scholarly journals Las investigaciones transparadigmáticas en la Educación Matemática Decolonial TranscomplejaTransparadigmatic investigations in Decolonial Transcomplex Mathematical Education

2021 ◽  
Vol 22 (3) ◽  
pp. 698-725
Author(s):  
Milagros Elena Rodríguez
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Mathematical Education ◽  
The South ◽  
The West ◽  
Methodological Research ◽  
Negative Beliefs ◽  
Beliefs And Attitudes ◽  
Research In Mathematics Education

ResumenEn la indagación se interpelan las investigaciones modernistas-coloniales de la Educación Matemática, es importante decolonizar la matemática ante el Sur, sus indagaciones y educación ante la imposición occidental en una matemática excluyente. En la perspectiva decolonialidad convergen grupos de investigadores conscientes de la urgencia de salvaguardar los conocimientos matemáticos soterrados, y disminuir las creencias y actitudes negativas hacia dicha ciencia. El reconocimiento del conocimiento matemático del Sur no desmitifica al de Occidente, complejiza dichos saberes y los muestra en toda su complejidad. Así se cumple con el objetivo complejo de sustentar las investigaciones transparadigmáticas en la Educación Matemática Decolonial Transcompleja, desde la deconstrucción rizomático como transmétodo. La investigación se presenta en rizomas que se conectan en un complexus maravilloso introspectivo: motivación, interrogantes, justificación y transmetodología; crisis de las investigaciones metodológicas modernistas en la Educación Matemática; perspectivas de las investigaciones transparadigmáticas en la Educación Matemática Decolonial Transcompleja y las conclusiones en la continuación de la línea de investigación. En estas conclusiones se exponen como los transmétodos enriquecen compleja y transdisciplinarmente a la Educación Matemática, así en la decolonialidad como premisa indispensable emergen categorías como: ecosofía, diatopía, antropolítica y antropoética que dan esencias de la matemática como ciencia legado de la humanidad.Keywords: transparadigmáticas, transmétodos, Educación Matemática Decolonial Transcompleja, complejidad, transdisciplinariedad. ResumoNesta investigação questiona-se as investigações colonial-modernistas da Educação Matemática. Reforçamos a importância da descolonização da matemática antes do Sul, suas investigações e a educação antes da imposição ocidental em uma matemática exclusiva. Na perspectiva descolonial, convergem grupos de pesquisadores, conscientes da urgência em salvaguardar o conhecimento matemático subterrâneo e reduzir as crenças e atitudes negativas em relação a essa ciência. O reconhecimento do conhecimento matemático do Sul não desmistifica o do Ocidente, complica esse conhecimento e o mostra em toda a sua complexidade. Assim, o complexo objetivo de apoiar investigações transparadigmáticas na Educação Matemática Decolonial Transcomplex é cumprido, a partir da desconstrução rizomática como transmétodo. A pesquisa é apresentada em rizomas que estão conectados em um maravilhoso complexo introspectivo: motivação, questionamentos, justificativa e transmetodologia; crise das investigações metodológicas modernistas em Educação Matemática; perspectivas das investigações transparadigmáticas em Educação Matemática Decolonial Transcomplex e as conclusões na continuação da linha de pesquisa. Nessas conclusões, expõe-se como os transmétodos enriquecem a Educação Matemática complexa e transdisciplinar, pois na descolonialidade como premissa indispensável, surgem categorias como ecosofia, diatopia, antropolítica e antropoética que dão essências da matemática como legado científico da humanidade.Palabras Clave: transparadigmática, transmétodos, educação matemática descolonial transcomplexa, complexidade, transdisciplinaridade.AbstractIn the inquiry the modernist-colonial investigations of Mathematical Education are questioned, being important to decolonize mathematics before the South, its inquiries and education before the western imposition in an exclusive mathematics. In the decolonial perspective, groups of researchers converge aware of the urgency of safeguarding underground mathematical knowledge, and reducing negative beliefs and attitudes towards said science. The recognition of mathematical knowledge of the South does not demystify that of the West, it complexifies this knowledge and shows it in all its complexity. Thus, it is fulfilled the complex objective of supporting transparadigmatic investigations in Transcomplex Decolonial Mathematics Education, from rhizomatic deconstruction as transmethod. This research is presented in rhizomes that are connected in a wonderful introspective complexus: motivation, questions, justification and transmethodology; crisis of modernist methodological research in Mathematics Education; perspectives of transparadigmatic investigations in Transcomplex Decolonial Mathematical Education and the conclusions in the continuation of the research line. These conclusions show how transmethods enrich Mathematics Education in a complex and transdisciplinary way, and in decoloniality as an indispensable premise, categories emerge such as: ecosophy, diatopia, anthropolitics and anthropoetics that give essences of mathematics as a science legacy of humanity.Keywords: transparadigmatics, transmethods, Transcomplex Decolonial Mathematical Education, complexity, transdisciplinarity.

