Teaching Mathematics: It's Time to Tell Some New Stories

2005 ◽  
Vol 9 (2) ◽  
pp. 139-151 ◽  
Author(s):  
John Westwell
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Human Life ◽  
Teaching Mathematics ◽  
Florence Nightingale ◽  
Mathematics Educators ◽  
The Subject ◽  
Teaching Of Mathematics

A NUMBER OF mathematics educators have called in recent years for a ‘humanising’ of the teaching of mathematics and even of the subject itself. One important way in which this can be done is by recognising the importance of story in human life and understanding in general and in mathematics teaching in particular. Using as an example the story of Florence Nightingale and her rose statistical diagrams, three ‘stories within the story’ are identified: the ‘human-story’, the ‘mathematics-story’ and the ‘knowledge-story’. A way of making use of these within the mathematics classroom is suggested and areas for further research are identified.

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.

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.

Enhancing Students' Mathematical Learning Through Focused Teacher Growth: A Review of of Promoting Purposeful Discourse…

2012 ◽  
Vol 43 (5) ◽  
pp. 651-657 ◽  
Author(s):  
P. Janelle McFeetors
Keyword(s):  
Discourse Analysis ◽  
Classroom Discourse ◽  
Mathematics Classroom ◽  
Teaching Mathematics ◽  
National Council ◽  
Communicative Practices ◽  
Spoken Discourse ◽  
Mathematics Standards ◽  
Making Sense ◽  
Mathematics Educators

Communication within the mathematics classroom has captured the interest of mathematics educators over several decades. The National Council of Teachers of Mathematics Standards publications (1989, 1991, 2000) highlight communication as one of the fundamental strands in mathematical processes. Although research has investigated students' written mathematics work (e.g., Masingila & Prus-Wisniowska, 1996; Mason & McFeetors, 2002; Pugalee, 2004), considerable focus has also been given to understanding effective spoken discourse patterns within the mathematics classroom (e.g., Hufferd-Ackles, Fuson, & Sherin, 2004; Lampert & Blunk, 1998; Nathan & Knuth, 2003). Pimm (1994) argues that focusing on “the form and structure of spoken interactions between mathematics teachers and pupils” (p. 134) can inform the way in which classroom discourse is shaped. He encourages the use of discourse analysis as one way of making sense of questions that address the what, how, and why of teachers' forms of language in teaching mathematics. Increasingly, studies using discourse analysis are being used to describe effective classroom communicative practices (e.g., Bills, 2000; Gresalfi, Martin, Hand, & Greeno, 2009; Truxaw & DeFranco, 2008; Zolkower & Shreyar, 2007).

The use of cloud technologies while teaching future speech therapists (on the example of special «mathematics teaching technique» discipline)

2019 ◽  
pp. 23-25
Author(s):  
Inna Mikhailovna Zentsova
Keyword(s):  
Mathematics Teaching ◽  
Cloud Services ◽  
Educational Institutions ◽  
Teaching Mathematics ◽  
Theoretical Methods ◽  
Teaching Technique ◽  
The Subject ◽  
Effectiveness Of Training ◽  
Cloud Technologies ◽  
Speech Therapists

The article is devoted to the features of using cloud technologies in training future speech therapists. The subject of the analysis is cloud services. The purpose of the article is to reveal cloud technologies allowing to increase the effectiveness of training on the example of the discipline «Special methods of teaching mathematics». The research is based on experimental and theoretical methods. The tasks based on cloud technologies in the field of methods of teaching mathematics are offered. The results of the study can be used by teachers of higher educational institutions for organization of academic activity.

Implementing the “Professional Standards for Teaching Mathematics”: Applying the Standards to the College Mathematics Classroom: Ideas and Obstacles

1993 ◽  
Vol 86 (9) ◽  
pp. 744-747
Author(s):  
Mary Kim Prichard
Keyword(s):  
Mathematics Teaching ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
College Level ◽  
College And University ◽  
University Mathematics ◽  
New Vision

This assumption that how teachers teach mathematics is fundamentally connected with how they learned it underlies the first standard of the “Standards for the Professional Development of Teachers of Mathematics.” This standard, Experiencing Good Mathematics Teaching, focuses on the role of the college and university mathematics professors in the process of reforming school mathematics teaching. It is essential that mathematics teacher educators invite and encourage college-level mathematics faculty to join them in implementing the teaching standards. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) present a new vision of school mathematics. Mathematics courses and programs of study in colleges and universities should share in this vision.

