Ebook Features in Mathematics Education

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Evelina Georgieva ◽  
◽  
◽  
Keyword(s):  
Mathematics Education ◽  
Theoretical Study ◽  
Visual Design ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
Support Materials ◽  
Training Techniques ◽  
Advantages And Disadvantages ◽  
Learning Content ◽  
Additional Support

This article presents a theoretical study of the ebook for teaching mathematics in a mixed environment, which became ubiquitous as a result of the COVID-19 pandemic. The paper shows the typical features of ebooks, which reveal the advantages and disadvantages of their use. The main opportunities for their development are presented, such as training techniques and additional support materials to improve the maths lesson. In literature, the ebook in mathematics education is considered in various forms and aspects, with the main advantage being their ability to illustrate dynamic mathematical learning content with the help of ICT, while respecting the principles of multimedia and the requirements for accessibility, ergonomics and visual design.

Electronic Resources for Online Mathematics Primary Education – Specifics, Types, Quality

2021 ◽  
Vol LXIV (1) ◽  
pp. 62-83
Author(s):  
Lyubka Aleksieva ◽  
Keyword(s):  
Mathematics Education ◽  
Online Education ◽  
Primary School ◽  
Primary Teachers ◽  
Theoretical Research ◽  
Future Research ◽  
Electronic Resources ◽  
Learning Content ◽  
Online Mathematics

This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education.

scholarly journals Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

2017 ◽  
Vol 5 (3) ◽  
pp. 172-182
Author(s):  
Dalene M. Swanson ◽  
Hong-Lin Yu ◽  
Stella Mouroutsou
Keyword(s):  
Human Rights ◽  
Mathematics Education ◽  
School Mathematics ◽  
Mathematics Classrooms ◽  
Socially Constructed ◽  
Mathematics Practices ◽  
Hierarchical Nature ◽  
The Government ◽  
Additional Support ◽  
Educational Inclusion

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

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.

scholarly journals VISUALIZATION OF SECOND ORDER CURVES IN GEOGEBRA WHEN TEACHING MATHEMATICS TO STUDENTS OF VOCATIONAL EDUCATION INSTITUTIONS

2021 ◽  
Vol 57 (3) ◽  
pp. 134-146
Author(s):  
D.V. Bochkareva ◽  
Keyword(s):  
Mathematics Education ◽  
Vocational Education ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
Statistical Processing ◽  
Education Institution ◽  
Second Order ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Methods

Problem statement. This article is devoted to such a topical issue as the use of the dynamic mathematics system (DMS) GeoGebra in teaching mathematics. DMSs are gradually being introduced into mathematics education, but the question is raised about the effectiveness of their application. The purpose of the article is to study the influence of GeoGebra on the quality of the solving of tasks on the topic «Second order curves» by 2nd year students studying in the specialty “Applied Informatics (by branches)” at NovosibirskProfessional and Pedagogical Vocational Education Institution. The research methodology consisted in the analysis and synthesis of scientific literature on the chosen topic, pedagogical experiment, mathematical methods of processing the results of this experiment and observation of the participants in the pedagogical process.The obtained results of the research indicate that the use of the GeoGebra program has a positive effect on the academic performance of students. Statistical processing of the obtained data shows that there are no differences in the selected criteria between the group that worked in the GeoGebra and the group that worked without computer programs. However, the use of DMSmakes it possible to visually demonstrate the material, draw the attention of students to the academic discipline, promotes the development of creative thinking, and allows students to experiment with mathematical objects on their own. Conclusion. Due to the widespread use of dynamic systems in mathematics education, the study of their influence on the development of various cognitive abilities and personal qualities of students is of practical and scientific interest. The materials of the work can be used in the educational process when teaching and learning the course EN.01 Mathematics at the level of secondary vocational education and distributed to various topics and sections of mathematical disciplines at other levels of education.

Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry

2020 ◽  
pp. 205-218
Author(s):  
Karolina Karpińska
Keyword(s):  
Mathematics Education ◽  
19Th Century ◽  
18Th Century ◽  
History Of Mathematics ◽  
Descriptive Geometry ◽  
Teaching Mathematics ◽  
Education History ◽  
Secondary School Education ◽  
History Of ◽  
The 19Th Century

This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics

Mathematical learning and gesture

Gesture ◽  
2010 ◽  
Vol 10 (2-3) ◽  
pp. 321-343 ◽  
Author(s):  
Susan Gerofsky
Keyword(s):  
Mathematics Education ◽  
Great Accuracy ◽  
Interview Data ◽  
Polynomial Functions ◽  
Research Project ◽  
Mathematical Learning ◽  
Gesture Studies ◽  
Salient Features

This paper reports on a research project in mathematics education involving the use of gesture, movement and vocal sound to highlight mathematically salient features of the graphs of polynomial functions. Empirical observations of students’ spontaneous gesture types when enacting elicited gestures of these graphs reveal a number of useful binaries (proximal/distal, being the graph/seeing the graph, within sight/within reach). These binaries inform an analysis of videotaped gestural and interview data and appear to predict teachers’ assessments of student mathematical engagement and understanding with great accuracy. Reframing this data in terms of C-VPT and O-VPT adds a further layer of sophistication to the analysis and connects it with deeper findings in cognitive and neuroscience and gesture studies.

Inquiry-oriented differential equations: a guided journey of learning

2019 ◽  
Vol 39 (3) ◽  
pp. 201-212
Author(s):  
Samer Habre
Keyword(s):  
Mathematics Education ◽  
Differential Equations ◽  
Mathematical Knowledge ◽  
Realistic Mathematics Education ◽  
Mathematical Learning ◽  
American University ◽  
Realistic Mathematics ◽  
Lebanese American University ◽  
Course Outcomes ◽  
Oriented Approach

Abstract This study conducted at the Lebanese American University in spring 2018 reports on an inquiry-oriented differential equations class where the course curriculum falls within the realm of Realistic Mathematics Education. The focus of the study is on some curriculum tasks and how they assist students reinvent successfully key mathematical notions covered in most introductory differential equations courses. While the results show remarkable cognitive gains in understanding and thinking, reinventing knowledge was demanding and in some cases required the intervention of the instructor to control and lead the discussion. Results also show that the lack of appropriate mathematical knowledge was sometimes an obstacle for the reinvention process, and the traditional view of mathematical learning a hindrance for accepting that an inquiry-oriented approach can fulfil the course outcomes.

Reflection of the pastoral relation’s theory

2018 ◽  
Vol 22 (03) ◽  
pp. 58-63
Author(s):  
Badarch S ◽  
Oronch N
Keyword(s):  
Land Use ◽  
Theoretical Study ◽  
Theoretical Perspective ◽  
Holistic Approach ◽  
Main Method ◽  
Autonomous Region ◽  
Pasture Land ◽  
Advantages And Disadvantages ◽  
Alternative Scenarios

The main objective of this study is to identify the advantages and disadvantages of pastureland management as well as possession of pastureland in pasture and privatization in the Inner Mongolian Autonomous region and Mongolia. It is based on a theoretical perspective and proposing possible alternative scenarios. The objective of the study is to improve common use and possession of pastureland. The main method used in the study is based on theoretical abstraction, comparison and realistic approaches. The main outcome of the study is to identify the advantages and disadvantages of pasture land use for pastoral livestock. This theoretical study is designed to provide a holistic approach to pastureland possession. As a result of the study, conclusions suggest that pastureland can be used in combination form of the privately or publicly.

Is the “new math” really better?

1974 ◽  
Vol 21 (1) ◽  
pp. 68-73
Author(s):  
Irving M. Cowle
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teaching Mathematics ◽  
Primary Function ◽  
Parent Groups ◽  
New Math

Is the ‘new math’ really better? I have heard this question literally hundreds of times, both in my primary function (that of teaching mathematics education to students preparing for careers in the elementary school) and on the occasions when I spoke to parent groups or conducted workshops for teachers who are already in service. People are still asking, “Just what is the ‘new math’?” One also hears repeatedly, from those individuals who once loved mathematics and did so well, “Until the new programs came along …, then I was all mixed up.”; And there are numerous instances in which a highly competent parent who majored in mathematics in college, or is an engineer, relates how he could always help his youngster with homework, “but now, I don't know what they're talking about.”

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

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