scholarly journals Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 65-83
Author(s):  
Bernardete Angelina Gatti
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Empirical Research ◽  
Mathematical Education ◽  
Research Methodologies ◽  
Mathematic Education Research ◽  
School Learning ◽  
Mathematic Education ◽  
Methodological Aspects ◽  
Research In Mathematics Education

ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave:  Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores. 

A Forum for Researchers: What Is Research in Mathematics Education, and What Are Its Results?

1993 ◽  
Vol 24 (3) ◽  
pp. 274-278
Author(s):  
Anna Sierpinska ◽  
Jeremy Kilpatrick ◽  
Nicolas Balacheff ◽  
A. Geoffrey Howson ◽  
Anna Sfard ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Scientific Discipline ◽  
Scientific Quality ◽  
Mathematical Education ◽  
The Past ◽  
The World ◽  
Mathematics Educators ◽  
General Feeling ◽  
Different Parts ◽  
Research In Mathematics Education

As mathematics education has become better established as a domain of scienti fic research (if not as a scientific discipline), exactly what this research is and what its results are have become less clear. The hi story of the past three International Congresses on Mathematical Education demonstrates the need for greater clarity. At the Budapest congress in 1988, in particular, there was a general feeling that mathematics educators from different parts of the world. countries, or even areas of the same country often talk past one another. There seems to be a lack of consensus on what it means to be a mathematics educator. Standards of scientific quality and the criteria for accepting a paper vary considerably among the more than 250 journals on mathematics education published throughout the world.

scholarly journals NÚMEROS INTEIROS E DECIMAIS: UMA ABORDAGEM DOS CONTEÚDOS DE MATEMÁTICA POR MEIO DE UM JOGO FRENTE ÀS DIFICULDADES DO CENÁRIO TECNOLÓGICO DA EDUCAÇÃO BÁSICA

2018 ◽  
Vol 3 (2) ◽  
pp. 386-405
Author(s):  
Fernando Francisco Pereira ◽  
Iara Souza Doneze ◽  
Luciano Tadeu Esteves Pansanato
Keyword(s):  
Mathematics Education ◽  
Public School ◽  
Mathematics Teaching ◽  
Basic Education ◽  
Mathematical Education ◽  
Digital Format ◽  
Before And After ◽  
Post Test ◽  
Decimal Numbers ◽  
Research In Mathematics Education

Resumo: Com a intencionalidade de contribuir para pesquisas em Educação Matemática, ao delimitar o campo de estudos aos Números Inteiros e Decimais, esse artigo relata os resultados de uma proposta de promoção do uso das tecnologias no ensino de Matemática, que objetivou auxiliar os alunos na compreensão dos conteúdos de Números Inteiros – Decimais e suas operações. A proposta consistiu na adaptação e aplicação de um jogo de trilhas em formato digital, que utilizou o software Excel. Os participantes foram alunos entre 11 e 13 anos de idade, de uma escola pública do Paraná. Desse modo, houve três momentos: Pré-teste, Proposta e Pós-teste, fases essas que permitiram uma visão das compreensões dos estudantes a respeito do conteúdo, anterior e posterior à sua aplicação. Ao final, conclui-se que os discentes possuem consideráveis habilidades em relação ao emprego de algoritmos da adição de números inteiros e decimais, entretanto, no emprego da operação de subtração, no mesmo contexto, apresentaram consideráveis dificuldades que foram cuidadosamente sanadas após a aplicação da proposta.Palavras-chave: Educação Matemática. Números Inteiros e Decimais. Educação Básica. Tecnologias. Abstract: Seeking to contribute to research in Mathematics Education, delimiting the field of studies to the Whole and Decimal Numbers, here is presented the results of a proposal, to promote the use of technologies in Mathematics teaching, which aimed to help students in understanding the contents of Numbers Integer - Decimals and their operations. The proposal consisted in the adaptation and application of a trail game in digital format, using Excel software. The participants were students between 11 and 13 years old, from a public school in Paraná. Happening in three moments: Pre-test, Proposal and Post-test, allowed a view of the students' understandings about the content, before and after the application of the proposal. At the end, it is concluded that the students have considerable abilities regarding the use of algorithms of the addition of integers and decimals, already in the use of the subtraction operation, in the same context, presented considerable difficulties, which were considerably remedied after the application of the proposal.Keywords: Mathematical Education. Integers and Decimal Numbers. Basic Education. Technologies.

