Reimagining Mathematics Education for the 21st Century in the 21st Century

Rich exploratory, visual tasks foster opportunities conversations in math class. Clear mental models build the foundation for deeper conversations and foster a class culture where all voices are heard by providing opportunities to take risks and reflecting on beliefs about student ability. Teachers and students can learn the value of engaging with different perspectives. Reflecting on instruction for teachers and learning for students improves retention and understanding. A teacher's role is as facilitator and modeling behavior and communication. Professional development and frameworks are needed to adopt the competencies effectively. Researchers evaluating efficacy of rich tasks and 21st century competencies must reexamine beliefs about ability, consider the impact of societal barriers on student learning, and focus on how instruction can adapt to be more effective for all learners. More research in all of these areas is needed.

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Mathematics Education for Dynamic Economy in Nigeria in the 21st Century

Journal of Social Sciences ◽

10.1080/09718923.2007.11892594 ◽

2007 ◽

Vol 15 (3) ◽

pp. 293-296

Author(s):

Lawrence I. Aguele ◽

Kolawole O. Usman

Keyword(s):

Mathematics Education ◽

21St Century ◽

Dynamic Economy

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Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education

Mathematics Education Research Journal ◽

10.1007/s13394-015-0158-7 ◽

2015 ◽

Vol 28 (1) ◽

pp. 173-197 ◽

Cited By ~ 16

Author(s):

Aibhín Bray ◽

Brendan Tangney

Keyword(s):

Mathematics Education ◽

Student Engagement ◽

Mobile Technology ◽

21St Century ◽

21St Century Learning ◽

Realistic Mathematics Education ◽

Realistic Mathematics

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Science and Mathematics Education for the 21St Century

Bulletin of Science Technology & Society ◽

10.1177/027046769201200204 ◽

1992 ◽

Vol 12 (2) ◽

pp. 72-80

Author(s):

Luther S. Williams

Keyword(s):

Mathematics Education ◽

21St Century ◽

And Mathematics

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Analysis of Digital Competencies of 21st Century Teachers of Mathematics Education by Pentagonal Fuzzy Number and Some of Its Arithmetic Operations

Journal of Education and Learning Mathematics Research (JELMaR) ◽

10.37303/jelmar.v2i1.39 ◽

2021 ◽

Vol 2 (1) ◽

pp. 51-58

Author(s):

Rahul Kar ◽

Ashok Kumar Shaw

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Data Management ◽

21St Century ◽

Fuzzy Number ◽

Digital Communication ◽

Arithmetic Operations ◽

Digital Skills ◽

Digital Competencies ◽

Survival Skills

Digital competencies is a collection of digital skills, categorized into five main areas of focus. They are designed as a tool for students to use to reflect on the digital skills and critical perspectives they develop while in school or college, in curricular and co-curricular experiences. The factors in digital competencies are digital survival skills, digital communication, data management and preservation, data analysis and presentation, critical making, design and development. In this paper we use pentagonal fuzzy number to find out the failure of digital competencies of 21st century teacher in mathematics education on the basis of the above criteria.

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How to Strengthen Mathematics Teaching in College Education

Advances in Higher Education ◽

10.18686/ahe.v3i2.1426 ◽

2019 ◽

Vol 3 (2) ◽

pp. 117

Author(s):

Jiayou Song

Keyword(s):

Higher Education ◽

Mathematics Education ◽

21St Century ◽

Mathematics Teaching ◽

Modern Science ◽

College Education ◽

Colleges And Universities ◽

Vital Role ◽

Teaching Process

<p>The 21st century is an era of the coexistence of opportunities and challenges. Domestic higher education and modern science and technology have obtained unprecedented development, making people more clearly understand the vital role of mathematics, which is both pressure and power for college mathematics teaching. In addition, due attention should be taken on the problems in mathematics teaching. This paper dwells on the problems and opportunities of mathematics education in colleges and universities, hoping to find and solve the root causes of problems in the teaching process from three aspects of teachers, schools and students, so as to improve the quality and efficiency of mathematics teaching.</p>

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VITTORIO CHECCUCCI AND HIS CONTRIBUTIONS TO MATHEMATICS EDUCATION: A HISTORICAL OVERVIEW

Problems of Education in the 21st Century ◽

10.33225/pec/13.53.22 ◽

2013 ◽

Vol 53 (1) ◽

pp. 22-39

Author(s):

Paolo Bussotti

Keyword(s):

Mathematics Education ◽

Key Words ◽

21St Century ◽

Historical Overview ◽

General Picture ◽

International Context ◽

Practical Mathematics ◽

First Time

This study deals with Vittorio Checcucci’s ideas and proposals as to mathematics education. The scopes of this work are twofold: 1) the first scope is historical: my aim is to reconstruct Checcucci’s thought. This is a novelty because almost no contribution dedicated to Checcucci exists. The few existing contributions are brief articles whose aim is not to provide a general picture of his ideas; 2) the second scope is connected to mathematics education in the 21st century. A series of argumentations will be proposed to prove that many Checcucci’s ideas could be fruitfully exploited nowadays. For the first time, the thought of this mathematician is exposed to non-Italian readers because his ideas are worthy to be known, rethought and discussed in an international context. Key words: mathematics education, relations between theoretical and practical mathematics in the teaching, experimentations in mathematics education.

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