keyword(s):  
Preschool Children ◽  
Mathematics Education ◽  
Young Children ◽  
Key Words ◽  
Common Sense ◽  
Intellectual Development ◽  
Action Learning ◽  
Experimental Methodology ◽  
Mathematical Representations

The article deals with the actual problems of the formation of elementary mathematical representations in children. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The analysis of psychological, pedagogical and methodological literature on the topic of research the author provides an experimental methodology for studying elementary mathematical representations, characterizes their features in young children. Key words: preschool children, mathematical representations, intellectual development of preschool children, mental education, features of development, elementary mathematical representations

Reviews: By the Numbers

1984 ◽  
Vol 15 (3) ◽  
pp. 235-239
Author(s):  
Douglas B. McLeod
Keyword(s):  
Mathematics Education ◽  
Educational Psychology ◽  
Mathematics Teaching ◽  
School Administration ◽  
Interdisciplinary Team ◽  
Teaching Mathematics ◽  
Research On Teaching ◽  
Process Product

This book reports a decade of research by the Missouri Mathematics Project. The project, funded by the National Institute of Education, has conducted probably the best example of process-product research on mathematics teaching that has been done so far. The project has many strengths. For example, the authors represent an interdisciplinary team from educational psychology, mathematics education, and school administration. The studies are designed with care and are responsive to the concerns of the various disciplines that are interested in research on teaching mathematics. The work of the project is reported thoroughly, and the conclusions are based on a reasonable interpretation of the data.

For Your Information: May 2008

2008 ◽  
Vol 101 (9) ◽  
pp. 695-697
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Success For All ◽  
Teaching Mathematics ◽  
National Council ◽  
Standards Documents ◽  
Improve Student Learning ◽  
Learning And Achievement

In its 1989 and 2000 standards documents, the national council of teachers of mathematics (nctm) describes a vision of mathematics curriculum to ensure success for all students. However, “more than curriculum standards documents are needed to improve student learning and achievement. Teaching matters” (p. 3). In that spirit, nctm delivers the rest of the picture—mathematics teaching today, a revision of the 1991 professional standards for teaching mathematics.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

In My Opinion: Professing Teacher Knowledge beyond the Classroom Walls

2003 ◽  
Vol 9 (9) ◽  
pp. 499-501
Author(s):  
Timothy A. Boerst
Keyword(s):  
Mathematics Education ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Teacher Recruitment ◽  
High Quality ◽  
Teaching Knowledge ◽  
Quality Instruction ◽  
The Impact

In rooms a bit smaller or larger than 24' × 30', millions of schoolchildren across the country learn valuable mathematics from teachers who masterfully integrate knowledge of mathematics, curriculum, and students to enact high-quality instruction. One of the biggest challenges to improving mathematics education may lie not in standard-setting, teacher recruitment, or accountability but in encouraging mathematics teachers to share their knowledge and practices with those outside the 24' × 30' space in which they teach every day. Teachers tend to treat their knowledge of teaching in ways that remove it from benefiting the profession (Shulman 1993). What teachers know and can do certainly impacts the hundreds, and possibly thousands, of students they teach over the course of their careers. Imagine the impact if mathematics teachers routinely shared their complex, refined understandings of teaching in ways that could be built on to benefit other students and teachers. If we hope to ensure NCTM's vision of quality mathematics instruction for all students, we must move beyond the private production and possession of mathematics teaching knowledge.

scholarly journals ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Imam Kusmaryono ◽  
Mochamad Abdul Basir ◽  
Bagus Ardi Saputro
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Research Data ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Central Java ◽  
Alternative Solutions

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.

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