scholarly journals A Modelagem Matemática na educação como recurso na formação crítica dos alunos no Ensino Fundamental

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202017
Author(s):  
André Luiz Rocha ◽  
Marcia Maria Fusaro Pinto
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Public School ◽  
Mathematical Knowledge ◽  
Mathematical Education ◽  
Project Development ◽  
Critical Education ◽  
Critical Perspective ◽  
Critical Mathematics ◽  
Critical Mathematics Education

Esse artigo traz resultados de pesquisa sobre possibilidades e limites de intervenção utilizando modelagem matemática em uma vertente crítica. O foco são as reflexões matemáticas que emergem em ambiente de modelagem constituído como um cenário para investigação, considerando as contribuições para uma formação crítica dos participantes. Referenciais em Skovsmose (2000, 2001, 2008) e a metodologia em Skovsmose e Borba (2004) sustentam seu desenvolvimento. Participantes são o primeiro autor do artigo e seis alunos voluntários de uma escola pública. Resultados evidenciam que as atividades de modelagem realizadas surgem como desencadeadoras de reflexões sobre a Matemática e seu uso, ampliando visão inicial que identifica aquele conhecimento com o que é ensinado na escola e o reduz às quatro operações em seu uso cotidiano, enquanto contribuem para a formação crítica dos estudantes.Palavras-chave: Modelagem Matemática. Educação Matemática Crítica. Cenários para Investigação.Mathematical Modeling in education as a resource in the students’ critical education at schoolThis article presents results from research on possibilities and limits of an intervention at school using mathematical modeling from a critical perspective as a resource for teaching. The focus is on mathematical reflections emerging in a modeling scenario constituted as landscape for investigation, accounting for contributions to critical education of participants. Skovsmose (2000, 2001, 2008) and the methodology in Skovsmose and Borba (2004) are references for the project development. Participants are the first author and six students from a public school. Results show that the modeling activities emerge as triggers for reflections on mathematics and its use, expanding students’ initial views identifying mathematical knowledge with the Mathematics taught at school and reducing it to the four operations in its daily use, while contributing to critical mathematical education of the students.Keywords: Mathematical Modeling. Critical Mathematics Education. Landscapes of Investigation.Modelación Matemática en la educación como recurso en la formación crítica de estudiantes en la escolaEste artículo ofrece resultados de investigación sobre las posibilidades y límites de intervención utilizando modelación matemática en perspectiva crítica. El enfoque son reflexiones matemáticas que surgen entorno de modelación constituido como Paisajes de Investigación, considerando las contribuciones a formación crítica de los participantes. Las referencias de Skovsmose (2000, 2001, 2008) y la metodología en Skovsmose y Borba (2004) apoyan su desarrollo. Los participantes son el primer autor y seis estudiantes voluntarios de una escuela pública. Los resultados muestran que las actividades de modelación realizadas emergen como disparador para las reflexiones sobre Matemáticas y su uso, ampliando la visión inicial que identifica ese conocimiento con su enseñanza en la escuela lo reduciendo a las cuatro operaciones en su uso diario, al tiempo que contribuye a la capacitación crítica y política estudiantil.Palabra clave: Modelacíon Matematica. Educación Matemática Crítica. Paisajes de Investigación.

scholarly journals Condiciones que activan la argumentación del profesor de matemáticas en clase

