scholarly journals Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms

2021 ◽  
Vol 10 (2) ◽  
pp. 17-36
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
Mathematics Education ◽  
Graduate Students ◽  
Indigenous Knowledge ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Good Practice ◽  
Mathematical Concepts ◽  
Post Graduate ◽  
Culturally Based

Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

Digital Resources for Mathematics Teachers

2017 ◽  
pp. 489-510
Author(s):  
Janine M. Viglietti ◽  
Deborah Moore-Russo
Keyword(s):  
Mathematics Education ◽  
World Wide Web ◽  
Mathematics Teachers ◽  
World Wide ◽  
Teacher Educators ◽  
Relevant Information ◽  
Habits Of Mind ◽  
Digital Resources ◽  
The World ◽  
Digital Landscape

With the increased push for digital resources in mathematics education, it is increasingly necessary to develop the skills needed to navigate the ever-changing digital landscape of the World Wide Web. The purpose of this chapter is three-fold. First, we help the reader develop a better understanding of the digital landscape through discussion of the contributors and contributions of the entities developing digital resources in the field of mathematics education. Second, we consider means to successfully navigate the digital landscape by developing a better understanding of the machinations of the tools that are commonly used to seek out digital resources. Finally, we consider ways the reader can become more intelligent consumers of digital resources. We synthesize knowledge of stakeholders, resources, and search tools to help teachers and teacher educators develop the habits of mind that will help them seek out quality resources and relevant information in much in the same way as researchers do.

scholarly journals Mathematics education and the dignity of being

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Paola Valero ◽  
Gloria García ◽  
Francisco Camelo ◽  
Gabriel Mancera ◽  
Julio Romero
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Latin American ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Critical Geography ◽  
Mathematics Classrooms ◽  
The Enlightenment ◽  
Political Approach

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

scholarly journals Investigating prospective elementary mathematics teachers’ skills of relating origami to topics in mathematics curriculumİlköğretim matematik öğretmeni adaylarının origamiyi matematik öğretim programındaki konularla ilişkilendirme becerilerinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 3780
Author(s):  
Özkan Ergene ◽  
Melek Masal ◽  
Ercan Masal ◽  
Mithat Takunyacı
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Implementation Process ◽  
Study Data ◽  
Teaching Tool ◽  
Marmara Region ◽  
Mathematical Concepts ◽  
Pine Tree

Origami, known as paper folding art, is used in mathematics education as a teaching tool. The fact that using origami in mathematics lessons makes teaching mathematical concepts easier and makes lessons enjoyable is taken into account, there is as need to improve prospective elementary mathematics teachers’ skills of using origami. In this context, in this study, prospective elementary mathematics teachers’ use of origami with elementary mathematics curriculum was investigated. In this qualitative study which is conducted in the light of non-positivist interpretive paradigm, research design was determined as a case study. 64 prospective elementary mathematics teachers who took Origami with Mathematics elective course and still study in faculty of education at one of the universities which is located in northeast of Marmara region constitute the sample of the study. Data collection tools were diaries collected from prospective teachers on a weekly basis, micro teaching presentations made by prospective teachers and micro teaching folders prepared by prospective teachers. In data analysis process, firstly topics associated to origami models in lessons and then, topics chosen for micro teaching presentations by prospective teachers were analyzed by using descriptive statistics. In diaries, it was seen that most related models to mathematics topics and objectives selected by prospective teachers in curriculum were models which are easy to be made such as pine tree and lily. It was observed that prospective teachers associated origami to seventh grade topics most and these topics generally include geometric concepts. In addition, fractions, ratio-proportion, rational numbers and first degree equations were also selected by prospective teachers. According to the results of the study, at the end of the implementation process, it can be said that prospective teachers’ hand skills developed and their skills of connecting origami to elementary mathematics curriculum improved through origami. Furthermore, they realized that origami can be used in mathematics lessons a teaching tool. Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetKağıt katlama sanatı olarak bilinen origami, matematik eğitimi alanında bir öğretim aracı olarak kullanılmaktadır. Matematik derslerinde origami kullanımının, matematik kavramlarının aktarılmasını kolaylaştırdığı, öğretim sürecini eğlenceli hale getirdiği göz önüne alındığında matematik öğretmen adaylarının origamiyi kullanma becerilerinin geliştirilmesi gerekliliği hissedilmektedir. Bu bağlamda bu araştırmada ilköğretim matematik öğretmen adaylarının ortaokul matematik öğretim programında origami kullanımları incelenmiştir. Pozitivist olmayan yorumlayıcı paradigmanın izlerini taşıyan nitel araştırmada, durum çalışması araştırmanın deseni olarak benimsenmiştir. Araştırmanın çalışma grubunu Marmara bölgesinin kuzeydoğusunda yer alan bir üniversitenin eğitim fakültesinde öğrenim gören ve Origami ile Matematik seçmeli dersini alan 64 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak öğretmen adaylarına rutin olarak her hafta dağıtılan günlükler, öğretmen adaylarının yapmış oldukları mikro öğretim sunumları ve dosyaları kullanılmıştır. Veri analiz sürecinde, öncelikle ders içerisinde görülen origami modelleri ile ilişkilendirilen konuların, sonrasında ise mikro öğretim sunumları için seçilen konuların betimsel istatistikler ile analiz edilmiştir. Öğrenci günlüklerinde çam ağacı, zambak gibi yapımı kolay olarak nitelendirilebilecek modellerin öğretmen adayları tarafından öğretim programındaki kazanım ve konularla daha fazla ilişkilendirilmiştir. Origami ile yedinci sınıf konularının ağırlıkla ilişkilendirildiği ve bu konuların genellikle geometrik kavramları içeren konular olduğu gözlemlenmiştir. Ayrıca kesirler, oran-orantı, rasyonel sayılar ve birinci dereceden denklemler gibi konularında öğretmen adayları tarafından seçildiği belirlenmiştir. Araştırma sonucunda öğretmen adaylarının origami kullanabilmek için el becerilerinin ve ortaokul matematik öğretim programı ile ilişkilendirme becerilerinin geliştiği, origamiyi matematik derslerinde kullanılabilecek bir öğretim aracı olarak görmeye başladıkları sonucuna ulaşılmıştır.

