Young children's acquisition of mathematical knowledge and mathematics education in kindergarten

1994 ◽  
Author(s):  
Kuei-Er Chung
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
And Mathematics

scholarly journals Empowering the Disadvantaged Students in Mathematics Education: Relevance of Social Justice, Equity and Mainstreaming

2019 ◽  
Vol 29 ◽  
pp. 132-145
Author(s):  
Bed Prasad Dhakal
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Mathematics Classroom ◽  
Secondary Level ◽  
Learning Mathematics ◽  
Contextualized Teaching And Learning ◽  
And Mathematics ◽  
Mind Set

Mathematical knowledge is indubitable in various sectors, but diversity in culture and tradition in society causes inequality, injustice and backwardness among the students learning mathematics. Study of cultural heritage, customs, behavior in mathematics education is the demand of post-modern paradigm. Efforts of self-organization and co-construction in the initiation of students and teachers through their active participation, interaction and mathematics classroom discourses could be instrumental towards the generation of mathematical knowledge in classroom – which can support to reduce the western domination in mathematics education; and societal negative mind-set about mathematics education will also be minimized in this way. Ethno-mathematics, diversified mathematical strategies, culturally responsive mathematics classroom and enhancing equity in learning mathematics are the major dimensions that mathematics professionals need to exercise for the effective, reflective and contextualized teaching and learning of mathematics. This is a phenomenological study conducted among secondary level mathematics teachers. Using written interview and informal sharing of participants’ experiences towards teaching and learning mathematics, three major themes were developed and discussed. This article primarily shows that there exists the intertwined relation among these themes; and it is essential to properly address these themes for more effective learning of mathematics in the context of Nepalese secondary level classrooms.

scholarly journals O Papel do Educador no Favorecimento da Argumentação no Ensino de Matemática

2019 ◽  
Vol 12 (2) ◽  
pp. 172
Author(s):  
Willa Nayana Corrêa Almeida ◽  
João Manoel da Silva Malheiro
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Formal Education ◽  
Geometric Object ◽  
Video Recordings ◽  
Area And Perimeter ◽  
And Mathematics ◽  
Science Club ◽  
Investigative Activity

Este estudo visa analisar os propósitos e ações da professora-monitora para o favorecimento da argumentação entre sete discentes participantes do Clube de Ciências “Prof. Dr. Cristovam W. P. Diniz”, durante uma atividade experimental investigativa que buscava discutir os conceitos de área e perímetro, tanto como objeto geométrico quanto grandeza. Para tanto, utilizaremos as ideias teóricas de Sasseron (2013) acerca das intenções e atitudes que o educador pode desenvolver em sala de aula para possibilitar o debate de ideias e surgimento de argumentos. A pesquisa se caracteriza como qualitativa, sendo utilizada a Análise de Conteúdo para interpretação das informações levantadas a partir de videogravações. O espaço investigado é considerado um ambiente de educação não-formal destinado ao ensino, pesquisa e extensão de ações didáticas voltadas às Ciências e Matemáticas. Durante as análises realizadas percebemos que nossas intervenções como professora-monitora auxiliaram no surgimento da argumentação e na construção do conhecimento matemático, pois foi por meio das perguntas colocadas e de algumas contraposições de ideias, que os educandos puderam desenvolver os passos investigativos necessários para solução do problema, assim como criar argumentos bem estruturados e com qualidade.Palavras-chave: Educação Matemática. Argumentação. Propósitos e Ações do Educador.AbstractThis study aims to analyze the purposes and actions of the teacher-monitors to favor the argumentation among seven students participatingof the Science Club “Prof. Dr. Cristovam W. P. Diniz”, during an experimental investigative activity that sought to discuss concepts of area and perimeter both as geometric object and magnitude. For so much, we will use the theoretical ideas of Sasseron (2013) about the intentions and attitudes that the educator can develop in the classroom to enable the debate of ideas and arguments. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. The space investigated is considered an environment of non-formal education destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge, because it was through the questions posed and some oppositions of ideas that the students were able to develop the investigative steps necessary to solve the problem, as well as to create well-structured and quality arguments.Keywords: Mathematics Education. Argumentation. Purposes and Actions of the Educator.

Sulaymân al-Harâ’irî (1824-1877): his attempts to reconcile the Islamic civilization with modern science and mathematics education

2020 ◽  
pp. 177-191
Author(s):  
Mahdi Abdeljaouad ◽  
Pierre Ageron
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Language Translation ◽  
Modern Science ◽  
Arabic Language ◽  
Comprehensive Treatise ◽  
And Mathematics ◽  
Unpublished Manuscripts ◽  
Islamic Civilization ◽  
Practical Geometry

Who was Sulaymân al-Harâ’irî? Little is known about this enigmatic and controversial scholar. Born in Tunis in 1824, he settled in Paris in 1856 and died there in 1877. His unpublished manuscripts contain many translations into Arabic of French books, several of which are pertinent to mathematics. He translated arithmetic textbooks by Hippolyte Vernier, a surveying textbook by G. Frédéric Olivier and La Lande’s survey on uses of logarithms. He also drew up the plan for a comprehensive treatise on practical geometry, thus apparently laying the foundation for a Euro-Islamic hybrid mathematical knowledge. Keywords: Tunisia, Arabic language, translation, hybridization, arithmetic, logarithms, practical geometry

scholarly journals In China, What We Need is More Than Mathematics: A Literature Review of Numeracy

2020 ◽  
Vol 2 (3) ◽  
pp. p24
Author(s):  
Hengzhi Hu
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Teaching Practices ◽  
Mathematical Knowledge ◽  
English Language ◽  
Conceptual Level ◽  
Chinese Education ◽  
Knowledge And Skills ◽  
Linguistic Differences ◽  
And Mathematics

In China, the importance of quality mathematics education has never been called into a question, whereas numeracy as a general capability that is more than the mastery of mathematical knowledge and skills is seldom discussed in the literature about Chinese schools and education systems or considered in teaching practices, presenting an overall picture that numeracy development seems to be missing from Chinese education or considered as a tacit outcome automatically produced by the acquisition of mathematical knowledge. This issue may stem from the linguistic differences between English language and non-English language that render the interpretation of numeracy distorted and further evolve into a whole situation in China as a result of the longstanding debate on the essence of numeracy and the heavy emphasis laid on mathematics education rather than numeracy development as a whole. In this paper, the nature of numeracy is discussed by referring to a number of classic literature works, with special attention to clarifying the relationships between numeracy and mathematics that can be confused at a conceptual level.

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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