How Informal Out-of-School Mathematics Can Help Students Make Sense of Formal In-School Mathematics: The Case of Multiplying by Decimal Numbers

2005 ◽  
Vol 7 (4) ◽  
pp. 313-344 ◽  
Author(s):  
Cinzia Bonotto
Keyword(s):  
School Mathematics ◽  
Decimal Numbers ◽  
Out Of School

On My Mind Let's Be Realistic

1997 ◽  
Vol 2 (3) ◽  
pp. 136-137
Author(s):  
Joanna O. Masingila
Keyword(s):  
Mathematical Knowledge ◽  
School Mathematics ◽  
Classroom Activities ◽  
Out Of School

It is essential that teachers provide classroom activities that connect in-school and out-of-school mathematics to enrich each student's set of experiences and offer some common experiences for all students in the class. These activities need not be elaborate; motivating, rich activities can be developed by transforming textbook exercises into problems that require students to use their mathematical knowledge in ways that reflect how that knowledge is used in everyday situations.

Gaps between inside school and out-of-school mathematics in Ghana

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
E.K Davis ◽  
A.J Bishop ◽  
W Tiong Seah
Keyword(s):  
School Mathematics ◽  
Out Of School

scholarly journals Situational Interest and Learning in a Science Center Mathematics Exhibition

2015 ◽  
Vol 1 (1) ◽  
pp. 15-29
Author(s):  
Mari-Pauliina Vainikainen ◽  
Hannu Salmi ◽  
Helena Thuneberg
Keyword(s):  
Learning Outcomes ◽  
Age Groups ◽  
Situational Interest ◽  
School Mathematics ◽  
Individual Interest ◽  
Science Center ◽  
Hands On ◽  
School Learning ◽  
Actual Learning ◽  
Out Of School

Educators have been increasingly interested in teaching mathematics in informal settings. However, there is little research on the actual learning outcomes of out-of-school mathematics instruction or the role of interest in explaining the outcomes. In this study, 793 12-year-old pupils were taken into a science center mathematics exhibition in Latvia and Sweden, measuring their prior knowledge of the contents of the exhibition, general cognitive competences and individual interest in school mathematics before the visit, and their situational interest and learning outcomes after the exhibition. In the exhibition, the pupils learned how to form concrete, hands-on geometrical models and physical structures based on abstract instructions. The results showed that both boys and girls learned during the exhibition, but contrary to the expectations, there were no gender differences in either learning outcomes or interest. Individual interest predicted situational interest, which was a positive predictor of learning outcomes. It was concluded that more attention should be paid to how situational interest and motivation, which are typical in out-of-school learning contexts, can be utilized in enhancing learning outcomes of children of all age groups.

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