2020 ◽  
Vol 12 (1) ◽  
pp. 35-44
Author(s):  
Jorge A. Toro Uribe ◽  
Walter F. Castro
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
State Standards ◽  
Core State ◽  
Research In Mathematics Education ◽  
Educational Studies In Mathematics ◽  
Educational Studies

¿Cuáles son las condiciones que activan la argumentación del profesor de Matemáticas durante la discusión de tareas en clase? En este artículo se presentan posibles respuestas a esta pregunta, en el marco de un estudio que pretende comprender la argumentación del profesor de Matemáticas en un ambiente habitual de clase. Para ello se presenta una fundamentación teórica sobre la argumentación en la clase de Matemáticas. Los datos forman parte de un estudio más amplio, los cuales se tomaron durante lecciones de clase de décimo grado (estudiantes de 15 a 16 años), mientras la profesora y sus estudiantes discutían tareas sobre trigonometría. Se discuten fragmentos de episodios de clase, donde se describen indicadores de las condiciones que podrían activar la argumentación del profesor. Referencias Boero, P. (2011). Argumentation and proof: Discussing a “successful” classroom discussion. En M. Pytlak, T. Rowland, y E. Swoboda (Eds.), Actas del 7th Congress of the European Society for Research in Mathematics Education (pp. 120-130). Rzeszów, Polonia: ERME. Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Recuperado desde http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf Conner, A., Singletary, L., Smith, R., Wagner, P., y Francisco, R. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities.  Educational Studies in Mathematics, 86(3), 401-429. https://doi.org/10.1007/s10649-014-9532-8 van Eemeren, F., Grassen, B., Krabbe, E., Snoeck Henkemans, F., Verheij, B., y Wagemans, J. (2014). Handbook of Argumentation Theory. Dordrecht, Países Bajos: Springer. van Eemeren, F. y Grootendorst, R. (2011). Una Tteoría Sistemática de la Argumentación. La Perspectiva Pragmadialéctica. Buenos Aires, Argentina: Editorial Biblos. Knipping, C., y Reid, D. (2015). Reconstructing argumentation structures: A perspective on proving processes in secondary mathematics classroom interactions. En A. Bikner-Ahsbahs, C. Knipping, y N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 75-101). New York: Springer. Krummheuer, G. (2011). Representation of the notion ‘‘learning-as-participation’’ in everyday situations of mathematics classes. ZDM Mathematics Education, 43(1), 81-90. https://doi.org/10.1007/s11858-010-0294-1 Metaxas, N. (2015). Mathematical argumentation of students participating in a mathematics–information technology project. International Research in Education, 3(1), 82-92. https://doi.org/10.5296/ire.v3i1.6767 Metaxas, N., Potari, D., y Zachariades, T. (2016). Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes. Educational Studies in Mathematics, 93(3), 383-397. https://doi.org/10.1007/s10649-016-9701-z Pino-Fan, L., Assis, A., y Castro, W. (2015). Towards a methodology for the characterization of teachers' didactic-mathematical knowledge. EURASIA Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a Prusak, N., Hershkowitz, R., y Schwarz, B. (2012). From visual reasoning to logical necessity through argumentative design. Educational Studies in Mathematics, 79(1), 19-40. https://doi.org/10.1007/s10649-011-9335-0 Santibáñez, C. (2015). Función, funcionalismo y funcionalización en la teoría pragma-dialéctica de la argumentación. Universum, 30(1), 233-252. https://dx.doi.org/10.4067/S0718-23762015000100014 Schoen, R. C., LaVenia, M., y Ozsoy, G. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), 1-29. https://doi.org/10.1080/2331186X.2019.1599488 Selling, S., Garcia, N., y Ball, D. (2016). What does it take to Develop Assessments of Mathematical Knowledge for Teaching?: Unpacking the Mathematical Work of Teaching. The Mathematics Enthusiast, 13(1), 35-51.  Sfard, A. (2008). Thinking as communicating. Human development, the growth of discourses, and mathematizing. Cambridge, Reino Unido: Cambridge University Press. Solar, H. (2018). Implicaciones de la argumentación en el aula de matemáticas. Revista Colombiana de Educación, 74, 155-176. https://doi.org/10.17227/rce.num74-6902 Solar, H., y Deulofeu, J. (2016). Condiciones para promover el desarrollo de la competencia de argumentación en el aula de matemáticas. Bolema, 30(56), 1092-1112. http://dx.doi.org//10.1590/1980-4415v30n56a13 Staples, M., y Newton, J. (2016). Teachers' Contextualization of Argumentation in the Mathematics Classroom. Theory into Practice, 55(4), 294-301. https://doi.org/10.1080/00405841.2016.1208070 Stylianides, A., Bieda, K., y Morselli, F. (2016). Proof and Argumentation in Mathematics Education Research. En Á. Gutiérrez, G. Leder, y P. Boero (Eds.), The Second Handbook of Research on the Psychology of Mathematics Education (pp. 315-351). Rotterdam, Países Bajos: Sense Publishers. Toro, J. y Castro, W. (2019a). Features of mathematics’ teacher argumentation in classroom. En U. T. Jankvist, M. van den Heuvel-Panhuizen, y M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 336-337). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.    Toro, J., y Castro, W. (2019b). Purposes of mathematics teacher argumentation during the discussion of tasks in the classroom. En M. Graven, H. Venkat, A. Essien, y P. Valero (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 458-477). Pretoria, Sudáfrica: PME. Toulmin, S. (2007). Los usos de la argumentación. Barcelona, España: Ediciones Península.

