Graspable Mathematics

2015 ◽  
pp. 24-48 ◽  
Author(s):  
Erin Ottmar ◽  
David Landy ◽  
Erik Weitnauer ◽  
Rob Goldstone
Keyword(s):  
Mathematics Education ◽  
Perceptual Learning ◽  
Educational Intervention ◽  
Technology Development ◽  
Touch Screen ◽  
Lessons Learned ◽  
Algebra Instruction ◽  
Cognitive Research ◽  
Novel Approach ◽  
And Mathematics

The goal of this chapter is to describe a process of touch screen technology development, beginning from basic cognitive research and resulting in an applied educational intervention for algebra. To that end, we introduce Graspable Mathematics (GM), a novel approach to algebra instruction that integrates strong theory and evidence from perceptual learning, cognitive science and mathematics education. We present a number of concrete examples of how this framework can be applied to technology-based interventions that aim to engage students in mathematics. This chapter will also describe many of the methodological, theoretical, and practical considerations that guided our iterative design and development, as well as address many of the challenges and lessons learned when implementing the intervention in classroom settings.

scholarly journals Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom?

2020 ◽  
Vol 11 ◽  
Author(s):  
Henrique Simplicio ◽  
Hedwig Gasteiger ◽  
Beatriz Vargas Dorneles ◽  
Ka Rene Grimes ◽  
Vitor Geraldi Haase ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Basic Research ◽  
Cognitive Research ◽  
And Mathematics

Mathematics Education Then and Now: The Need for Reform

1996 ◽  
Vol 178 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Carol Findell
Keyword(s):  
United States ◽  
Data Analysis ◽  
Mathematics Education ◽  
Lessons Learned ◽  
Professional Lives ◽  
Test Results ◽  
The Past ◽  
Working Together ◽  
And Mathematics ◽  
Current Curriculum

International test results indicate that United States students are not measuring up to world standards in mathematics education. What does this mean? A look at the past fifty years of mathematics education provides a record of past and present reforms and the lessons learned from these efforts. The mathematics and mathematics education communities are working together to present a vision of mathematics that will take us into the next century. Current curriculum materials present students with relevant problems to solve, and require exploration and data analysis. We need to produce citizens who are able to understand the power of mathematics and work together with others to use mathematics to solve problems encountered in their personal and professional lives.

SISTERS IN SCIENCE: CONFRONTING EQUITY IN SCIENCE AND MATHEMATICS EDUCATION

2000 ◽  
Vol 6 (3) ◽  
pp. 14
Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston
Keyword(s):  
Mathematics Education ◽  
And Mathematics

scholarly journals Trusting the Corona-Warn-App? Contemplations on trust and trustworthiness at the intersection of technology, politics and public debate

2021 ◽  
pp. 026732312110283
Author(s):  
Judith Simon ◽  
Gernot Rieder
Keyword(s):  
Technology Development ◽  
Public Debate ◽  
Lessons Learned ◽  
Initial Development ◽  
The Public ◽  
Public Debates ◽  
Moral Duties ◽  
Moral Demands

Ever since the outbreak of the COVID-19 pandemic, questions of whom or what to trust have become paramount. This article examines the public debates surrounding the initial development of the German Corona-Warn-App in 2020 as a case study to analyse such questions at the intersection of trust and trustworthiness in technology development, design and oversight. Providing some insights into the nature and dynamics of trust and trustworthiness, we argue that (a) trust is only desirable and justified if placed well, that is, if directed at those being trustworthy; that (b) trust and trustworthiness come in degrees and have both epistemic and moral components; and that (c) such a normatively demanding understanding of trust excludes technologies as proper objects of trust and requires that trust is directed at socio-technical assemblages consisting of both humans and artefacts. We conclude with some lessons learned from our case study, highlighting the epistemic and moral demands for trustworthy technology development as well as for public debates about such technologies, which ultimately requires attributing epistemic and moral duties to all actors involved.

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.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

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