scholarly journals Mapeamento de pesquisas em Educação Matemática na perspectiva da metanálise a partir da BDTD (2008 - 2019): considerações sobre conceitos de área e perímetroMapping of researches in Mathematical Education in the meta-analysis perspective from the BDTD (2008 – 2019): considerations on concepts of area and perimeter

2021 ◽  
Vol 22 (3) ◽  
pp. 399-428
Author(s):  
Juliana Gabriele Kiefer ◽  
Rita De Cássia Pistóia Mariani
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Research Review ◽  
Mathematical Education ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Area And Perimeter ◽  
Investigación Cualitativa

ResumoO objetivo deste artigo é mapear estudos realizados na perspectiva teórico-metodológica da meta-análise no campo da Educação Matemática, disponíveis na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), com ênfase em aspectos institucionais, procedimentais e temáticos, bem como analisar duas investigações do tipo metanálise que abordam conceitos de perímetro e área. Para tanto, esta pesquisa caracteriza-se como qualitativa do tipo mapeamento. Os resultados indicam aumento no número de produções desenvolvidas por pesquisadores de diversas instituições de ensino superior do país e ampliação de discussões sobre esse procedimento metodológico, tendo em vista a diversidade dos referenciais teórico-metodológicos utilizados. Identifica-se variação no tipo e na quantidade de trabalhos analisados, sendo que a temática mais frequente está relacionada aos processos de ensino e aprendizagem da Matemática considerando o estudo de conceitos da matemática escolar (12 de 26 pesquisas), como por exemplo, área e perímetro, identificados como objeto de investigação das duas pesquisas apreciadas.Palavras-chave: Pesquisa qualitativa, Estudos de revisão, Metanálise.AbstractThe aim of this essay is to map subsidized studies in the theoretical-methodological perspective of meta-analysis within the field of Mathematical Education, available at the Biblioteca Digital Brasileira de Teses e Dissertações (Brazilian Digital Library of Thesis and Dissertations, BDTD), with an emphasis on institutional, procedural and thematic aspects, as well as to analyze two meta-analysis investigations that address concepts perimeter and area. Therefore, this research is characterizes as qualitative of the mapping type. The results show an increase in the number of productions developed by researchers from several higher education institutions in the country and the increase of discussions about this methodological procedure, in view of the diversity of methodological and theoretical references used. Variation in the type and quantity of studies analyzed is verified, with the most frequent theme is related to the processes of teaching and learning Mathematics regarding the study of concepts of school math (12 out of 26 studies), for example, area and perimeter, identified as the object of investigation of the two researches assessed.Keywords: Qualitative research, Review studies, Meta-analysis. ResumenEl objetivo de este artículo es mapear estudios subvencionados en la perspectiva teórico-metodológica del metaanálisis en el campo de la Educación Matemática, disponibles en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), con énfasis en aspectos institucionales procedimentales y temáticos, así como analizar dos investigaciones de metaanálisis que abordan conceptos de perímetro y área. Por tanto, esta investigación se caracteriza por ser cualitativa de tipo cartográfico. Los resultados indican un aumento en el número de producciones desarrolladas por investigadores de varias instituciones de educación superior del país y un aumento en las discusiones sobre este procedimiento metodológico, dada la diversidad de referencias teóricas y metodológicas utilizadas. Se identifica variación en el tipo y cantidad de trabajos analizados, siendo el tema más frecuente el relacionado con los procesos de enseñanza y aprendizaje de las Matemáticas considerando el estudio de conceptos matemáticos escolares (12 de 26 investigaciones), tales como, perímetro, identificado como objeto de investigación de las dos investigaciones evaluadas.Palabras clave: Investigación cualitativa, estudios de revisión, metaanálisis.

Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education

2020 ◽  
pp. 355-371
Author(s):  
Deonarain Brijlall
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Southern Africa ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Skilled Manpower ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Engineering And Technology ◽  
The Many

Presently, a major desire of many African nations is to be technologically developed. In Southern Africa there tends to be an acute shortage of skilled manpower in the field of science, engineering, and technology. The interrelationship between Mathematics and development of humans to advance the cause of humans is a fundamental importance of Mathematics to humans. In this chapter, the author draws on the many empirical studies which address quality in teaching and learning. The focus of the chapter is to summarize the many research studies in Southern Africa which address the teaching and learning of Mathematics in Higher Education. The author shall confine the studies to those which adopt APOS (Actions-Process-Object-Schema) as a theoretical analysis. So far no research seems to have collated such African studies in a cohesive manner and this chapter intends to do that.

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.

Teaching and Learning Mathematics

1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean
Keyword(s):  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

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