scholarly journals Pictorial Model: The Secret of Singapore's Pupils' Excellence in Mathematics

2021 ◽  
Vol 4 (3) ◽  
pp. 35
Author(s):  
Rdea Asar ◽  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Arab World ◽  
Mathematical Problem ◽  
International Study ◽  
Mathematical Concepts ◽  
Wide Range ◽  
Mathematics Curricula ◽  
And Mathematics ◽  
Real World Problems

The research aimed to introduce mathematics education researchers, mathematics teachers and developers of mathematics curricula in Egypt and the Arab world with the secret of excellence of Singapore students in mathematics and how they come at the top order in the international study of the trends of science and mathematics education every four years. This secret lies in a number of communities, school, family and classroom models, the most important of which is the pictorial model, which offers magic solutions to any mathematical problem. Problem solving is the center or focus of mathematics education as it involves acquiring and applying mathematical concepts and skills in a wide range of situations involving real-world problems, open-ended and non-routine problems. The Singaporean model is used to solve verbal problems where the student identifies the main information in the problem in a pictorial model that includes units in the whole figure of rectangles and the information and the unknown is indicated in the problem to be solved on the pictorial figure and through the figure the process or calculations to be used are clarified and the problem is resolved.

Approach Integrated of Science, Technology, Engineering, and Mathematics – STEM

2021 ◽  
Vol 4 (4) ◽  
pp. 99-136
Author(s):  
Ibrahiem Mohammed Abdullah ◽  
Keyword(s):  
Mathematics Education ◽  
Significant Role ◽  
Arab World ◽  
Research Paper ◽  
Educational Activities ◽  
Science Technology ◽  
Mathematics Curricula ◽  
Integrated Approaches ◽  
And Mathematics ◽  
Definition Of

The research paper aims to highlight the STEM approach as one of the modern integrated approaches in the field of mathematics education. STEM which means the integration of Science, Technology, Engineering, and Math has its significant role in the development of curricula in the Arab world generally and particularly in mathematics curricula. This paper addresses the definition of STEM, the justifications for its emergence and the causes for the attention it recently receives. Moreover, the paper sheds light on its objectives, content, related teaching strategies, educational activities, evaluation, characteristics, advantages and obstacles found in its application.

scholarly journals You can count on your fingers: The role of fingers in early mathematical development

2018 ◽  
Vol 4 (1) ◽  
pp. 107-135 ◽  
Author(s):  
Firat Soylu ◽  
Frank K. Lester ◽  
Sharlene D. Newman
Keyword(s):  
Mathematics Education ◽  
Human Cognition ◽  
Diagnostic Tools ◽  
Mathematical Concepts ◽  
Simple Arithmetic ◽  
Road Map ◽  
Mathematics Ability ◽  
Finger Counting ◽  
Bodily Activity ◽  
And Mathematics

Even though mathematics is considered one of the most abstract domains of human cognition, recent work on embodiment of mathematics has shown that we make sense of mathematical concepts by using insights and skills acquired through bodily activity. Fingers play a significant role in many of these bodily interactions. Finger-based interactions provide the preliminary access to foundational mathematical constructs, such as one-to-one correspondence and whole-part relations in early development. In addition, children across cultures use their fingers to count and do simple arithmetic. There is also some evidence for an association between children’s ability to individuate fingers (finger gnosis) and mathematics ability. Paralleling these behavioral findings, there is accumulating evidence for overlapping neural correlates and functional associations between fingers and number processing. In this paper, we synthesize mathematics education and neurocognitive research on the relevance of fingers for early mathematics development. We delve into issues such as how the early multimodal (tactile, motor, visuospatial) experiences with fingers might be the gateway for later numerical skills, how finger gnosis, finger counting habits, and numerical abilities are associated at the behavioral and neural levels, and implications for mathematics education. We argue that, taken together, the two bodies of research can better inform how different finger skills support the development of numerical competencies, and we provide a road map for future interdisciplinary research that can yield to development of diagnostic tools and interventions for preschool and primary grade classrooms.

scholarly journals Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

2020 ◽  
Vol 3 (2) ◽  
pp. 219-228
Author(s):  
Stepania Junita Sari ◽  
Timbul Yuwono
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Linear Equation ◽  
Mathematics Teachers ◽  
Equation System ◽  
Linear Equation System ◽  
8Th Grade ◽  
Using Data ◽  
And Mathematics ◽  
Made In

This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).

Eine Rekonstruktion des Beweises von Theodoros

2021 ◽  
pp. 17-28
Author(s):  
Harald Boehme
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
University Education ◽  
Special Focus ◽  
Mathematics Content Knowledge ◽  
School Practice ◽  
And Mathematics

We present ProfiWerk, a professionalization course geared towards pre-service Gymnasium teachers in mathematics, which is part of the preparation for an extended school-internship phase. Since the transition from university education to school practice can come with adverse discontinuity effects – rendering, at worst, university education ineffective – special focus is put on establishing stable connections between both mathematics content knowledge and mathematics education knowledge to the professional demands on mathematics teachers.

