The How, What, Why, and When of Teaching Mathematics in the K-12 Inclusive Classroom

2020 ◽  
pp. 1-20
Author(s):  
Veena Paliwal ◽  
Angela C. Fain
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Inclusive Classroom ◽  
Teaching Mathematics ◽  
Mathematics Courses ◽  
Career Opportunities ◽  
Mathematics Difficulties ◽  
Academic Courses ◽  
K 12

Research has shown that a better understanding of mathematics education in the K-12 classrooms with an emphasis on meeting the needs of students with mathematics difficulties in an inclusive setting is crucial. Unfortunately, there is limited literature available for teachers, parents, and educators to prepare them for teaching mathematics in an inclusion setting. This chapter provides an in-depth discussion on how students' understanding and mathematical thinking, reasoning, and sense directly correlate to achievement in mathematics courses, higher-level academic courses, and in-career opportunities. This chapter provides researchers, scholars, educators, parents, and students an invaluable resource and deeper insight for understanding how effective mathematics instruction can benefit all students in an inclusive classroom.

Connecting Children's Mathematical Thinking with Family and Community Knowledge in Mathematics Instruction

2017 ◽  
Vol 23 (6) ◽  
pp. 326-328 ◽  
Author(s):  
Tonya Bartell ◽  
Erin E. Turner ◽  
Julia Marie Aguirre ◽  
Corey Drake ◽  
Mary Q. Foote ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Community Knowledge ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.

Research Problems in Community College Mathematics Education: Testing the Boundaries of K-12 Research

2014 ◽  
Vol 45 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Vilma Mesa ◽  
Claire Wladis ◽  
Laura Watkins
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Mathematics Education ◽  
Mathematics Instruction ◽  
Current Status ◽  
Collaborative Effort ◽  
College Mathematics ◽  
Short Term ◽  
Research Problems ◽  
K 12

The purpose of this commentary is to articulate the need to investigate problems of mathematics instruction at community colleges. We briefly describe some features of this often-ignored institution and the current status of research. We also make an argument for how investigations of instruction in this setting can both advance our understanding of this particular context and give practitioners tools to deal with pressures from policymakers to show short-term results. This work is the result of a collaborative effort between community college practitioners and researchers, responding to the needs of their work in mathematics education.

Teaching Mathematics through the Art of Kolam

2007 ◽  
Vol 12 (8) ◽  
pp. 422-428
Author(s):  
Syamala Chenulu
Keyword(s):  
Mathematics Instruction ◽  
History Of Mathematics ◽  
Vital Role ◽  
Global Perspective ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Educators ◽  
History Of ◽  
K 12 ◽  
Multicultural Perspective

One goal of the NCTM's connections Standard is that mathematics instruction pre- K–12 should “enable all students to recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Art of all kinds provides opportunities to address this goal. Moreover, many mathematics educators, including myself, believe that it is important and beneficial to provide a multicultural perspective in our classrooms. “Knowledge of the ideas of others can enlarge our view of what is mathematical and, in particular, add a more humanistic and global perspective to the history of mathematics. This enlarged view, in which mathematical ideas are seen to play a vital role in diverse human endeavors, provides us with a richer and fuller picture of mathematics” (Ascher 2002, p. 200).

scholarly journals A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING

2017 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Nita Delima
Keyword(s):  
Information System ◽  
Information Systems ◽  
Mathematics Education ◽  
Problem Solving ◽  
Quantitative Method ◽  
Mathematical Thinking ◽  
Discrete Mathematics ◽  
Education Department ◽  
Mathematics Courses ◽  
Know How

This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability  to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.

scholarly journals A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING

2017 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Nita Delima
Keyword(s):  
Information System ◽  
Information Systems ◽  
Mathematics Education ◽  
Problem Solving ◽  
Quantitative Method ◽  
Mathematical Thinking ◽  
Discrete Mathematics ◽  
Education Department ◽  
Mathematics Courses ◽  
Know How

This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability  to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.

The use of digital learning objects for effective mathematics instruction

2018 ◽  
Vol 8 (2) ◽  
pp. 50-56 ◽  
Author(s):  
Kvetoslav Bartek ◽  
David Nocar
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Educational Games ◽  
Learning Objects ◽  
Teaching Mathematics ◽  
Digital Learning ◽  
Web Based ◽  
Educational Framework ◽  
Digital Learning Objects ◽  
The Web

Digital learning objects (DLOs) can be defined as interactive (web-based) tools that are mainly used and reused for learning, education or training. In mathematics education, we use DLO for its potential to help students to understand phenomena, whose introduction in the traditional way of teaching mathematics could be problematic. We analysed one of the biggest and well known DLO repositories on the web RVP.cz, which is the main methodological support for teachers and implementation of the educational framework. We followed representation of the three DLO types of category 2 introduced in this text. Keywords:Digital learning objects, DL, educational games ,DLO repository ,survey

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

scholarly journals Modeling The Use of History of Mathematical Thought in Mathematics Instruction

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Chinedu Victor Obasi
Keyword(s):  
Social Context ◽  
Historical Development ◽  
Mathematics Instruction ◽  
Model Equation ◽  
Teaching Mathematics ◽  
Integrating Factor ◽  
Mathematical Thought ◽  
History Of ◽  
Economic Needs ◽  
Marginal Improvement

Mathematics is a human creation, which has been developing for more than four thousand years. It emerged as a response to different social and economic needs of civilizations. Historical development of mathematics stresses that mathematics as a science has always been connected to economic and social context and development of society. There is little or no research that promotes using historical content in mathematics lessons in the Nigeria context. In this paper, we model the use of history of mathematical thought (HMT) in mathematics instruction and solved the formulated model equation using integrating factor. The rate at which HMT is used by teachers in mathematics instruction is assumed to be proportional to the number of teachers that do not use HMT. The analysis suggests that with time, only a fraction of teachers can use HMT in teaching mathematics due to the fact that they will not remember to use it, and additional recruitment of teachers will result in only marginal improvement in the usage of HMT.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Sign in / Sign up

Export Citation Format

Share Document