The Nature of Mathematics and its Applications

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

Download Full-text

TrendEvaluasidalamPendidikanMatematika

Jurnal Sekolah Dasar ◽

10.36805/jurnalsekolahdasar.v3i1.414 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Andes Safarandes Asmara ◽

Tarpan Suparman

Keyword(s):

Mathematics Education ◽

Learning Process ◽

Mathematics Learning ◽

Learning Theories ◽

Learning Mathematics ◽

Nature Of Mathematics

Abstrak Pendidikan matematika di Indonesia berkembang dengan pesat sejalan dengan perkembangan pendidikan matematika dunia. Perubahan-perubahan yang terjadi dalam proses pembelajaran di kelas, dipengaruhi adanya tuntutan sesuai perkembangan teknologi dan ilmu pengetahuan juga diawali adanya perubahan pandangan tentang hakekat matematika serta pembelajarannya. Perubahan pandangan tentang trend hakekat matematika dapat mendorong terjadinya perubahan substansi kurikulum. Sementara itu perubahan pandangan tentang pembelajaran matematika sangat dipengaruhi oleh terjadinya perkembangan mengenai teori belajar baik yang bersifat umum maupun yang khusus berkaitan dengan belajar matematika. Untuk mengetahui ada nya perubahan tersebut maka di butuhkan evaluasi untuk mengukurnya. Evaluasi yang bisa digunakan untuk mengukur tingkt berpikir rendah dan tingkat berfikir tinggi, namun ada evaluasi yang dilakukan untuk mengukur pembelajaran matematika secara umum, yaitu dengan TIMMS. Abstract: Mathematics education in Indonesia is growing rapidly in line with the development of mathematics education world. Changes that occur in the learning process in the classroom, influenced by the demands according to the development of technology and science also began with a change in views about the nature of mathematics and learning. Changes in views about the trend of the nature of mathematics can encourage changes in the substance of the curriculum. Meanwhile, changes in views about learning mathematics are strongly influenced by the development of learning theories both general and specifically related to learning mathematics. To find out the existence of these changes, an evaluation is needed to measure them. Evaluation can be used to measure low thinking levels and high levels of thinking, but there are evaluations conducted to measure mathematics learning in general, namely TIMMS. Keywords: evaluation, highlevel thinking, lowlevel thinking, TIMSS

Download Full-text

A sense of order in mathematics

The Arithmetic Teacher ◽

10.5951/at.11.7.0490 ◽

1964 ◽

Vol 11 (7) ◽

pp. 490-495

Author(s):

Digby Diehl

Keyword(s):

Elementary School ◽

Teaching Methods ◽

School Curriculum ◽

Educational Needs ◽

Teaching Mathematics ◽

The Past ◽

Intellectual Inquiry ◽

American Schools ◽

Nature Of Mathematics ◽

The Way

For the past ten years educators have been engaged in an important controversy over the place of mathematics in the elementary school curriculum. This cont roversy has raised several fundamental questions about the nature of mathematics as a body of intellectual inquiry and about the effectiveness of methods of teaching mathematics. More significantly, it has cast serious doubt on the way in which all subjects are being taught in American schools today. From a different view, however, it has also caused us to review the basic purposes of education in America and to see whether our teaching methods and our subject curriculums now fulfill the basic educational needs of students.

Download Full-text