Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Reporting Research for Practitioners: Proposed Guidelines

2012 ◽  
Vol 43 (2) ◽  
pp. 126-143 ◽  
Author(s):  
Daniel J. Heck ◽  
James E. Tarr ◽  
Karen F. Hollebrands ◽  
Erica N. Walker ◽  
Robert Q. Berry III ◽  
...  
Keyword(s):  
Education Research ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
National Council ◽  
Research And Teaching ◽  
Curriculum Instruction ◽  
And Mathematics ◽  
The Relationship ◽  
Increasing Student Learning

The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).

scholarly journals Teaching Units as the Integrating Core of Mathematics Education

2020 ◽  
pp. 25-36
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Interdisciplinary Field ◽  
The Status ◽  
Psychology Pedagogy ◽  
Didactics Of Mathematics

AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.

Research on Application of Network Education Technology in Mathematics Teaching of Higher Vocational Institutions

2011 ◽  
Vol 480-481 ◽  
pp. 410-414
Author(s):  
Xian Fu Hu ◽  
Jiang Huang
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Education Technology ◽  
Implementation Process ◽  
Advanced Mathematics ◽  
Network Education ◽  
Advantages And Disadvantages ◽  
And Mathematics ◽  
Research On Application

The integration of network education technology and mathematics curriculum has become the hot issue of mathematics teaching reform in higher vocational education institutions. The paper has emphatically introduced the construction situation and implementation process of network education in advanced mathematics. Through investigation and statistical analysis on network education teaching effect, it verified that network education has the superiority that the conventional education cannot match. However, each teaching model has its own advantages and disadvantages. Finally, based on the teaching practice, the paper made some suggestions and countermeasures on further development of network education, and provided the valuable teaching experimental basis for the mathematics educators.

History of mathematics, mathematical histories, storytelling in Hungarian mathematics education

2019 ◽  
pp. 137-148
Author(s):  
Katalin Gosztonyi
Keyword(s):  
Mathematics Education ◽  
Historical Perspective ◽  
Teaching Practice ◽  
History Of Mathematics ◽  
Guided Discovery ◽  
Mathematics History ◽  
History Of ◽  
Nature Of Mathematics ◽  
Written Sources

History of mathematics is rarely used in Hungarian mathematics education, and even more rarely goes beyond anecdotic mentions of history. In this paper I will argue that despite of this phenomenon, a historical perspective on mathematics, in a more general way, plays a crucial role in a specific Hungarian tradition of mathematics education, called felfedeztető matematikaoktatás (“teaching mathematics by guided discovery”). I will revisit the epistemological background of this approach, analyse the role of history in this view on the nature of mathematics and its teaching, and illustrate the analysis by some examples from written sources and nowadays teaching practice. Classification: A30, D20, D40. Keywords: History of mathematics, history in mathematics education, guided discovery in mathematics education.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Review: Equity and Mathematics: Not a Simple Issue

1996 ◽  
Vol 27 (5) ◽  
pp. 609-615
Author(s):  
Nel Noddings
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Cultural Factors ◽  
Curriculum And Pedagogy ◽  
Nature Of Mathematics ◽  
And Mathematics

All four of the books reviewed here are deeply concemed with issues of equiry in mathematics education. I'll say a bit about each book in order to orient readers, and then I'll organize my remarks around the themes that arise again and again: the nature of mathematics. mathematics curriculum and pedagogy, and the philosophical and cultural factors inside and outside classroom that affect our educational efforts.

Activities: Iterating Linear Functions—An Introduction to Dynamical Systems

1997 ◽  
Vol 90 (2) ◽  
pp. 122-136
Author(s):  
Jonathan Choate
Keyword(s):  
Mathematics Education ◽  
Dynamical Systems ◽  
Numerical Methods ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Linear Functions ◽  
Exponential Functions ◽  
Numerical Iteration ◽  
Symbolic Methods ◽  
And Mathematics

The arrival of computers has caused some major changes in both mathematics and mathematics education. One of the biggest shifts has been from an emphasis on symbolic methods to one on numerical methods. One field of mathematics, dynamical systems, requires considerable number crunching and is just coming into its own because we currently have the ability to perform extensive calculations easily. This article introduces students to this new field. The study of sequences created by using numerical iteration provides interesting new ways to approach many of the concepts central to the secondary mathematics curriculum, such as functions in general and linear and exponential functions in particular.

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