Hungarian Mathematics Development Stimuli

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Vojtech Balint
Keyword(s):  
Mathematics Development

scholarly journals Multimodal Algebra Learning: From Math Manipulatives to Tangible User Interfaces

i-com ◽  
2018 ◽  
Vol 17 (3) ◽  
pp. 201-209 ◽  
Author(s):  
Anke Reinschlüssel ◽  
Dmitry Alexandrovsky ◽  
Tanja Döring ◽  
Angelie Kraft ◽  
Maike Braukmüller ◽  
...  
Keyword(s):  
User Interfaces ◽  
Digital Systems ◽  
Tangible User Interfaces ◽  
Math Manipulatives ◽  
Mathematics Educators ◽  
Computer Scientists ◽  
Mathematics Development ◽  
Present Design ◽  
Expert Study ◽  
Algebra Learning

AbstractWhile manipulatives have played an important role in children’s mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive field study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

2020 ◽  
pp. 1476718X2097132
Author(s):  
Susan Sonnenschein ◽  
Michele Stites ◽  
Rebecca Dowling
Keyword(s):  
Online Survey ◽  
Preschool Teachers ◽  
Home Based ◽  
Mathematics Development ◽  
And Mathematics ◽  
Children's Reading ◽  
To Receive ◽  
Children’S Reading ◽  
At Home ◽  
Reading And Mathematics

This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

Effects of kindergarten retention for at-risk children’s mathematics development

2014 ◽  
Vol 30 (3) ◽  
pp. 305-326 ◽  
Author(s):  
Machteld Vandecandelaere ◽  
Eric Schmitt ◽  
Gudrun Vanlaar ◽  
Bieke De Fraine ◽  
Jan Van Damme
Keyword(s):  
At Risk ◽  
Kindergarten Retention ◽  
Mathematics Development

scholarly journals Mathematics and Culture: Uniqueness and Universality of Mathematics

2020 ◽  
pp. 11-21
Author(s):  
B. L. Yashin
Keyword(s):  
Social Interactions ◽  
Personal Experience ◽  
Cultural Factors ◽  
The Everyday ◽  
Mathematics Development ◽  
Points Of View ◽  
Historical Practices

The article deals with the origin of mathematics and its nature, the degree of dependence of mathematics development on socio-cultural factors, and the dilemma of uniqueness (universality) and plurality (uniqueness) of mathematics. The essence of this “confrontation” is revealed, which consists in the fact that the supporters of uniqueness talk about “experienced” mathematics, which originates and is mastered in the everyday subject activity of a person, and their opponents promote modern “academic” mathematics. The legitimacy of both points of view is substantiated. It is argued that research in ethno-mathematics can be useful in solving the question of what mathematics is: “free mind creation” or the product of “social interactions”? The problem of the appropriateness of referring to the personal experience of students in mathematics which expresses the specificity of their social and cultural-historical practices is defined.

Making “Normal” Count

2020 ◽  
pp. 377-390
Author(s):  
Karen L. Kritzer
Keyword(s):  
Home Environment ◽  
Hard Of Hearing ◽  
Early Learning ◽  
Learning Opportunities ◽  
Early Mathematics ◽  
Environmental Learning ◽  
Substantial Problem ◽  
Mathematics Development ◽  
Hearing Children ◽  
Meaningful Stimuli

This chapter describes research documenting learning behaviors demonstrated by young deaf and hard-of-hearing (DHH) children that contribute to early mathematics development. Much research has been done over the years documenting the low academic achievement levels demonstrated by DHH students. The more substantial problem, however, may be that DHH students arrive at school not yet knowing how to learn and therefore lack even the most basic cognitive skill already owned by their peers. By the time they start school, young hearing children have had several years of learning experiences in the home environment. Through incidental experiences, hearing children learn how to focus their attention on meaningful stimuli, reflect on cause and effect, and solve problems during situations involving conflict. Given language restrictions, young DHH children may not have these same opportunities, thereby putting them at a disadvantage when they enter the classroom. It is essential that early learning for young DHH children focus on mediating within natural environmental learning opportunities in order to stimulate their ability to take cognitive advantage of what is happening normally around them. Only in this way can we begin to provide young DHH children with the cognitive foundation they need for early mathematics and other future academics.

scholarly journals Gender similarities in the brain during mathematics development

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Alyssa J. Kersey ◽  
Kelsey D. Csumitta ◽  
Jessica F. Cantlon
Keyword(s):  
Gender Differences ◽  
Neural Development ◽  
Neural System ◽  
Neural Processes ◽  
Gender Similarities ◽  
Mathematics Development ◽  
And Gender ◽  
Mathematics Aptitude ◽  
And Mathematics ◽  
Biological Differences

Abstract Some scientists and public figures have hypothesized that women and men differ in their pursuit of careers in science, technology, engineering, and mathematics (STEM) owing to biological differences in mathematics aptitude. However, little evidence supports such claims. Some studies of children and adults show gender differences in mathematics performance but in those studies it is impossible to disentangle intrinsic, biological differences from sociocultural influences. To investigate the early biology of mathematics and gender, we tested for gender differences in the neural processes of mathematics in young children. We measured 3–10-year-old children’s neural development with functional magnetic resonance imaging (fMRI) during naturalistic viewing of mathematics education videos. We implemented both frequentist and Bayesian analyses that quantify gender similarities and differences in neural processes. Across all analyses girls and boys showed significant gender similarities in neural functioning, indicating that boys and girls engage the same neural system during mathematics development.

Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research

2004 ◽  
Vol 74 (3) ◽  
pp. 317-377 ◽  
Author(s):  
Krista R. Muis
Keyword(s):  
Epistemological Beliefs ◽  
Personal Epistemology ◽  
Future Research ◽  
Instructional Style ◽  
Significant Relationships ◽  
Beliefs About Mathematics ◽  
Mathematics Development ◽  
And Mathematics ◽  
Behavior Domain ◽  
Domain Differences

This review critically examines 33 studies on students’ epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing beliefs at all educational levels. Mathematics instructional environments were inferred to influence the development of beliefs about mathematics. All studies revealed significant relationships between beliefs and cognition, motivation, and academic achievement. Descriptive studies found relationships between beliefs and learning behaviors. Studies examining domain differences found significant variations in beliefs across disciplines. Studies focusing on changing beliefs were successful, which was attributed to appropriate changes in instructional style. The article concludes with suggestions for future research.

Student engagement in mathematics: Development of instrument and validation of construct

2003 ◽  
Vol 15 (1) ◽  
pp. 4-21 ◽  
Author(s):  
Qi-Ping Kong ◽  
Ngai-Ying Wong ◽  
Chi-Chung Lam
Keyword(s):  
Student Engagement ◽  
Mathematics Development ◽  
Development Of Instrument
Sign in / Sign up

Export Citation Format

Share Document