scholarly journals Vídeos educativos: as potencialidades do seu uso na visão de professores que ensinam Matemática

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202001
Author(s):  
Tiago Giorgetti Chinellato ◽  
Sueli Liberatti Javaroni
Keyword(s):  
Mathematics Education ◽  
Continuing Education ◽  
Mathematical Education ◽  
De Se ◽  
Educational Videos ◽  
Education Courses ◽  
Classroom Use ◽  
Research In Mathematics Education

Apresentamos neste artigo uma análise das potencialidades do uso de vídeos educativos na visão de professores que ensinam Matemática. Esses vídeos foram utilizados como roteiros digitais em um curso de formação continuada com professores, constituindo o cenário de investigação de uma pesquisa de doutoramento em Educação Matemática. Para produção dos dados dessa pesquisa, foi desenvolvida uma ação formativa com professores e realizadas entrevistas e questionários, acerca das potencialidades do uso dessa tecnologia. Para os docentes, a possibilidade de se pausar, adiantar e atrasar os vídeos são potencialidades permitidas por essa tecnologia. A familiaridade do estudante com os vídeos também favorece o uso em aula. Diante da análise desenvolvida podemos inferir que os vídeos podem colaborar com as aulas de Matemática e novos cursos de formação continuada podem incorporar essa tecnologia.Palavras-chave: Educação Matemática. GeoGebra. Tecnologias Digitais.Educational video: the potentialities of its use in the view of teachers who teach Mathematics We will present in this paper an analysis of the potentialities of the use of educational videos, in the view of teachers who teach mathematics. These videos were used as digital scripts in a continuing education course with teachers, constituting the research scenario of a PhD research in Mathematics Education. For the production of the data of this research, a training action was developed with teachers and interviews and questionnaires were carried out, about the potentialities of the use of this technology. For teachers, the possibility to pause, advance and delay the videos are potentialities allowed by this technology. The student's familiarity with the videos also favors classroom use. Given the analysis developed we can infer that videos can collaborate with Mathematics classes and new continuing education courses should incorporate this technology.Keywords: Mathematical Education. GeoGebra. Digital Technologies.Vídeos educativos: las potencialidades de su uso en la visión de profesores que enseñan Matemáticas Presentaremos en este articulo un análisis de las potencialidades del uso de videos educativos, en la visión de profesores que enseñan matemáticas. Estos videos fueron utilizados como guiones digitales en un curso de formación continuada con profesores, constituyendo el escenario de investigación de una investigación de doctorado en Educación Matemática. Para la producción de los datos de esa investigación, se desarrolló una acción formativa con profesores y realizados entrevistas y cuestionarios, acerca de las potencialidades del uso de esa tecnología. Para los docentes, la posibilidad de pausar, adelantar y retrasar los videos son potencialidades permitidas por esa tecnología. La familiaridad del estudiante con los vídeos también favorece el uso en clase. Ante el análisis desarrollado podemos inferir que los videos pueden colaborar con las clases de Matemáticas y nuevos cursos de formación continuada poden incorporar esa tecnología.Palavras chave: Educación Matemática. GeoGebra. Tecnologías Digitales.

