Book Review: Designing and Implementing Technology-Rich Learning Environments That Facilitate Authentic Inquiry Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning

2002 ◽  
Vol 26 (4) ◽  
pp. 463-467
Author(s):  
Danielle J. Ford
Keyword(s):  
Mathematics Education ◽  
Learning Environments ◽  
Authentic Inquiry ◽  
And Mathematics

scholarly journals Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-19
Author(s):  
Lieven Verschaffel ◽  
Fien Depaepe ◽  
Zemira Mevarech
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Systematic Screening ◽  
Tutoring Systems ◽  
Positive Effects ◽  
And Mathematics ◽  
K 12 ◽  
Drill And Practice

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

Book Review: Empowering science and mathematics education in urban schools

2013 ◽  
Vol 50 (3) ◽  
pp. 377-381
Author(s):  
Boni Hamilton
Keyword(s):  
Mathematics Education ◽  
Urban Schools ◽  
And Mathematics

Book Review: Charting Paths Toward “Common Ground”: Fostering Collaboration Between Mathematicians and Mathematics Educators

2016 ◽  
Vol 47 (2) ◽  
pp. 199-203
Author(s):  
Alison S. Marzocchi ◽  
Emily Miller ◽  
Steven Silber
Keyword(s):  
Mathematics Education ◽  
Common Ground ◽  
Mutual Benefit ◽  
Research Methodologies ◽  
Mathematics Educators ◽  
Research Agendas ◽  
And Mathematics

Mathematics & Mathematics Education: Searching for Common Ground seeks to deepen a dialogue about what many believe is a growing concern: that the fields of mathematics and mathematics education are growing apart. This gap between the fields is evidenced by differences in research methodologies, research agendas, and vocabulary. In the opening chapter, Michael Fried states, “The divide between the two communities is wasteful and unhealthy for both” (p. 4), and he expresses his “hope that in the end readers will be left with a clearer sense of the mutual benefit both communities stand to lose by failing to strengthen the natural bonds between them” (p. 4).

Book Review: Latinos/as and Mathematics Education

2013 ◽  
Vol 193 (1) ◽  
pp. 69-71
Author(s):  
Mary Elizabeth Matthews
Keyword(s):  
Mathematics Education ◽  
And Mathematics

SISTERS IN SCIENCE: CONFRONTING EQUITY IN SCIENCE AND MATHEMATICS EDUCATION

2000 ◽  
Vol 6 (3) ◽  
pp. 14
Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston
Keyword(s):  
Mathematics Education ◽  
And Mathematics

Space education in the context of U.S. government multiagency efforts in science and mathematics education

1992 ◽  
Author(s):  
MARGARET FINARELLI ◽  
ROBERT BROWN ◽  
FRANK OWENS
Keyword(s):  
Mathematics Education ◽  
And 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.

Sign in / Sign up

Export Citation Format

Share Document