scholarly journals Nations and Numbers: Elementary Mathematics Education as a Nationalizing Tool

2020 ◽  
Vol 22 ◽  
Author(s):  
Lukas Boser
Keyword(s):  
Mathematics Education ◽  
Language Ideology ◽  
Elementary Mathematics ◽  
Nation Building ◽  
Elementary Mathematics Education ◽  
The People ◽  
Building Process ◽  
Central Elements ◽  
The 19Th Century ◽  
Standard Language Ideology

One of the central elements of the nation-building process in the 19th century wasthe attempt to homogenize the citizenry, i.e. to fabricate national citizens. Besidesthe military and church, schools were considered to be the main agencies capable ofachieving this national homogenization. In this paper, focusing on the education inSwitzerland and France, I argue that elementary mathematics education was alsoused for this particular purpose. I make the case that throughout the 19th centurymathematics education became a way to familiarize the people with a standardizedlanguage – a language that was supposed to help them master their specific social,cultural and political realities.Key words: mathematics education; nation building; Standard Language Ideology;state formation.

Developing TPACK in Elementary Mathematics Education

2019 ◽  
pp. 47-68
Author(s):  
Paul Woo Dong Yu ◽  
John Golden
Keyword(s):  
Mathematics Education ◽  
Technology Use ◽  
Elementary Mathematics ◽  
Research Experience ◽  
Theoretical Frameworks ◽  
Elementary Mathematics Education ◽  
Pedagogical Content ◽  
First Semester ◽  
Use Of Technology ◽  
Survey Results

Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.

LOGO and Elementary Mathematics Education in Portugal

2012 ◽  
pp. 487-522
Author(s):  
Paulo Carvalho ◽  
Pedro Palhares ◽  
António Osório ◽  
Alexandra Gomes ◽  
Ema Mamede
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Resistance To Change ◽  
Training Programme ◽  
Small Time ◽  
Elementary Mathematics Education ◽  
Teachers Training ◽  
Near Future

In the second part, the authors describe an elementary teachers’ training programme on mathematics education that during four years has every year provided a small time for the exploration of LOGO and promoted its use to teachers in the classroom. They reflect on this program and offer insights on teachers’ resistance to change their practices. The authors conclude the chapter with their own ideas for the implementation of LOGO in a group of schools in the near future.

Research on mathematics education, Grades K-8, for 1967

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Elementary Mathematics Education ◽  
Elementary School Mathematics ◽  
University Of Wisconsin ◽  
The University

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2

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