scholarly journals Reimagining Mathematics Education During the COVID-19 Pandemic

2020 ◽  
Vol 29 (2) ◽  
pp. 42
Author(s):  
Anjali Khirwadkar ◽  
Sheliza Ibrahim Khan ◽  
Joyce Mgombelo ◽  
Snezana Ratkovic ◽  
Wendy Forbes
Keyword(s):  
Mathematics Education ◽  
Call To Action ◽  
Enactive Approach ◽  
Education Environment ◽  
K 12 ◽  
Tools And Techniques ◽  
Online Mathematics ◽  
Research Tools

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K-12 level during the COVID-19 pandemic. The essay highlights the importance of education researchers using an appropriate framework in understanding the emerging mathematics education realities. It encourages education researchers to pay attention to this call to action while recognizing that such an action is not without challenges. To address the challenges, education researchers must engage with the evolving mathematics education environment and community by innovating and reimagining their research tools and techniques.

Integrated Experiences

2015 ◽  
pp. 278-295
Author(s):  
Carol Carruthers ◽  
Dragana Martinovic ◽  
Kyle Pearce
Keyword(s):  
Young Adults ◽  
Statistical Analysis ◽  
Mathematics Education ◽  
Conceptual Framework ◽  
Knowledge Bases ◽  
Successful Implementation ◽  
Community Of Learners ◽  
Mathematical Concepts ◽  
Education Environment ◽  
K 12

This chapter discusses the integrated experiences of a group of instructors who are using tablets to teach mathematics to adolescents and young adults. iPad technology offers learners in different educational streams and with different knowledge bases an environment that fosters the growth of a community of learners engaged in mathematical concepts and processes. The authors present an in-depth examination of the design of a tablet-based mathematics education environment and provide a statistical analysis to highlight the full richness of their classroom-based experiments. The results are presented using the five foundational aspects of a conceptual framework for the successful implementation of technology in a K-12 environment.

Electronic Resources for Online Mathematics Primary Education – Specifics, Types, Quality

2021 ◽  
Vol LXIV (1) ◽  
pp. 62-83
Author(s):  
Lyubka Aleksieva ◽  
Keyword(s):  
Mathematics Education ◽  
Online Education ◽  
Primary School ◽  
Primary Teachers ◽  
Theoretical Research ◽  
Future Research ◽  
Electronic Resources ◽  
Learning Content ◽  
Online Mathematics

This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education.

scholarly journals Teachers’ Opinions on Conducting Mathematics Education Online and Recommendations on Improving Its Quality

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Hediye Sarikaya Yeti
Keyword(s):  
Mathematics Education ◽  
Private University ◽  
Faculty Members ◽  
Computer Usage ◽  
Research Participants ◽  
Mixed Pattern ◽  
Education Process ◽  
Online Form ◽  
Online Mathematics

ABSTRACT This research aims to determine lecturers’ views on online mathematics education and to get suggestions for its improvement. The participants of the study consist of 15 people who work as instructors in a private university. In the study, the quantitative-qualitative mixed pattern model was used. The data were collected from the participants with the help of an online form containing questions about sex, age, pedagogy status, computer usage levels and ten questions related to research. Participants expressed many positive and negative opinions on the online mathematics education process. Responses were analyzed as the opinions of the lecturers with/without pedagogical formation. According to the data obtained, faculty members with pedagogical formation argue that online mathematics education is appropriate in all aspects; however, those without a pedagogical formation are often against online mathematics education. Recommendations developed as a result of the findings are presented at the end of the study.

scholarly journals An instrumental orchestration for online course at the university level

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 22-37
Author(s):  
José Orozco-Santiago ◽  
◽  
Carlos Armando Cuevas-Vallejo ◽  
Keyword(s):  
Mathematics Education ◽  
Engineering Students ◽  
Dynamic Geometry ◽  
Dynamic Geometry Environment ◽  
Synchronous Mode ◽  
Instrumental Orchestration ◽  
Video And Audio ◽  
The University ◽  
Eigenvalue And Eigenvector ◽  
Online Mathematics

In this article, we present a proposal for instrumental orchestration that organizes the use of technological environments in online mathematics education, in the synchronous mode for the concepts of eigenvalue and eigenvector of a first linear algebra course with engineering students. We used the instrumental orchestration approach as a theoretical framework to plan and organize the artefacts involved in the environment (didactic configuration) and the ways in which they are implemented (exploitation modes). The activities were designed using interactive virtual didactic scenarios, in a dynamic geometry environment, guided exploration worksheets with video and audio recordings of the work of the students, individually or in pairs. The results obtained are presented and the orchestrations of a pedagogical sequence to introduce the concepts of eigenvalue and eigenvector are briefly discussed. This work allowed us to identify new instrumental orchestrations for online mathematics education.

scholarly journals Envisioning AI for K-12: What Should Every Child Know about AI?

2019 ◽  
Vol 33 ◽  
pp. 9795-9799 ◽  
Author(s):  
David Touretzky ◽  
Christina Gardner-McCune ◽  
Fred Martin ◽  
Deborah Seehorn
Keyword(s):  
Artificial Intelligence ◽  
Science Teachers ◽  
Working Group ◽  
National Standards ◽  
National Guidelines ◽  
Call To Action ◽  
The Public ◽  
Online Resource ◽  
Teachers And Students ◽  
K 12

The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

K-12 Mathematics Education in Israel

10.1142/10741 ◽  
2017 ◽  
Author(s):  
Nitsa Movshovitz-Hadar
Keyword(s):  
Mathematics Education ◽  
K 12
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