The contents and structure of primary mathematics Knowledge, plans, and skills. Activities for

2002 ◽  
pp. 162-182
Keyword(s):  
Primary Mathematics ◽  
Mathematics Knowledge

The Benefit of Spacing on Retention and Transfer of Mathematics Knowledge

2012 ◽  
Author(s):  
Kellie M. Mullaney ◽  
Samuel R. White ◽  
Shana K. Carpenter
Keyword(s):  
Mathematics Knowledge

Open Mathematics Knowledge Base

2020 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Knowledge Base ◽  
Mathematics Knowledge

We present a list of mathematical results for future implementation in a digital Open Mathematics Knowledge Base.

A Matter of Ideology: a response to the Draft Primary Mathematics Programmes of Study

FORUM ◽  
2014 ◽  
Vol 56 (1) ◽  
pp. 133
Author(s):  
TONY COTTON
Keyword(s):  
Primary Mathematics

Using ICT in primary mathematics: practice and possibilities

2001 ◽  
Vol 37 (2) ◽  
pp. 184-185
Author(s):  
John Mason
Keyword(s):  
Primary Mathematics

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives

2017 ◽  
Vol 48 (1) ◽  
pp. 78-105 ◽  
Author(s):  
Jo Boaler ◽  
Sarah Kate Selling
Keyword(s):  
Longitudinal Study ◽  
Mathematics Teaching ◽  
Traditional Approach ◽  
Intellectual Freedom ◽  
Teaching Approaches ◽  
Knowledge Use ◽  
Follow Up Study ◽  
Mathematics Knowledge ◽  
Mathematical Expertise

In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).

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