Editorial: The Evolving Practice of Scholarly Book Reviews

2015 ◽  
Vol 46 (3) ◽  
pp. 250-252 ◽  
Author(s):  
Jinfa Cai
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
School Mathematics ◽  
Mathematical Education ◽  
Scholarly Book ◽  
K 12 ◽  
Research In Mathematics Education

Although the Journal for Research in Mathematics Education (JRME)published its first issue in January of 1970, the first scholarly book review appeared in the January 1977 issue under the editorship of James Wilson. In it, Thomas Kieren (1977) reviewed the 1975 National Advisory Committee on Mathematical Education (NACOME) report,Overview and Analysis of School Mathematics Grades K–12.In his editorial for the issue, Wilson (1977) wrote,

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

US and Russian policies and strategies in the Middle East: Iraq and Syria as a model

2019 ◽  
pp. 220
Author(s):  
Esraa Aladdin Noori ◽  
Nasser Zain AlAbidine Ahmed
Keyword(s):  
Middle East ◽  
East Asia ◽  
Balance Of Power ◽  
Western World ◽  
International Conflicts ◽  
The South ◽  
The West ◽  
The North ◽  
East Region ◽  
Middle East Region

The Russian-American relations have undergone many stages of conflict and competition over cooperation that have left their mark on the international balance of power in the Middle East. The Iraqi and Syrian crises are a detailed development in the Middle East region. The Middle East region has allowed some regional and international conflicts to intensify, with the expansion of the geopolitical circle, which, if applied strategically to the Middle East region, covers the area between Afghanistan and East Asia, From the north to the Maghreb to the west and to the Sudan and the Greater Sahara to the south, its strategic importance will seem clear. It is the main lifeline of the Western world.

Proceedings of the 14th Engineering Mathematics and Applications Conference

2020 ◽  
Vol 61 ◽  
Author(s):  
Christopher C Tisdell ◽  
Zlatko Jovanoski ◽  
William Guo ◽  
Judith Bunder
Keyword(s):  
Saudi Arabia ◽  
New Zealand ◽  
Mathematics Education ◽  
Interest Group ◽  
Applied Mathematics ◽  
Special Section ◽  
Mathematical Education ◽  
Mathematical Methods ◽  
Engineering Mathematics ◽  
Technology Group

  EMAC 2019 UNSW Canberra, Australia 26th Nov–29th Nov 2019 This Special Section of the ANZIAM Journal (Electronic Supplement) contains the refereed papers from the 14th Engineering Mathematics and Applications Conference (EMAC2019), which was held at the UNSW Canberra, Australia from 26th November to 29th November 2019. EMAC is held under the auspices of the Engineering Mathematics Group (EMG), which is a special interest group of the Australian and New Zealand Industrial and Applied Mathematics division of the Australian Mathematics Society. This conference provides a forum for researchers interested in the development and use of mathematical methods in engineering and applied mathematics, and aims to foster interactions between mathematicians and engineers, from both academia and industry. A further theme of the conference is the mathematical education of applied mathematicians and engineers. The event attracted participants from around the globe, including: New Zealand, Saudi Arabia, United Kingdom, Japan and Australia. The invited speakers at the 2019 meeting crossed the spectrum of specialities in engineering, mathematics, education and industry. They were: Alexander Kalloniatis (Defence Science and Technology Group), Robert K. Niven (UNSW Canberra), Katherine Seaton (La Trobe University) and Antoinette Tordesillas (University of Melbourne). All of the articles included in the EMAC 2019 Proceedings have been critically peer reviewed to the usual standards of the ANZIAM Journal. EMAC 2019 Organising Committee The conference organising committee were Fiona Richmond, Zlatko Jovanoski (Director), Leesa Sidhu, Duncan Sutherland, Fangbao Tian, Isaac Towers, Timothy Trudgian and Simon Watt. The invited speakers were chosen by a committee of experts including Alys Clark, Jennifer Flegg, Bronwyn Hajek (EMG Chair), Zlatko Jovanoski, Dann Mallet, Robert Niven, Brandon Pincombe, Melanie Roberts (Chair) and Harvinder Sidhu.

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