scholarly journals A Literature Review Exploring the use of Programming in Mathematics Education

2018 ◽  
Vol 17 (12) ◽  
pp. 18-32 ◽  
Author(s):  
Sanna Erika Forsström ◽  
Odd Tore Kaufmann
Keyword(s):  
Mathematics Education ◽  
Literature Review

scholarly journals Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

2012 ◽  
Vol 43 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Amy Noelle Parks ◽  
Mardi Schmeichel
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Race And Ethnicity ◽  
Mathematics Education Research ◽  
Education Literature ◽  
Independent Variables

This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.

scholarly journals On the links between mathematics education and democracy: A literature review

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Mario Sánchez Aguilar ◽  
Juan Gabriel Molina Zavaleta
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Democratic Education ◽  
Research Area ◽  
Mathematical Education ◽  
Mathematics Students ◽  
The World ◽  
Education For Democracy ◽  
Further Development

This article reports the results of a literature review focused on identifying the links between mathematics education and democracy. The review is based on the analysis of a collection of manuscripts produced in different regions of the world. The analysis of these articles focuses on six aspects, namely, (1) definitions of democracy used in these texts, (2) identified links between mathematics education and democracy, (3) suggested strategies to foster a democratic competence in mathematics students (4) tensions and difficulties inherent in mathematical education for democracy, (5) the fundamental role of the teacher in the implementation of democratic education and (6) selected criticisms of mathematical education for democracy. The main contributions of this article are to provide the reader with an overview of the literature related to mathematics education and democracy, and to highlight some of the theoretical and empirical topics that are necessary to further development within this research area.

scholarly journals Eye-tracking methodology in mathematics education research: A systematic literature review

2020 ◽  
Vol 104 (2) ◽  
pp. 147-200 ◽  
Author(s):  
Anselm R. Strohmaier ◽  
Kelsey J. MacKay ◽  
Andreas Obersteiner ◽  
Kristina M. Reiss
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Eye Tracking ◽  
Systematic Literature Review ◽  
Mathematics Education Research

scholarly journals The role of context and context familiarity on mathematics problems

2017 ◽  
Vol 20 (3) ◽  
pp. 265-292 ◽  
Author(s):  
Felipe J. Almuna Salgado
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Empirical Research ◽  
Problem Context ◽  
Education Literature ◽  
Mathematics Problems ◽  
Mathematics Curricula

The mathematics education literature advocates the use of mathematics problems embedded in different contexts and therefore different mathematics curricula reflect this recommendation. A number of theoretical arguments support this, but the influence of context, and specifically the role of context familiarity, on students’ performance is an issue that is not yet fully understood. After a literature review, it is argued in this paper that ninety - odd years of research on problem context and students’ performance suggest that nothing firm can be said about this relationship, because evidence about this relationship is undeniably sparse. Given that context takes on a number of meanings in the literature, this paper starts by clarifying and differentiating this term from others. Then, theoretical arguments and empirical research are reviewed in relation to the role of context and context familiarity on students’ performance.

scholarly journals Em busca de compreensões sobre os objetos de aprendizagem na educação matemática por meio de uma revisão sistemática de literaturaIn search of understanding about learning objects in mathematics education through a systematic literature review

2021 ◽  
Vol 23 (1) ◽  
pp. 140-170
Author(s):  
Marcelo Souza Motta ◽  
Marco Aurélio Kalinke
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Processes ◽  
Mathematical Education ◽  
Research Protocols ◽  
Palabras Clave ◽  
Revisión Sistemática

