scholarly journals Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia

2011 ◽  
Vol 1 (1) ◽  
pp. 75-84
Author(s):  
Wanty Widjaja

The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.

2021 ◽  
Vol 13 (10) ◽  
pp. 5491
Author(s):  
Melissa Robson-Williams ◽  
Bruce Small ◽  
Roger Robson-Williams ◽  
Nick Kirk

The socio-environmental challenges the world faces are ‘swamps’: situations that are messy, complex, and uncertain. The aim of this paper is to help disciplinary scientists navigate these swamps. To achieve this, the paper evaluates an integrative framework designed for researching complex real-world problems, the Integration and Implementation Science (i2S) framework. As a pilot study, we examine seven inter and transdisciplinary agri-environmental case studies against the concepts presented in the i2S framework, and we hypothesise that considering concepts in the i2S framework during the planning and delivery of agri-environmental research will increase the usefulness of the research for next users. We found that for the types of complex, real-world research done in the case studies, increasing attention to the i2S dimensions correlated with increased usefulness for the end users. We conclude that using the i2S framework could provide handrails for researchers, to help them navigate the swamps when engaging with the complexity of socio-environmental problems.


1982 ◽  
Vol 26 (2) ◽  
pp. 203-203
Author(s):  
James A. Wise

This is a panel session focused on the applications of Human Factors to real world problems in architectural design. Five representatives from various design & research professions will present recent case studies of theirs, and examine the contribution that Human Factors made to these projects. The diversity of their examples shows the usefulness and importance on integrating concerns for the human user into plans for the built environment.


2021 ◽  
Author(s):  
Andreas Christ Sølvsten Jørgensen ◽  
Atiyo Ghosh ◽  
Marc Sturrock ◽  
Vahid Shahrezaei

AbstractThe modelling of many real-world problems relies on computationally heavy simulations. Since statistical inference rests on repeated simulations to sample the parameter space, the high computational expense of these simulations can become a stumbling block. In this paper, we compare two ways to mitigate this issue based on machine learning methods. One approach is to construct lightweight surrogate models to substitute the simulations used in inference. Alternatively, one might altogether circumnavigate the need for Bayesian sampling schemes and directly estimate the posterior distribution. We focus on stochastic simulations that track autonomous agents and present two case studies of real-world applications: tumour growths and the spread of infectious diseases. We demonstrate that good accuracy in inference can be achieved with a relatively small number of simulations, making our machine learning approaches orders of magnitude faster than classical simulation-based methods that rely on sampling the parameter space. However, we find that while some methods generally produce more robust results than others, no algorithm offers a one-size-fits-all solution when attempting to infer model parameters from observations. Instead, one must choose the inference technique with the specific real-world application in mind. The stochastic nature of the considered real-world phenomena poses an additional challenge that can become insurmountable for some approaches. Overall, we find machine learning approaches that create direct inference machines to be promising for real-world applications. We present our findings as general guidelines for modelling practitioners.Author summaryComputer simulations play a vital role in modern science as they are commonly used to compare theory with observations. One can thus infer the properties of a observed system by comparing the data to the predicted behaviour in different scenarios. Each of these scenarios corresponds to a simulation with slightly different settings. However, since real-world problems are highly complex, the simulations often require extensive computational resources, making direct comparisons with data challenging, if not insurmountable. It is, therefore, necessary to resort to inference methods that mitigate this issue, but it is not clear-cut what path to choose for any specific research problem. In this paper, we provide general guidelines for how to make this choice. We do so by studying examples from oncology and epidemiology and by taking advantage of developments in machine learning. More specifically, we focus on simulations that track the behaviour of autonomous agents, such as single cells or individuals. We show that the best way forward is problem-dependent and highlight the methods that yield the most robust results across the different case studies. We demonstrate that these methods are highly promising and produce reliable results in a small fraction of the time required by classic approaches that rely on comparisons between data and individual simulations. Rather than relying on a single inference technique, we recommend employing several methods and selecting the most reliable based on predetermined criteria.


2021 ◽  
Author(s):  
Ondine Jayne Bradbury ◽  
Tatainia Stewart ◽  
Anabelle Barker ◽  
Jessica Rowe

Within practical placements, Australian pre-service teachers acquire a range of skills and strategies. This is in addition to linking the theory that they acquire at university to that in the classroom context. In 2020, to ensure that the pre-service teachers in education courses continue this practical component of their degree, remote and flexible placements were negotiated between the schools and the university. These changes were embedded in order for pre-service teachers to work with schools, students and mentors and they did so from within their homes. This chapter focuses on the experiences from three pre-service teachers during their time on practicum in remote and flexible contexts. A case study approach was applied to analyse each individual’s experiences. The case studies highlight the commonalities in experiences for each individual pre-service teacher. Upon analysis of these case studies, these commonalities included implications around how these capabilities were being formed and developed throughout the placement. These capabilities included inference, deduction, pivoting and empathy. These common capabilities across the pre-service teacher’s experiences, during their remote and flexible placement, highlight the need for a new narrative around the emerging skills, strategies and capabilities for teacher education in the 21st Century.


Pythagoras ◽  
2006 ◽  
Vol 0 (64) ◽  
Author(s):  
Bruce Brown ◽  
Marc Schäfer

The introduction of Mathematical Literacy into the Further Education and Training (FET) curriculum in South Africa has brought with it formidable challenges to teacher education in this field.  This paper attempts to unravel some pertinent issues arising in the training of Mathematical Literacy teachers, using an approach based on mathematical modelling. It does this by discussing the design and implementation of an ACE(ML), an Advanced Certificate in Education, specialising in Mathematical Literacy teaching.


2021 ◽  
Vol 11 (11) ◽  
pp. 737
Author(s):  
Emily Anna Dare ◽  
Khomson Keratithamkul ◽  
Benny Mart Hiwatig ◽  
Feng Li

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly.


ZDM ◽  
2021 ◽  
Author(s):  
Xiaoli Lu ◽  
Gabriele Kaiser

AbstractCreativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students’ ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing.


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