The Relevance of the Study to Teacher-Education Programs

1971 ◽  
Vol 2 (2) ◽  
pp. 124-129
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
International Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Community ◽  
Mathematics Educators ◽  
Achievement In Mathematics

The purpose of this article is to examine the relevance of the International Study of Achievement in Mathematics to those mathematics educators in volved in the preparation of teachers. While the explicit purpose of the Study is not to provide directions for teacher-education programs, the Study nevertheless examines questions which indirectly involve the training of mathematics teachers. While all of the hypotheses in the Study deal with some aspect of education as they relate to mathematics, some hypotheses, namely Hypotheses 12–26, arc involved with probl ems more directly related to the mathematics education community. In particular, Hypotheses 12, 13, 14, 15, 18, 19, and 20. in the opinion of the writer, take on added significance when considering the preparation of mathematics teachers.

Reviews: But is it Different in the South?

1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte
Keyword(s):  
Latin America ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Degree Program ◽  
The South ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
The University ◽  
Selection Of

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.

scholarly journals Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms

2021 ◽  
Vol 10 (2) ◽  
pp. 17-36
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
Mathematics Education ◽  
Graduate Students ◽  
Indigenous Knowledge ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Good Practice ◽  
Mathematical Concepts ◽  
Post Graduate ◽  
Culturally Based

Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.

scholarly journals Forces for Change in Mathematics Education—: The Case of TIMSS

2000 ◽  
Vol 8 ◽  
pp. 15 ◽  
Author(s):  
Donald S. Macnab
Keyword(s):  
Science Education ◽  
Mathematics Education ◽  
International Study ◽  
Comparative Performance ◽  
Teaching Methodologies ◽  
The Third ◽  
Mathematics And Science Education ◽  
Mathematics Curricula ◽  
Mathematics And Science ◽  
Selection Of

The results of the Third International Study in Mathematics and Science Education (TIMSS) were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.

scholarly journals Jogos e álgebra voltados para formação de professores de matemática da EJA: o que revelam as pesquisas?

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DOSÍLIA ESPÍRITO SANTO BARRETO ◽  
BARBARA LUTAIF BIANCHINI
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Doctoral Thesis ◽  
9Th Grade ◽  
Catholic University ◽  
Teaching Of Mathematics ◽  
Algebraic Language ◽  
And Mathematics

ResumoEsse trabalho é de caráter bibliográfico e traz a revisão de literatura realizada para a construção da tese de doutorado, da primeira autora e orientada pela segunda,  cujo tema é: Os jogos e a linguagem algébrica para a formação de professores de Matemática da EJA do Ensino Fundamental II. A revisão de literatura foi embasada no site de Catálogo de teses e dissertações da CAPES e no site da Biblioteca da PUC-SP de 2015 à 2018. Foram selecionadas cinco dissertações de mestrado e duas teses de doutorado nas universidades brasileiras nos campos da Educação, Matemática e da Educação Matemática, pois tinham maior ligação com o nosso objeto de investigação que foram divididas em três categorias: formação de professores da EJA, os jogos no ensino da Matemática e gamificação e a Matemática. Os trabalhos foram lidos em seus resumos e a partir dos dados foi possível concluir que há falta de formação para professores de Matemática da modalidade EJA e que os jogos são recursos que possibilitam a interação, a motivação e promovem aprendizagem Matemática. Palavras-chave: Jogos; Álgebra; EJA; Professores; Matemática.AbstractThis work is bibliographical and brings the literature review performed for the construction of the doctoral thesis, from the first author and guided by the second one, its theme is: Games and algebraic language for the formation of mathematics teachers of the Education for Youth and Adults students (EJA, in Brazil) of Elementary School II (from 6th to 9th grade, in Brazil). The literature review was based on the CAPES (Coordination for Improvement of Graduated Students, in Brazil) Thesis and Dissertations Catalogue website and on the PUC-SP (Pontifical Catholic University, in São Paulo) Library website from 2015 to 2018. Five master's dissertations and two doctoral thesis were selected in Brazilian universities in the fields of Education, Mathematics and Mathematics Education, as they have a greater connection with our research object they were divided into three categories: teacher training of the EJA, the games in the teaching of Mathematics and Gamification and Mathematics. The papers were read in their abstracts and from the data it was possible to conclude that there is a lack of training for mathematics teachers of the EJA modality and games are resources that enable interaction, motivation and promote mathematical learning.Keywords: Games; Algebra; EJA; Teachers; Mathematics. 

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