Chapter 3: Examining Students' Perceptions of Their Everyday Mathematics Practice

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

Download Full-text

The Beauty of Everyday Mathematics

10.1007/978-3-642-22104-0 ◽

2012 ◽

Cited By ~ 5

Author(s):

Norbert Herrmann

Keyword(s):

Everyday Mathematics

Download Full-text

Everyday Mathematics for Parents

10.7208/chicago/9780226265513.001.0001 ◽

2017 ◽

Cited By ~ 2

Author(s):

The University of Chicago School Mathematics

Keyword(s):

Everyday Mathematics

Download Full-text

Inspecting Everyday Mathematics: Reexamining Culture-Cognition Relations

Educational Researcher ◽

10.2307/1176389 ◽

1990 ◽

Vol 19 (4) ◽

pp. 28 ◽

Cited By ~ 1

Author(s):

Roy D. Pea ◽

Jean Lave ◽

Geoffrey B. Saxe

Keyword(s):

Everyday Mathematics

Download Full-text

Stumbling Around in the Dark: Lessons from Everyday Mathematics

Automated Deduction - CADE-25 - Lecture Notes in Computer Science ◽

10.1007/978-3-319-21401-6_2 ◽

2015 ◽

pp. 29-51 ◽

Cited By ~ 3

Author(s):

Ursula Martin

Keyword(s):

Everyday Mathematics

Download Full-text

Mathematics in the Environment

The Arithmetic Teacher ◽

10.5951/at.26.3.0021 ◽

1978 ◽

Vol 26 (3) ◽

pp. 21-24

Author(s):

Karen L. Tucker

Keyword(s):

Primary Grades ◽

Teaching Mathematics ◽

Everyday Mathematics ◽

Mathematical Learning

We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.

Download Full-text

The Art of Teaching: Classroom Practice in the Teaching of Everyday Mathematics I

Mathematics Teacher ◽

10.5951/mt.34.8.0368 ◽

1941 ◽

Vol 34 (8) ◽

pp. 368-369

Author(s):

Raymond J. Mejdak

Keyword(s):

Classroom Practice ◽

Everyday Mathematics ◽

Logical Sequence ◽

Art Of Teaching ◽

The Mind ◽

Algebraic Thought

Probably the hardest thing for the teacher of Mathematics is to get the nonmathematical-minded pupils to think mathematically. The teacher of Algebra knows how difficult it is for pupils to transfer arithmetical thought into algebraic thought. Likewise the teacher of Geometry, in his attempt to develop a logical sequence of thought in the minds of pupils, encounters much difficulty. The teacher of Everyday Mathematics is not immune from similar trouble. The teachers of Mathematics are constantly endeavoring to instill into the mind of pupils the principles that make for the development of the powers of reasoning.

Download Full-text