scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

Reviews: Words to Solve by

1984 ◽  
Vol 15 (1) ◽  
pp. 73-75
Author(s):  
John G. Harvey
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Personal Essay ◽  
The Third ◽  
Mathematical Association ◽  
Collegiate Mathematics ◽  
Teaching Of Mathematics ◽  
Teaching Problem ◽  
Research In Mathematics Education

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals E-Learning of Mathematics- A New Trend of Learning in 21st Century During Covid-19 Pandemic

2021 ◽  
Vol 9 (12) ◽  
pp. 736-739
Author(s):  
Reenu Kumari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
Mathematical Activity ◽  
Online Mode ◽  
Mathematical Problems ◽  
Private And Public ◽  
E Learning

Abstract: The goal of this study is to highlight current breakthroughs in digital technology research in the subject of mathematics education. The Covid-19 outbreak in 2020 turned both private and public life on its head. Higher education institutions all across the world were forced to switch their teaching and learning online on very short notice. As a result, many types of software like Google Meet, MS teams, Zoom and WebEx, etc. have been developed to help teachers and students communicate more effectively. Problem-solving is a characteristic of mathematical activity and an essential component of the development of mathematical and analytical skills. The capacity to answer a broad variety of complicated mathematical problems is a major goal of mathematics education and learning. However, the process of problem-solving in online mode has not received the attention it deserves, because many professors are uncomfortable with it. As a result, problemsolving as a method and skill is not taught as an intrinsic component of the mathematics learning process by instructors. Qualitative methodology is a technique used for this study. The purpose of this study is to reveal the roles and significance of mathematics teaching and learning via the use of technology applications (E-learning). Keywords: Mathematics, COVID-19, E-learning, Education

scholarly journals A Teoria da Aprendizagem Significativa: uma Abordagem na Educação Matemática

2021 ◽  
Vol 14 (1) ◽  
pp. 50-60
Author(s):  
José Milton Lopes Pinheiro ◽  
Juscimar da Silva Araujo ◽  
Giovana Alves
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Research Method ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Teaching Performance ◽  
Mathematical Education ◽  
Geometric Concepts ◽  
Teaching Of Mathematics ◽  
Planned Activities

ResumoNeste artigo se questiona: como a Teoria da Aprendizagem Significativa se apresenta em situações de ensino e de aprendizagem? Trata-se de um recorte compreensivo de um estudo mais amplo, de mestrado, do qual destaca-se a o ensino de matemática visado da perspectiva desta teoria. Ela foi realizada com alunos do curso de Licenciatura em Matemática da Universidade Federal de Juiz de Fora. Nela foi desenvolvida uma proposta que além de ser metodologia da pesquisa, constituiu-se como proposta pedagógica para a futura atuação docente dos sujeitos. Foi promovido um diálogo acerca de temas da Educação Matemática e foram propostas atividades classificadas como exploratórias e investigativas a serem desenvolvidas de modo colaborativo. Os diálogos e o desenvolvimento das atividades foram transcritos. Assumindo uma postura fenomenológica, o pesquisador buscou, junto às transcrições, convergências que pudessem, quando articuladas, trazer compreensões sobre o fenômeno interrogado. Nesse movimento, foram constituídas unidades nucleares, das quais destaca-se para este estudo, a unidade: a presença da Teoria da Aprendizagem Significativa no desenvolvimento das atividades e na aprendizagem de conceitos geométricos. Ao descrever uma síntese reflexiva dessa unidade, articulando compreensões trazidas do presente estudo, explicitando a presença da teoria em todo o processo de aprendizagem, desde o planejamento do professor ao desenvolvimento dado pelos alunos às atividades planejadas, entende-se estar expressando uma compreensão do que interroga a pergunta norteadora deste estudo. Palavras-chave: Teoria da Aprendizagem Significativa. Educação Matemática. Atividades Investigativas. ResumoThis article asks: how the Meaningful Learning Theory presents itself in teaching and learning situations? It is a comprehensive cut from a broader study, from master's degree, from which the teaching of mathematics stands out based on this theory. It was carried out with students of the Mathematics course at the Federal University of Juiz de Fora. In it, a proposal was developed that, in addition to the research method, constituted itself as a pedagogical proposal for the future teaching performance of individuals. A dialogue on Mathematics Education themes was promoted and activities, classified as exploratory and investigative, were proposed to be developed in a collaborative way. The dialogues and the development of the activities were transcribed, and assuming a phenomenological stance, the researcher sought, along with the transcriptions, convergences that could, when articulated, bring understandings about the questioned phenomenon. In this movement, nuclear units were formed, of which stands out in this study: the presence of the Meaningful Learning Theory in the development of activities and in the learning of geometric concepts. By describing a reflexive synthesis of this unit, articulating understandings brought by the present study, explaining the presence of theory in the entire learning process, from the teacher's planning to the development given by the students to the planned activities, it is understood to be expressing an understanding of what asks the guiding question of this study. Keywords: Theory of Meaningful Learning. Mathematical Education. Investigative Activities

Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis

1986 ◽  
Vol 17 (2) ◽  
pp. 83-99 ◽  
Author(s):  
Ray Hembree ◽  
Donald J. Dessart
Keyword(s):  
Student Achievement ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Basic Skills ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Self Concept ◽  
Inferential Statistics ◽  
Ability Levels

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development

2018 ◽  
Vol 39 (334) ◽  
pp. 1-7 ◽  
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Process ◽  
Constructivist Approach ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Study Process

Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

Angle detectives

2017 ◽  
Vol 24 (3) ◽  
pp. 154-157
Author(s):  
Lisa Sherman
Keyword(s):  
Problem Solving ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Success For All ◽  
Solution Strategies ◽  
Entry Points ◽  
Teaching Of Mathematics ◽  
Mathematical Success ◽  
Effective Teaching And Learning

NCTM's Principles to Actions: Ensuring Mathematical Success for All outlines eight mathematics teaching practices for effective teaching and learning of mathematics (NCTM 2014, p. 10). The second practice, Implement tasks that promote reasoning and problem solving, involves effective teaching of mathematics that engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

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