scholarly journals Sign Language in Light of Mathematics Education: An Exploration Within Semiotic and Embodiment Theories of Learning Mathematics

2021 ◽  
Vol 166 (3) ◽  
pp. 352-377
Author(s):  
Christina M. Krause ◽  
Annika M. Wille
Keyword(s):  
Mathematics Education ◽  
Sign Language ◽  
Learning Mathematics

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals TrendEvaluasidalamPendidikanMatematika

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Andes Safarandes Asmara ◽  
Tarpan Suparman
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Theories ◽  
Learning Mathematics ◽  
Nature Of Mathematics

Abstrak Pendidikan matematika di Indonesia berkembang dengan pesat sejalan dengan perkembangan pendidikan matematika dunia. Perubahan-perubahan yang terjadi dalam proses pembelajaran di kelas, dipengaruhi adanya tuntutan sesuai perkembangan teknologi dan ilmu pengetahuan juga diawali adanya perubahan pandangan tentang hakekat matematika serta pembelajarannya. Perubahan pandangan tentang trend hakekat matematika dapat mendorong terjadinya perubahan substansi kurikulum. Sementara itu perubahan pandangan tentang pembelajaran matematika sangat dipengaruhi oleh terjadinya perkembangan mengenai teori belajar baik yang bersifat umum maupun yang khusus berkaitan dengan belajar matematika. Untuk mengetahui ada nya perubahan tersebut maka di butuhkan evaluasi untuk mengukurnya. Evaluasi yang bisa digunakan untuk mengukur tingkt berpikir rendah dan tingkat berfikir tinggi, namun ada evaluasi yang dilakukan untuk mengukur pembelajaran matematika secara umum, yaitu dengan TIMMS. Abstract: Mathematics education in Indonesia is growing rapidly in line with the development of mathematics education world. Changes that occur in the learning process in the classroom, influenced by the demands according to the development of technology and science also began with a change in views about the nature of mathematics and learning. Changes in views about the trend of the nature of mathematics can encourage changes in the substance of the curriculum. Meanwhile, changes in views about learning mathematics are strongly influenced by the development of learning theories both general and specifically related to learning mathematics. To find out the existence of these changes, an evaluation is needed to measure them. Evaluation can be used to measure low thinking levels and high levels of thinking, but there are evaluations conducted to measure mathematics learning in general, namely TIMMS. Keywords: evaluation, highlevel thinking, lowlevel thinking, TIMSS

When Will I Ever Use This?

2011 ◽  
Vol 18 (2) ◽  
pp. 68-69
Author(s):  
Andrea Christie
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Evaluating Mathematics Curricular Resources

2016 ◽  
Vol 22 (6) ◽  
pp. 325-329 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Curricular Resources

Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Welcome to Volume 18

2011 ◽  
Vol 18 (1) ◽  
pp. 4-5
Author(s):  
Tyrette S. Carter
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Deconstructing Constructivism

1994 ◽  
Vol 87 (2) ◽  
pp. 91-97
Author(s):  
George Gadanidis
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Constructivist Learning ◽  
Journal Articles ◽  
Classroom Learning ◽  
Constructivist Learning Theory ◽  
Learning Mathematics

Mathematics education suffers from a condition that resembles schizophrenia. One of its personalities is exhibited in the day-to-day realities of classroom learning; another is evident in journal articles, in-service presentations, and other such forums where educators present alternative realities of learning. For the purposes of this article, these personalities will be labeled, respectively, as the practice and theory of mathematics education. This article focuses on the latest form of the theoretical personality of mathematics education, constructivism, by asking what is constructivist learning theory and what does it imply for the practice of learning mathematics?

Message from the Editorial Panel

1998 ◽  
Vol 91 (1) ◽  
pp. 4
Author(s):  
Virginia Horak
Keyword(s):  
Mathematics Education ◽  
The Past ◽  
Education Community ◽  
Learning Mathematics

The past nine years. since the publication of the first NCTM Standards, have been exciting ones that ushered 1n a national focus on teachmg and learning mathematics We all have been compelled to examine what we teach. how we teach, and l1ow we assess our students' learning. But now is not the time to say, “We have made it: we have done that.” Mathematics education is not only alive and well in 1998. but 1t remams dynamic and evolvmg. The mathematics education community and NCTM, in particular.

Looking Back, Looking Forward

2019 ◽  
Vol 25 (5) ◽  
pp. 262-263
Author(s):  
Jane F. Schielack
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Looking Back

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM. Jane F. Schielack

Common Core confusion about modeling

2016 ◽  
Vol 23 (5) ◽  
pp. 269-272
Author(s):  
Mathew D. Felton-Koestler
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Common Core ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Link Type ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

scholarly journals Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education

10.28945/3660 ◽  
2017 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Single Case ◽  
Empirical Support ◽  
Future Research ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Visualization Tools ◽  
And Mathematics

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

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