scholarly journals Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Abu Qouder Fouze ◽  
Miriam Amit
Keyword(s):  
Mathematical Thinking ◽  
Math Instruction

scholarly journals Jugando con números 2: el software complementario a la instrucción matemática temprana / Playing with Numbers 2: Complementary Software to Early Math Instruction

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Estíbaliz L. Aragón Mendizábal ◽  
Gonzalo Ruiz Gagigas ◽  
Manuel Aguilar Villagran ◽  
Antonio Araújo Hoyos ◽  
José I. Navarro Guzmán
Keyword(s):  
Secondary School ◽  
Mathematical Knowledge ◽  
Educational Software ◽  
Mathematical Thinking ◽  
Math Performance ◽  
Math Instruction ◽  
Math Learning ◽  
Improve Performance ◽  
Educación Primaria ◽  
Primary And Secondary School

ABSTRACTThe interest to improve math performance involves people in different areas of life therefore may be useful for the progress of society. Frequently efforts are focused in order to obtain an ideal performance in math during Primary and  Secondary  school.  But  the  bases  for  learning  are  acquired  earlier  (Clements  &  Sarama,  2007).  It  is  importantidentify  and  overcome  difficulties  to  improve  performance  at  children  in  kindergarten  and the  first  school  grades (Gersten,  Jordan,  &  Light,  2005). This  research  attempted  to  link  current  Educational  Sciences  knowledge  and Psychology,  connecting  them  with  educational  software  that  can  be  applied  in  math  learning  difficulties  during  the earlier  school  years.  Using  computer  as  an  educational  tool,  students  make  activities  based  on  tangible  situations contributing  to  understand  the  environment  and  allowing  them  to  start  acquisition  of  mathematical  knowledge  and building the logical and mathematical thinking on motivating and effective way.RESUMENEl interés por mejorar el rendimiento en matemáticas puede ser útil para el progreso de la sociedad ya que afecta a las personas en diversas áreas de la vida. Normalmente se dirigen esfuerzos a la obtención de un óptimo rendimiento en matemáticas durante las etapas de Educación Primaria y Secundaria, pero los pilares en los que se asientan los aprendizajes se adquieren antes (Clements & Sarama, 2007). Por esta razón es importante identificar y superar los obstáculos que impiden un buen rendimiento en Educación Infantil y los primeros cursos de Educación Primaria (Gersten, Jordan, & Flojo, 2005). Nuestro trabajo ha tratado de conjugar los conocimientos existentes sobre las ciencias de la educación y la psicología, plasmándolos en un software didáctico con posibilidad de aplicación en el ámbito de las dificultades de aprendizaje matemático durante los primeros cursos escolares. A través del uso del ordenador como herramienta educativa podemos lograr que el alumnado realicen actividades basadas en situaciones reales que contribuyan a la comprensión del mundo que le rodea y, en última instancia, que les permitan iniciarse en la adquisición del lenguaje matemático, y la construcción del pensamiento lógico-matemático de una manera atractiva y eficaz.

scholarly journals Investigation of Mavlana Aznab Sheberghani school students’ reluctance in math subject

2021 ◽  
Vol 4 (3) ◽  
pp. 163-167
Author(s):  
Muhammad Rafi Nazari
Keyword(s):  
Secondary School ◽  
Mathematical Thinking ◽  
Theoretical Research ◽  
Math Instruction ◽  
Math Learning ◽  
Education Department ◽  
School Students ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
The Subject

The subject of this study is to investigate causes of students’ disinterest in education department or domain (secondary school of Mavlana Aznab Sheberghani). The essential and important objective of this study is to identify causes of students’ disinterest in math subject. This study was a filed and applied research. The instrument was questionnaire and filled in by students in the field. One of the reasons of students’ disinterest in math subject in secondary school is weaknesses in foundation and mathematical thinking. In math instruction, these are the problems that need to be considered: to have professional teachers, qualified and strong management and leadership based on the system of reward and punishment, use of technology in teaching math subject, and use of appropriate curriculum based on society’s needs. These are the primary needs of our society. The importance of theoretical research is to examine various theories on the title of study (causes of students’ disinterest in math subject) and find out different variables and answer to the research questions appropriately. The importance of research is to find out the causes of lack of progress in learning math subject. The results indicate that there are lots of barriers and problems in math learning among students. It is important to increase students’ interests and motivation by eliminating the problems.

Review of Mathematical Thinking and Problem Solving.

1996 ◽  
Vol 41 (1) ◽  
pp. 80-80
Author(s):  
Daniel Stalder ◽  
Shubhangi Stalder
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking

Thinking About Mathematical Thinking

PsycCRITIQUES ◽  
2010 ◽  
Vol 55 (23) ◽  
Author(s):  
Gordon Pitz
Keyword(s):  
Mathematical Thinking

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

Category Theory and Foundations

2018 ◽  
Author(s):  
Michael Ernst
Keyword(s):  
Category Theory ◽  
Mathematical Thinking ◽  
Mathematical Practice ◽  
Foundations Of Mathematics ◽  
Ongoing Debate ◽  
Technical Adequacy ◽  
Theoretical Foundations

In the foundations of mathematics there has been an ongoing debate about whether categorical foundations can replace set-theoretical foundations. The primary goal of this chapter is to provide a condensed summary of that debate. It addresses the two primary points of contention: technical adequacy and autonomy. Finally, it calls attention to a neglected feature of the debate, the claim that categorical foundations are more natural and readily useable, and how deeper investigation of that claim could prove fruitful for our understanding of mathematical thinking and mathematical practice.

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