scholarly journals Mathematical Modeling: Issues and Challenges in Mathematics Education and Teaching

2019 ◽  
Vol 11 (5) ◽  
pp. 71
Author(s):  
Reuben S. Asempapa ◽  
Derek J. Sturgill
Keyword(s):  
Mathematical Modeling ◽  
United States ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
The United States ◽  
Teacher Education Programs ◽  
Practicing Teachers ◽  
States Data ◽  
Modeling Practices

Mathematics education researchers and policy documents in the United States have expressed the need to improve the teaching and learning of mathematical modeling at the K–12 levels so that students can apply their knowledge of mathematics to solve real-world situations. Unfortunately, most practicing teachers (PTs) and preservice teachers (PSTs) acquire didactical and pedagogical styles that do not support effective modeling practices. To investigate these dilemmas, this study examined PTs’ pedagogical experiences in and PSTs’ perspectives on mathematical modeling practices. Participants included 62 PTs and 18 PSTs from a Midwestern region of the United States. Data originated from questionnaire items and open-ended questions, which were analyzed quantitatively and qualitatively. Varied participants’ ideas on mathematical modeling practices were identified, recorded, and summarized. Results indicated that most of these PTs and PSTs have little to no experiences with mathematical modeling practices and associated pedagogies. Such results along with a supplemental discussion have implications for teacher education programs and professional development centered on mathematical modeling education.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part I. Findings from a Study in the United States [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. This research suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To address that gap, I share research from two studies, one in the United States, and one in Norway (in the linked paper that follows). The studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. This first paper examines the nature and role of vision, coherence and opportunities to learn in three teacher education programs in the United States.

Book Review: Mathematics Educators Respond to Kaput's “Algebra Problem”: A Review of Algebra in the Early Grades

2010 ◽  
Vol 41 (2) ◽  
pp. 203-208
Author(s):  
Dan Chazan ◽  
Ann R. Edwards
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
The United States ◽  
High Stakes ◽  
Algebra For All ◽  
Accountability Measures ◽  
Early Grades ◽  
Mathematics Educators

In the last few decades, mathematics education in the United States has seen a perfect storm with respect to the teaching and learning of algebra—one that is difficult for our colleagues in other countries to fathom. As part of recent largescale education reform in the United States, the increasingly widely perceived need for greater mathematical literacy and the desire to make access to college more equitable in the society have led to promotion of “algebra for all” and the codification of this desire in high-stakes accountability measures (e.g., as illustrated by Achieve's American Diploma Project (ADP, 2004)). Algebra in the Early Grades, an edited volume by a group of mathematics education researchers, is in important ways a response of mathematics educators to these developments.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part II. Findings from a Study in Norway [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. Based upon research and scholarship in the U.S., suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, that they need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To start to address that gap, I describe research from two separate studies, one conducted in the United States and one in Norway. Both studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. In this second paper, I share the findings from the Norwegian study. An opportunity to look across two contexts at the same features helps provide some initial insights about key characteristics of teacher education that may matter most.

Review: Goals, Goals, and More Goals

1988 ◽  
Vol 19 (2) ◽  
pp. 184-188
Author(s):  
Glenda Lappan
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The Netherlands ◽  
Curriculum Development ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
The United States ◽  
Three Dimensions ◽  
Mathematics Teaching And Learning

In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

2019 ◽  
Vol 21 (1) ◽  
pp. 82 ◽  
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Netta Avineri ◽  
Sedat Akayoglu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Practices ◽  
The United States ◽  
Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society.  PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

Near-Drowning

1993 ◽  
Vol 14 (4) ◽  
pp. 148-151
Author(s):  
Debra H. Fiser
Keyword(s):  
United States ◽  
Low Income ◽  
The United States ◽  
Western United States ◽  
King County ◽  
Near Drowning ◽  
Time Period ◽  
States Data ◽  
Low Income Groups ◽  
Bodies Of Water

Definition Drowning is defined as death caused by submersion, whereas near-drowning connotes survival for some time period following submersion. The following remarks pertain to the near-drowning victim who presents for acute medical management. Epidemiology Because reporting of near-drowning incidents is incomplete, most of the available epidemiologic information focuses on drowning deaths, which number more than 6500 per year in the United States. Data from King County, Washington, however, suggest that near-drownings slightly out-number drownings. Drowning rates are highest for children under the age of 5 years and between the ages of 15 and 24 years. Males drown 4 times more frequently than females. African-Americans and low-income groups also are affected disproportionately, except for those drownings involving boats and residential swimming pools, which more often are owned by middle class groups. Drownings peak during the summer months and are most common in the southern and western United States and Alaska. Forty to 45% of all drownings occur while the victim is swimming and 12% to 29% are boat-related. Alcohol plays a substantial role in these deaths. Between one half and three quarters of all drownings occur in lakes, ponds, rivers, and the ocean. More than 40% of all submersions in these bodies of water involve older adolescents or young adults.

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