Mathematics in Context: Impact on Teachers

2013 ◽  
pp. 369-392
Keyword(s):  
Mathematics In Context

On My Mind: New Tricks for Old Dogs

2004 ◽  
Vol 10 (1) ◽  
pp. 6-7
Author(s):  
Margaret Meyer
Keyword(s):  
Middle School ◽  
National Science Foundation ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Middle School Curriculum ◽  
National Science ◽  
Mathematics In Context ◽  
The Way

One of my favorite far side cartoons features Rex the Wonder Dog. Rex is shown balancing an elaborate array of objects while traversing a tightrope on a unicycle. The caption reads, “High above the hushed crowd, Rex tried to remain focused. Still, he couldn't shake one nagging thought: He was an old dog and this was a new trick.” Maybe that cartoon speaks to you the way it does to me. As one of the developers of the middle-grades curriculum Mathematics in Context (MiC), one of the Standardsbased middle school curriculum projects funded by the National Science Foundation, I have used that cartoon many times to describe to teachers, young and old, how it might feel to be a teacher who is about to implement a mathematics curriculum such as MiC. I can usually tell from the nervous laughter that although they might not be old, they recognize that the new Standards-based curricula will require them as teachers to learn “new tricks.”

Innovation in Curriculum: My Involvement in Change

2001 ◽  
Vol 7 (3) ◽  
pp. 178-182
Author(s):  
Bridgette Almond Stevens
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
First Year ◽  
Nctm Standards ◽  
New Beginning ◽  
First Year Teacher ◽  
Mathematics Program ◽  
Mathematics In Context ◽  
As If

MY FOURTH YEAR OF TEACHING WAS like a new beginning. Why? Because I felt as if I were a first-year teacher all over again at a middle school in Iowa. That year was my first experience using Mathematics in Context (MiC 1998), an NCTM Standards– based middle school mathematics program that encompassed not only a different textbook but different ways of teaching and helping children learn mathematics.

scholarly journals PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MATHEMATICS IN CONTEXT PADA KEMAMPUAN DAN KETERAMPILAN BERPIKIR KREATIF

2017 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Eka Farida Fasha
Keyword(s):  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Comparative Test ◽  
Thinking Skill ◽  
Average Value ◽  
Thinking Ability ◽  
Mathematics In Context ◽  
Creative Thinking Ability ◽  
Creative Thinking Skill

Abstract The purpose of this study is to determine the increase of creative thinking ability and creative thinking skill in mathematics learning with mathematic in context approach. The technique analisys used is the average comparative test for pretest and posstest data. To see an increased creative thinking skill, researcher compare the average value of creative thinking skills from the first meeting, the meeting II and III meeting. The result showed that there is an increasing of creative thinking ability and crtative thinking skill in mathematics learning with mathematic in context approach.

scholarly journals Didáctica de la matemática en contexto Didactics of mathematics in context

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Patricia Gallardo Camarena
Keyword(s):  
Educational Research ◽  
Theoretical Foundation ◽  
Learning Activities ◽  
Collaborative Teams ◽  
The Social ◽  
Mathematics In Context ◽  
Didactics Of Mathematics

ResumenEn el artículo se presentan resultados de investigaciones que dan origen a la didáctica de la Matemática en Contexto, la cual forma parte de la Fase Didáctica de la teoría educativa denominada Matemática en el Contexto de las Ciencias, cuyas investigaciones que la generan se insertan en la línea de investigación de la Matemática Social. Para la Matemática en Contexto, de forma breve, se incluye su fundamentación teórica, se describe la didáctica y su implementación. Ésta persigue trabajo interdisciplinario y disciplinario, con dos ejes rectores: la contextualización y la descontextualización, cuya herramienta de trabajo son los eventos contextualizados que abordan los estudiantes en equipos colaborativos, así como actividades de aprendizaje con el uso de tecnología como mediadora del aprendizaje.AbstractThrough this paper are presented results from several educational research which generate the Mathematic in Context didactic. It is included in didactic phase of Mathematics in the Context of Sciences theory and the research which generated the last one is in the Social Mathematics investigation line. For Mathematics in Context are included their theoretical foundation, their description and their implementation. The interdisciplinary and disciplinary work is persecutes; it has two axis: contextualized and descontextualized, and their work tool is contextualized events which are worked by students collaborative teams, as like learning activities with technology as learning  scaffolding.   

scholarly journals Mathematics In Context: Call of Time

1970 ◽  
Vol 1 ◽  
pp. 1-5
Author(s):  
Abdul Quaiyum
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Solution Procedure ◽  
Realistic Mathematics Education ◽  
Guided Reinvention ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Teacher Students ◽  
Mathematics In Context ◽  
Didactical Phenomenology

Mathematics in context (MiC) is an integrated program that uses Realistic Mathematics Education(RME) approach to teaching and learning of mathematics. It emphasizes learning mathematics from realistic situations, students’ invention or construction of solution procedure and interaction with other students or the teacher. Students should be encouraged to make sense out of real problems and the mathematics instruction should be designed accordingly. This article deals with the underlying principles of RME and highlights the features of MiC in Nepalese Mathematics Education. Keywords Realistic Mathematics Education (RME), Mathematics in Context (MiC), didactical phenomenology, guided reinvention, emergent model DOI: http://dx.doi.org/10.3126/av.v1i0.5299 Academic Voices 2011; 1: 1-5

scholarly journals Pengembangan Soal Matematika Model PISA Level 4, 5, 6 Menggunakan Konteks Lampung

2016 ◽  
Vol 7 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Yudi Yunika Putra ◽  
Zulkardi Zulkardi ◽  
Yusuf Hartono
Keyword(s):  
Design Research ◽  
Mathematical Thinking ◽  
Potential Effect ◽  
Literacy Skills ◽  
Design Development ◽  
Mathematical Literacy ◽  
Development Study ◽  
Mathematics Skills ◽  
Addition Problem ◽  
Mathematics In Context

Menyelesaikan soal matematika menggunakan konteks merupakan suatu cara yang dapat dilakukan untuk membantu menggunakan kemampuan matematikanya dalam kehidupan sehari-hari. Selain itu soal dengan menggunakan konteks akan mempermudah siswa dalam mensituasikan matematika kedalam konteks sehingga akan membantu siswa dalam menggunakan kemampuan literasi dalam menjawab soal, dan dapat menantang pola berpikir matematis siswa. Tujuan dari penelitian ini adalah Menghasilkan soal matematika model PISA menggunakan konteks Lampung yang valid dan praktis. Metode penelitian ini merupakan design research tipe development study. (Plomp, T., & Nieveen, N, 2007). Subjek dalam penelitian ini adalah siswa kelas IX SMP AR-RAIHAN Bandar Lampung dan SMP YADIKA Natar Lampung Selatan yang berumur maksimal 15 tahun. Dalam penelitian ini menghasilkan 15 butir soal PISA menggunakan konteks Lampung yang valid dan praktis serta mempunyai efek potensial terhadap kemampuan literasi matematika siswa.Solve a math problem using a context is a way that can be done by student to help them use their mathematics skills in everyday life. In addition problem using context will facilitate students in modeling the mathematics in context, so that will help the student to use their literacy skills in answering problem, and can challenge students' mathematical thinking patterns. The purpose of this study was to Generate PISA math models using context Lampung valid and practical. This research method is a type of research design development study. Subjects in this study were students of class IX SMP Ar-raihan Bandar Lampung and SMP YadikaNatar Lampung which has aged up to 15 years. The result of this study was 15 items PISA uses Lampung context of a valid and practical and have a potential effect on students' mathematical literacy skills.

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