Telegraphic Reviews

1988 ◽  
Vol 19 (1) ◽  
pp. 90
Keyword(s):  
Mathematics Education ◽  
Inner City ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Ford Foundation ◽  
Experimental Program ◽  
Large Cities ◽  
Local Organizations ◽  
Inner City Schools ◽  
City Schools

This report describes an experimental program that the Ford Foundation established to improve mathematics education in inner-city schools and to enhance the professionalism of mathematics teachers. The project is based on 11 Urban Mathematics Collaboratives, local organizations of teachers and others (including representative) from universities and industry) who work together to revitalize the mathematics curriculum and those who teach It in the large cities of the country.

In My Opinion: Professing Teacher Knowledge beyond the Classroom Walls

2003 ◽  
Vol 9 (9) ◽  
pp. 499-501
Author(s):  
Timothy A. Boerst
Keyword(s):  
Mathematics Education ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Teacher Recruitment ◽  
High Quality ◽  
Teaching Knowledge ◽  
Quality Instruction ◽  
The Impact

In rooms a bit smaller or larger than 24' × 30', millions of schoolchildren across the country learn valuable mathematics from teachers who masterfully integrate knowledge of mathematics, curriculum, and students to enact high-quality instruction. One of the biggest challenges to improving mathematics education may lie not in standard-setting, teacher recruitment, or accountability but in encouraging mathematics teachers to share their knowledge and practices with those outside the 24' × 30' space in which they teach every day. Teachers tend to treat their knowledge of teaching in ways that remove it from benefiting the profession (Shulman 1993). What teachers know and can do certainly impacts the hundreds, and possibly thousands, of students they teach over the course of their careers. Imagine the impact if mathematics teachers routinely shared their complex, refined understandings of teaching in ways that could be built on to benefit other students and teachers. If we hope to ensure NCTM's vision of quality mathematics instruction for all students, we must move beyond the private production and possession of mathematics teaching knowledge.

scholarly journals Pictorial Model: The Secret of Singapore's Pupils' Excellence in Mathematics

2021 ◽  
Vol 4 (3) ◽  
pp. 35
Author(s):  
Rdea Asar ◽  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Arab World ◽  
Mathematical Problem ◽  
International Study ◽  
Mathematical Concepts ◽  
Wide Range ◽  
Mathematics Curricula ◽  
And Mathematics ◽  
Real World Problems

The research aimed to introduce mathematics education researchers, mathematics teachers and developers of mathematics curricula in Egypt and the Arab world with the secret of excellence of Singapore students in mathematics and how they come at the top order in the international study of the trends of science and mathematics education every four years. This secret lies in a number of communities, school, family and classroom models, the most important of which is the pictorial model, which offers magic solutions to any mathematical problem. Problem solving is the center or focus of mathematics education as it involves acquiring and applying mathematical concepts and skills in a wide range of situations involving real-world problems, open-ended and non-routine problems. The Singaporean model is used to solve verbal problems where the student identifies the main information in the problem in a pictorial model that includes units in the whole figure of rectangles and the information and the unknown is indicated in the problem to be solved on the pictorial figure and through the figure the process or calculations to be used are clarified and the problem is resolved.

scholarly journals The Teaching of Medical Law as an integral part of Good Pharmacy Practice

2020 ◽  
pp. 1-3
Author(s):  
George Gregory Buttigieg ◽  
Keyword(s):  
Graduate Students ◽  
Medical Malpractice ◽  
Good Practice ◽  
Pharmacy Practice ◽  
Teaching Staff ◽  
Medical Law ◽  
Post Graduate ◽  
Legal Studies ◽  
Healthcare Practice ◽  
University Department

Those aspects of medical law pertaining to medical malpractice are not particularly popular with either teaching staff or under/post-graduate students. The situation changes when an individual is facing Court allegations. This article puts forward the concept, as applied to Pharmacy, that Good Practice demands an integral basic assimilation of the teachings of medical law as a concrete way to enhance positive teaching. Furthermore, both the morality and the legality of practice are becoming more or more an indispensable and often compulsory necessity of knowledge for many specialties of healthcare practice. Although the author is a professor of OBGYN, he also teaches medico-legal studies in a leading university department of pharmacy in Rome. His argument is that this must become the rule and not be the exception.

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