Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning

Dr. Lissa D’Amour brings together relational psychoanalysis and developmental theory to offer practitioners of education an opportunity to unify theories of learning into a cohesive “dialectic model of learning and of learning’s refusal” (D’Amour, 2020, p. 142), a unification sorely needed in mathematics education as educators in Alberta feud over ‘back-to-basics’. Dr. D’Amour’s (2020) book, entitled Relational Psychoanalysis at the Heart of Teaching and Learning: How and Why It Matters, attempts to kick-start conversations about the relationships present in classrooms and offers respite from, and an alternative perspective of, the educational behemoth I have become a part of, one that increasingly ignores us humans, the relationships we have and our affective attunement with all that is around us.

Download Full-text

Problematizing teaching and learning mathematics as “given” in STEM education

International Journal of STEM Education ◽

10.1186/s40594-019-0197-9 ◽

2019 ◽

Vol 6 (1) ◽

Cited By ~ 11

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.

Download Full-text

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

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2017v19i2p339-364 ◽

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.

Download Full-text

FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

Journal on Mathematics Education ◽

10.22342/jme.10.3.7864.379-396 ◽

2019 ◽

Vol 10 (3) ◽

pp. 379-396

Author(s):

Zakaria Ndemo

Keyword(s):

Mathematics Education ◽

Student Teachers ◽

Mathematics Teachers ◽

Teaching And Learning ◽

Mathematical Proof ◽

Education Student ◽

Written Responses ◽

Induction Strategy ◽

Proof Comprehension ◽

Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

Download Full-text

How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

Journal of Teaching and Learning ◽

10.22329/jtl.v5i1.125 ◽

2007 ◽

Vol 5 (1) ◽

Cited By ~ 7

Author(s):

Genevieve Boulet

Keyword(s):

Mathematics Education ◽

Current Literature ◽

Teaching And Learning ◽

Mathematics Classroom ◽

Mathematical Discourse ◽

Mathematical Concepts ◽

Teachers And Students ◽

Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

Download Full-text

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

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2020v22i2p252-280 ◽

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.

Download Full-text

Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis

Edumatika Jurnal Riset Pendidikan Matematika ◽

10.32939/ejrpm.v1i2.302 ◽

2018 ◽

Vol 1 (2) ◽

pp. 56

Author(s):

Aan Putra ◽

Hendra Syarifuddin ◽

Zulfah Zulfah

Keyword(s):

Qualitative Research ◽

Mathematics Education ◽

Teaching And Learning ◽

Mathematical Reasoning ◽

Mathematical Concepts ◽

Guided Discovery ◽

Reasoning Abilities ◽

Teaching And Learning Quality ◽

Abstract Learning

Abstract. Learning equipment is important things that determine the quality of the learning process and output. We need a study about validity, practicality, and effectiveness of the learning equipment to ensure teaching and learning quality. The purpose of this research is to evaluate the validity of the learning equipment based on guided discovery, especially the students’ worksheets. This research was a descriptive qualitative research that provides the result of students’ worksheets and experts recommendation. The experts who validated these student’s worksheets were three experts on mathematics education. The instruments used in this study was the validation sheets for LKPD. The result of validation sheets analysis for LKPD showed that in general, the students’ worksheets were valid. The validity of the didactical aspect and contents aspect sequently were 0,667 dan 0,704. Keywords: students’ worksheets, guided discovery, mathematical concepts understanding, mathematical reasoning abilities Abstrak. Perangkat pembelajaran merupakan kelengkapan pelaksanaan proses pembelajaran yang sangat penting dan menentukan capaian proses dan hasil pembelajaran. Untuk menjamin kualitas perangkat pembelajaran, dibutuhkan kajian khusus untuk menilai validitas, praktikalitas dan efektifitas perangkat pembelajaran yang digunakan. Penelitian ini bertujuan untuk menilai aspek validitas perangkat pembelajaran, khususnya Lembar Kerja Peserta Didik (LKPD) berbasis penemuan terbimbing yang digunakan dengan tujuan meningkatkan kemampuan pemahaman konsep dan penalaran matematis siswa. Penelitian ini merupakan penelitian kualitatif deskriptif yang menyajikan data hasil validasi dan saran validator terhadap validitas LKPD berbasis penemuan terbimbing. Validator terdiri dari tiga orang pakar pendidikan Matematika. Instrumen yang digunakan adalah lembar validasi LKPD. Hasil analisis terhadap lembar validasi menunjukkan bahwa secara umum LKPD memenuhi kriteria valid. Validitas aspek didaktik dan aspek isi berturut-turut adalah 0,667 dan 0,704. Kata Kunci: validitas lembar kerja peserta didik, penemuan terbimbing, pemahaman konsep matematis, kemampuan penalaran matematis

Download Full-text

Book Review: Reconsidering Affect in Mathematics Education

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.48.1.0106 ◽

2017 ◽

Vol 48 (1) ◽

pp. 106-110 ◽

Cited By ~ 3

Author(s):

Amanda Jansen ◽

Joseph DiNapoli ◽

Kristin McKenney

Keyword(s):

Education Research ◽

Mathematics Education ◽

Teaching And Learning ◽

Mathematics Education Research ◽

Short Period ◽

Mathematics Educators ◽

Affective Constructs

Mathematics educators incorporate affective constructs into their research as they seek to understand phenomena related to teaching and learning. Some prominent findings in mathematics education research suggest that beliefs provide explanations for some perplexing behaviors. For instance, if students stop working on a challenging task after a short period of time, one explanation may be that they believe that if you understand mathematics, you can solve problems in 5 minutes or less (Schoenfeld, 1988).

Download Full-text