ResumoA proposta deste artigo é apresentar um panorama das dissertações, realizadas nos programas stricto sensu brasileiros que versam sobre a utilização de objetos de aprendizagem na educação matemática. A pesquisa é qualitativa e utiliza como procedimento inventariante uma revisão sistemática de literatura (RSL). O cenário da pesquisa foi constituído pelos trabalhos disponibilizados no Catálogo de Teses e Dissertações da Capes no período de 2013 a 2018. A busca inicial ocorreu no mês de maio de 2020 e, após a aplicação dos protocolos de pesquisa, resultou na identificação de 25 dissertações, que foram organizadas, por meio da leitura flutuante de seus títulos, resumos, palavras-chaves ou capítulos. Os resultados apontam a relevância das pesquisas, destacando as contribuições dos objetos de aprendizagem (AO) nos processos de ensino e aprendizagem e demonstram a possibilidade de construção dos próprios artefatos digitais pelos professores, adequando-os aos seus contextos pedagógicos específicos. Apesar disso, notamos a baixa realização de pesquisas dessa temática, em detrimento de outras relacionadas com o uso das tecnologias na educação matemática e a não existência de uma uniformização dos autores sobre o que se entende por OA. Por fim, destacamos que a metodologia adotada não é rígida, podendo ser remodelada por outros pesquisadores, sendo capaz de apresentar outros portifólios bibliográficos.Palavras-Chave: Objetos de aprendizagem, Educação matemática, Revisão sistemática de literatura, Tecnologias digitais.AbstractThe purpose of this article is to present an overview of the research, carried out in the Brazilian stricto sensu programmes that talk about the use of learning objects in mathematics education. The research is qualitative and uses a systematic literature review (SLR) as the inventory procedure. The research landscape was constituted by the works available in the Catálogo de Teses e Dissertações da Capes/Capes Dissertations and Theses Catalogue from 2013 to 2018. The initial search happened in May 2020 and, after applying the research protocols, we identified 25 thesis, which we organised, through skimming through their titles, abstracts, keywords, or chapters. The results point out the relevance of the research, highlighting OA’s contributions to the teaching and learning processes and demonstrating the teachers’ possibility of constructing their own digital artefacts, adapting them to their specific pedagogical contexts. Despite this, we noticed there were few studies on this topic, to the detriment of others about the use of technologies in mathematics education and the lack of authors’ consistency on what is meant by OA. Finally, we emphasise that the methodology adopted is not rigid. It can be remodelled by other researchers and present other bibliographic portfolios.Keywords: Learning Objects, Mathematical Education, Systematic Literature Review, Digital TechnologiesResumenEl propósito de este artículo es presentar una visión general de las disertaciones, realizadas en los programas stricto sensu brasileños que se ocupan del uso de objetos de aprendizaje en la educación matemática. La investigación es cualitativa y utiliza una revisión sistemática de la literatura (RSL) como procedimiento de inventario. El escenario de investigación estuvo constituido por los trabajos dispuestos en el Catálogo de Teses e Dissertações da Capes/Catálogo de Tesis y Disertaciones de Capes de 2013 a 2018. La búsqueda inicial se dió en mayo de 2020 y luego de la aplicación de los protocolos de investigación, se identificaron 25 disertaciones, que se organizaron a través de la lectura flotante de sus títulos, resúmenes, palabras clave o capítulos. Los resultados señalan la relevancia de la investigación, destacando las contribuciones de los objetos de aprendizaje (OA) en los procesos de enseñanza y aprendizaje y demuestran la posibilidad de que los profesores construyan sus propios artefactos digitales, adaptándolos a sus contextos pedagógicos específicos. A pesar de esto, observamos el bajo nivel de investigación sobre este tema, en detrimento de otros relacionados con el uso de tecnologías en la educación matemática y la falta de uniformidad de los autores sobre lo que se entiende por OA. Finalmente, enfatizamos que la metodología adoptada no es rígida, puede ser remodelada por otros investigadores y presentar otras carteras bibliográficas.Palabras clave: Objetos de aprendizaje, Educación matemática, Revisión sistemática de literatura, Tecnologías digitales.

scholarly journals Systematic Literature Review: Efektivitas Pendekatan Pendidikan Matematika Realistik Pada Pembelajaran Matematika

2021 ◽  
Vol 1 (3) ◽  
pp. 189-197
Author(s):  
Sisca Afsari ◽  
Islamiani Safitri ◽  
Siti Khadijah Harahap ◽  
Lia Sahena Munthe
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

Pendidikan Matematika Realistik (PMR) merupakan suatu pendekatan pendidikan matematika yang diadopsi dari Realistic Mathematics Education (RME) yang telah dikembangkan di Netherland sejak tahun 1970. PMR cenderung memberikan penjelasan terkait dengan hal yang realistis, sehingga peserta didik dengan mudah mencerna pembelajaran yang disampaikan oleh pendidik. Penelitian ini bertujuan untuk melakukan kajian literatur terkait dengan efektivitas pendidikan matematika realistik (PMR) pada pembelajaran matematika. Metode penelitian yang dipilih dalam penelitian ini ialah metode SLR (Systematic Literature Review). Pengumpulan data dilakukan dengan mendokumentasi dan mereview semua artikel terkait pendidikan matematika dalam kurun waktu 2010 – 2020. Artikel yang digunakan pada penelitian ini sebanyak 30 artikel jurnal nasional dan internasional terakreditasi yang diperoleh dari Google Schoolar, Research Gate, SINTA, DOAJ, dan Scopus. Berdasarkan penelitian ini didapatkan bahwa Pendidikan Matematika Realistik (PMR) mampu meningkatkan hasil belajar serta dapat meningkatkan banyak kemampuan matematika peserta didik. Mulai dari kemampuan intuisi, kemampuan pemecahan masalah matematis, kemampuan koneksi dan komunikasi peserta didik.

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