scholarly journals Inter-subject links within the content-methodical lines of Math school course

2019 ◽  
Vol 8 (3) ◽  
pp. 290-295
Author(s):  
Natalya Vasilievna Kononenko ◽  
Julia Sergeevna Tokareva ◽  
Pavel Aleksandrovich Chukhriy
Keyword(s):  
General Education ◽  
Linear Equations ◽  
Subject Area ◽  
Practical Significance ◽  
Federal State ◽  
Teaching Mathematics ◽  
Practical Application ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
State Educational

This paper considers some ways of inter-subject links realization within the content-methodical lines of Math school course. The course of Math at school is permeated with inter-subject links, which are the foundation of the subject and through which a succession is implemented in teaching of Mathematics. The implementation of inter-subject links in teaching Mathematics requires a special organization of educational material and the process of its study and, therefore, acts as a didactic principle. In this paper, inter-subject links are revealed at two levels: the level of content and the level of methods for solving problems. The inter-subject links at the substantial level are learning numerical sequences and linear equations and inequalities, while at the level of methods - examples of transcendental equations. The implementation of inter-subject links at the content level takes place in conjunction with their implementation at the level of methods and has a wide practical application at Mathematics lessons. The conducted researches have shown that inter-subject links naturally extend on the subject area Mathematics and Computer Science according to the Federal state educational standards of the basic and secondary general education. The practical significance of the study is that its results can be used for teaching Mathematics at school.

A Forum for Researchers: I Know What I Believe; Do I Believe What I Know?

1983 ◽  
Vol 14 (2) ◽  
pp. 119-125
Author(s):  
Kathleen M. Hart
Keyword(s):  
The State ◽  
Teaching Mathematics ◽  
National Academy Of Sciences ◽  
Quarter Century ◽  
Half Century ◽  
Government Report ◽  
History Of ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Academy Of Sciences

“We believe that all these perceptions of the usefulness of mathematics arise from the fact that mathematics provides a means of communication which is powerful, concise and unambiguous” (Committee of Inquiry into the Teaching of Mathematics in Schools, 1982). Thus begins the latest report, the Cockcroft Report, on the state of mathematics in British schools. Needless to say, the picture is not one of pride and satisfaction but more of the “should do better” variety. The report quotes other such exercises from a century, a half-century, and a quarter-century ago, and each in turn has the Aavor of “should do better.” The American National Academy of Sciences' Report of a Convocation (1982) carries a similar message with the added note: “used to do better.” The history of teaching mathematics in Britain fails to support this contention. Prior to 1836 there was no reaching of mathematics at Eton, although some arithmetic appeared in the curriculum. At Harrow mathematics was compulsory by 1837, and by 1868 we already have a government report saying, “The teaching of mathematics in English schools is rarely satisfactory.” One wonders whether we have ever managed to match the subject to the child.

scholarly journals Prospects of using the augmented reality application in STEM-based Mathematics teaching

2019 ◽  
Vol 53 (1) ◽  
pp. 199-218
Author(s):  
Tetiana H. Kramarenko ◽  
Olha S. Pylypenko ◽  
Vladimir I. Zaselskiy
Keyword(s):  
Augmented Reality ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Augmented Reality Application ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Dynamic Mathematics ◽  
Cloud Technologies

The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

scholarly journals PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS

2019 ◽  
Vol 31 (6) ◽  
pp. 1905-1910
Author(s):  
Teuta Iljazi
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Early Years ◽  
Teaching Mathematics ◽  
Pedagogical Practice ◽  
School Activities ◽  
Mathematic Teaching ◽  
The Subject ◽  
The Impact

Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

Improving Mathematics Discourse through Action Research

2019 ◽  
Vol 112 (4) ◽  
pp. 302-306 ◽  
Author(s):  
Christopher W. Parrish ◽  
Ruby L. Ellis ◽  
W. Gary Martin
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Central Element ◽  
Success For All ◽  
Mathematical Ideas ◽  
Mathematical Connections ◽  
Mathematics Discourse ◽  
Mathematics Educators ◽  
Mathematical Success ◽  
Support Students

NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).

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