scholarly journals Connecting Ethnomathematics to the Concept of Positive Deviance

2020 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Daniel Clark Orey ◽  
Milton Rosa
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
Theoretical Basis ◽  
Positive Deviance ◽  
Cultural Groups ◽  
Mathematical Practices ◽  
School Communities ◽  
Pedagogical Action ◽  
Greater Good

An impasse in mathematics education is related to its frequent lack of acknowledgment of local mathematical practices in its research theoretical basis. Pedagogical action of ethnomathematics aids in recording cultural-historical forms of mathematical procedures and practices developed by members of distinct cultural groups. Ethnomathematics is a form of push back from colonization without attempting to replace academic mathematics. Hence, a sense of insubordination triggered by ethnomathematics is creative and often evokes a sense of disturbance that causes a conscious review of rules and regulations endemic to many curricular and educational research contexts. This process enables educators and investigators to adopt positive deviance in developing pedagogical actions that deal with content usually disconnected from the reality of the students in order to deal with imposed norms and rules. Thus, positive deviance involves an intentional act of bending the rules in order to serve the greater good of the school communities.

A Taxonomy of Educational Games

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Dan O’Brien ◽  
Kimberly A. Lawless ◽  
P. G. Schrader
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Educational Research ◽  
Cognitive Functions ◽  
Theoretical Basis ◽  
Educational Games ◽  
Digital Games ◽  
Educational Objectives ◽  
Different Types

Digital games are a relatively new tool for educators, who often misunderstand their value for education. This is partly since they perceive many very different types of games in the same way. The authors propose a taxonomy of digital games in education based on the features that are relevant to instructional design and educational research. The taxonomy outlines four genres into which games fall, depending on the cognitive functions and skills they engage. The theoretical basis for the taxonomy the authors develop draws from R. M. Gagne’s Five Categories of Learning Outcomes, Bloom’s Taxonomy of Educational Objectives, and D. H. Jonassen’s Typology of Problem Solving. The links between these theories and the educational games taxonomy will allow educators and researchers to understand games in the light of their educational affordances. Instructional design based on these theories can more effectively integrate games into the classroom.

Publicity and Educational Research: A Case Study

1971 ◽  
Vol 2 (2) ◽  
pp. 132-135
Author(s):  
Thomas A. Romberg
Keyword(s):  
United States ◽  
New York ◽  
Mathematics Education ◽  
Educational Research ◽  
New York Times ◽  
Emotional Reaction ◽  
American Schools ◽  
As If

On March 12, 1967 the following headune appeared in the New York Times: “United States Gets Low Marks in Math.” A 250-word article followed summarizing the failure of American schools to win the international mathematics race. Emotional reaction to this account was instantaneous. Parents, teachers, educators, and even Congressmen, taking the article at face value began demanding ex planations. as if the lid had been lifted from a teeming educational scandal. Even today the vestiges of this account linger to haunt the image of mathematics education.

Experimental Programs: Educational research and the mathematics educator

1965 ◽  
Vol 58 (2) ◽  
pp. 131-138
Author(s):  
Joseph M. Scandura
Keyword(s):  
Mathematics Education ◽  
Health Education ◽  
Educational Research ◽  
Good Source ◽  
Mathematics Educator ◽  
The Past ◽  
Department Of Health ◽  
The U.S ◽  
Research In Mathematics Education

The purpose of this paper is not to review all or even much of the past or current research in mathematics education; this has been done elsewhere. Monographs covering research in mathematics education up to about 1960, for example, are available from the U.S. Department of Health, Education and Welfare. Some of the NCTM yearbooks also provide a good source.

scholarly journals An Ethnomathematical Perspective of STEM Education in a Glocalized World

2021 ◽  
Vol 35 (70) ◽  
pp. 840-876
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Stem Education ◽  
Mathematical Knowledge ◽  
Transformative Pedagogy ◽  
Mathematical Practices ◽  
Making Sense ◽  
Pedagogical Action ◽  
Science Technology ◽  
Modelling Problem ◽  
And Mathematics ◽  
School Curricula

Abstract An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.

scholarly journals Educational Research in the Context of Rural Revitalization: Take Papers of CNKI Database from 2000 to 2021 As an Example

2021 ◽  
Vol 10 (1) ◽  
pp. 1381-1397
Author(s):  
Wei An ◽  
Jie Wu
Keyword(s):  
Education Research ◽  
Quantitative Analysis ◽  
Educational Research ◽  
Theoretical Basis ◽  
Research Priorities ◽  
Research Focus ◽  
Education Teacher ◽  
Effective Implementation ◽  
Rural Revitalization ◽  
Long Time

For a long time, rural revitalization has been a topic of concern. After it was put forward in the form of a policy in 2017, it has further received research feedback in many fields, and the education field is no exception. This article is based on the quantitative analysis of the reports in the CNKI database, with rural revitalization as the theme of educational research from 2000 to 2021. We summarized its development trends and research priorities. We found that after 2017, there has been a surge in education research related to rural revitalization, focusing on three aspects: vocational education, teacher plight, and education construction. At present, the rural revitalization strategy is still in its infancy. Grasping the research focus in time and referring to international experience can provide a more comprehensive theoretical basis for the realization of rural revitalization, promote the flexible change of research focus, and facilitate the effective implementation of policies.

Editorial

1985 ◽  
Vol 16 (2) ◽  
pp. 82
Author(s):  
jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
American Scholar

When, this month and next, researchers in mathematics education get together at the annual meetings of the American Educational Research Association and the National Council of Teachers of Mathematics, they will be exchanging their latest ideas on how students learn mathematics and how teachers teach it. To the extent that our research enterprise is a science, it thrives on the newly discovered. As Edward Wilson put it in the American Scholar last autumn, scientists are the scouts and hunters of the intellectual tribe.

The Role of Replication Studies in Educational Research

2018 ◽  
Vol 49 (1) ◽  
pp. 2-8 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
Research And Practice ◽  
Replication Studies ◽  
The Past ◽  
Important Concern ◽  
Unique Nature ◽  
The Impact ◽  
Critical Idea

In the past year, we have used this space to tackle a chronic and important concern in mathematics education: how to increase the impact of research on practice. Because of the unique nature of this issue of JRME, we pause to address the critical idea of replication in educational research. In later issues, we will continue our primary theme and consider how the ideas raised in this editorial can further our understanding of the relationships between research and practice.

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