Cultural Contexts in Science and Mathematics Teaching to Young Children

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Charles C. Obiakor ◽  
Festus E. Obiakor
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Teaching Science ◽  
National Origin ◽  
Innovative Teaching ◽  
Cultural Contexts ◽  
Language And Gender ◽  
And Gender ◽  
And Mathematics

AbstractScience and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.

scholarly journals Ensino de Ciências e Matemática no projeto Pró-Rural em Rondônia (1983-1987)

2021 ◽  
pp. 1-22
Author(s):  
Sergio Candido de Gouveia Neto ◽  
Cristiane Talita Gromann de Gouveia
Keyword(s):  
Mathematics Teaching ◽  
Pilot Project ◽  
Rural School ◽  
Teaching Science ◽  
Teaching Materials ◽  
Conceptions Of Teaching ◽  
Specific Teaching ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Modern Mathematics

The Pro-Rural project was implemented in Rondônia in 1983 to serve the rural school student. He had specific teaching materials, called booklets, in module format. In this sense, the question arises: what conceptions of teaching science and mathematics were disseminated through the didactic materials of this project? In order to try to answer these and other questions, this article aims to analyze the conceptions of science and mathematics teaching spread in Pró-Rural. For discussion and analysis, some Pro-Rural booklets that had access, notably part of Sciences and Mathematics, as well as the pilot project for this project, were used as sources. The results that the contents of the Pro-Rural Project were allowed by the ideals of the Movement of Modern Mathematics (MMM) in the field of mathematics and by a simulation of sciences aimed at caring for problems related to rural men. As final considerations, there are for the Teaching of Accounting Sciences that discuss the main problems of the region (ex. Malaria), step by step for the Teaching of Mathematics, strong conceptions of the Modern Mathematics Movement.

Forum on teacher preparation: Preservice textbooks: an analysis

1969 ◽  
Vol 16 (6) ◽  
pp. 479-484
Author(s):  
Douglas E. Cruikshank
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Teachers ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
Michigan State University ◽  
State University ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

Teachers need to be well prepared in order to understand contemporary mathematics and to provide worthwhile learning experiences for their elementary school youngsters. As a result of changes that have occurred in mathematics and elementary school mathematics instruction, efforts are being made to improve the preservice and in-service education of elementary teachers. Two examples are The Arithmetic Teacher's “Forum on Teacher Preparation,” and the 1967 summer conference at East Lansing, cosponsored by the Science and Mathematics Teaching Center of Michigan State University and the National Science Foundation.1

Engaging Students through Technology

2004 ◽  
Vol 9 (6) ◽  
pp. 300-305
Author(s):  
A. Kursat Erbas ◽  
Sarah Ledford ◽  
Drew Polly ◽  
Chandra H. Orrill
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Multiple Representations ◽  
Time Constraints ◽  
Mathematical Concepts ◽  
Problem Situations ◽  
Use Of Technology ◽  
And Mathematics ◽  
Support Students

The use of technology provides an effective way for promoting multiple representations in problem solving and mathematics. Multiple representations allow students to experience different ways of thinking, develop better insights and understandings of problem situations, and increase comprehension about mathematical concepts. Even with all the benefits of multiple representations, however, teachers find it difficult to incorporate open-ended problem solving that capitalizes on these representations because of time constraints and limitations of traditional mathematics teaching. Technology can become a vital and exciting tool in allowing students to explore multiple representations and mathematical situations and relationships (NCTM 2000). Technology empowers students who may have limited mathematical knowledge and limited symbolic and numeric manipulation skills to investigate problem situations. Technology not only frees the students from tedious and repetitive computations but actually encourages the use of multiple representations. Students can easily move from a spreadsheet to a graph or geometry software in their quest for solutions to a given problem. When supported by the teacher, these tools of technology provide students with opportunities to investigate and manipulate mathematical situations to observe, experiment with, and make conjectures about patterns, relationships, tendencies, and generalizations. Teachers should emphasize and encourage the use of multiple representations to support students' thinking and understanding of concepts and problem-solving situations in all areas of mathematics.

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