Editorial

1984 ◽  
Vol 15 (5) ◽  
pp. 322
Author(s):  
Laurie Hart Reyes
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Social Aspects ◽  
Research In Mathematics Education

Mathematics learning is essentially cognitive in nature, and much of the research in mathematics education has focused on cognitive aspects of teaching and learning. Few would disagree with this focus, but researchers may want to expand their view to include social aspects of mathematics learning.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

scholarly journals Upaya Meningkatkan Aktivitas Dan Hasil Belajar Peserta Didik Dengan Menggunakan Metode Realistic Mathematics Education (RME) di SDN 2 Kotagajah Lampung Tengah Tahun Pelajaran 2019/2020

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Asep Yudianto ◽  
Nurul Afifah ◽  
Isti Fatonah ◽  
Suridin Suridin
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Average Percentage ◽  
Student Activity ◽  
Realistic Mathematics ◽  
Level Of Activity ◽  
Teaching And Learning Mathematics

The process of teaching and learning mathematics in elementary schools is generally presented in an abstract form, learning is dominated by lectures, exercises, and question and answer methods so that students become passive and find it difficult to understand the material.  This study aims to determine the level of activity and student learning outcomes in mathematics class VA students of SDN 2 Kotagajah.  So that mathematics learning activities can be felt meaningful and produce activity and learning outcomes as well as learning objectives to be achieved properly is to apply the approach of realistic mathematics education (RME).  Realistic Mathematics Education (RME) is an approach that emphasizes the conceptualization of teaching and has a tendency for students to become active participants in the teaching and learning process.  This research is a classroom action research with data analysis in the form of qualitative and quantitative analysis using test data collection tools, observation, and documentation.  This study concludes that there is a relationship between student activity and learning outcomes and the use of successful methods to achieve the desired targets.  The average percentage of student activity in the first cycle was 67% and remembering as much as 11% and in the second cycle was 78%.  The percentage of completeness of learning outcomes reached 52% and 76% in cycle II.  So, there was an increase in learning outcomes from cycle I to cycle II, which was 24%.

scholarly journals E-Learning of Mathematics- A New Trend of Learning in 21st Century During Covid-19 Pandemic

2021 ◽  
Vol 9 (12) ◽  
pp. 736-739
Author(s):  
Reenu Kumari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
Mathematical Activity ◽  
Online Mode ◽  
Mathematical Problems ◽  
Private And Public ◽  
E Learning

Abstract: The goal of this study is to highlight current breakthroughs in digital technology research in the subject of mathematics education. The Covid-19 outbreak in 2020 turned both private and public life on its head. Higher education institutions all across the world were forced to switch their teaching and learning online on very short notice. As a result, many types of software like Google Meet, MS teams, Zoom and WebEx, etc. have been developed to help teachers and students communicate more effectively. Problem-solving is a characteristic of mathematical activity and an essential component of the development of mathematical and analytical skills. The capacity to answer a broad variety of complicated mathematical problems is a major goal of mathematics education and learning. However, the process of problem-solving in online mode has not received the attention it deserves, because many professors are uncomfortable with it. As a result, problemsolving as a method and skill is not taught as an intrinsic component of the mathematics learning process by instructors. Qualitative methodology is a technique used for this study. The purpose of this study is to reveal the roles and significance of mathematics teaching and learning via the use of technology applications (E-learning). Keywords: Mathematics, COVID-19, E-learning, Education

scholarly journals Conhecimento Especializado do Professor de Matemática em Dissertações e Teses Brasileiras

2021 ◽  
Vol 22 (3) ◽  
pp. 310-316
Author(s):  
André Lima Rodrigues ◽  
Bruno Rodrigo Teixeira
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Specialized Knowledge ◽  
Face To Face ◽  
Education Personnel ◽  
New Research ◽  
Teacher's Knowledge ◽  
Theses And Dissertations ◽  
Made In ◽  
Research In Mathematics Education

Resumo O conhecimento do professor é fundamental para o ensino e para a aprendizagem dos estudantes e possui, em suas características, o fato de ser especializado. Tendo isso em vista, o presente artigo tem por objetivo investigar a utilização do modelo denominado Conhecimento especializado do Professor de Matemática (MTSK) em dissertações e teses brasileiras. Para isso, foi realizada uma busca no Catálogo de Dissertações e Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e o corpus foi composto por sete trabalhos. Os resultados permitiram evidenciar a utilização analítica do modelo para identificar e caracterizar conhecimentos de professores e futuros professores relacionados aos diferentes assuntos; a utilização do modelo para a realização de um trabalho de metassíntese; e também para a proposição de um modelo de conhecimento semelhante para a disciplina de Física. Ainda, destaca-se a predominância de sua utilização em contextos de formação continuada e no ensino a distância, e a ausência de trabalhos que investigam o MTSK na modalidade presencial da formação inicial. Com isso, considera-se que o estudo pode provocar questionamentos que orientem o desenvolvimento de novas pesquisas em Educação Matemática, indicando possibilidades do uso do modelo e a necessidade de valorização da profissionalização docente e da defesa de políticas públicas que reafirmem que o conhecimento do professor é especializado. Palavras-chave: Educação Matemática. Formação de Professores. Conhecimentos Profissionais Docentes. MTSK. AbstractTeacher’s knowledge is fundamental for the studentss’ teaching and learning and has in its characteristics the fact of being specialized. With this in view, this article aims to investigate the use of the Mathematics Teacher’s Specialized Knowledge (MTSK) model in Brazilian dissertations and theses. For this purpose, a search was made in the Dissertations and Thesis Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD) and the corpus comprised seven papers. The results highlighted the analytical use of the model to identify and characterize the teachers’ and future teachers’ knowledge related to different subjects; the use of the model for performing a meta-synthesis work; and also, for proposing a similar knowledge model for the Physics subject. Additionally, the predominance of its use is highlighted in contexts of continuous education and in distance education, and the absence of works that investigate MTKS in face-to-face modality of initial formation. Therefore, it is considered that the study may bring about questions that may guide the development of new research in Mathematics Education, indicating possibilities of using the model and the need to value teaching professionalization and the defense of public policies reaffirming that the teacher’s knowledge is specialized. Keywords: Mathematics Education. Teacher’s education. Teacher’s professional knowledge. MTSK.

scholarly journals Matematika Nusantara: Pengajaran Matematika Berbasis Budaya Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Hery Sutarto
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Learning Material ◽  
Learning Models ◽  
Student Background ◽  
Realistic Mathematics ◽  
Contextual Teaching ◽  
High Flexibility

Berbagai model pengajaran masuk ke Indonesia dengan berbagai karakteristik yang belum tentu cocok dengan kondisi Indonesia. Ketidakcocokan tersebut dapat ditinjau dari berbagai faktor, mulai dari latar belakang siswa, budaya, kondisi geografis, guru, kurikulum dan sebagainya ketika dibandingkan dengan negara asalnya, yakni Belanda dengan Realistic Mathematics Education (RME) dan Amerika untuk Contextual Teaching and Laerning (CTL). Indonesia dengan segala keberagamannya termasuk kekayaan budayanya merupkan potensi yang tak ternilai untuk dieksplorasi menjadi sumber pengajaran matematika dengan penciri yang khas. Artikel ini memberikan gambaran awal dalam menciptakan suatu model pembelajaran matematika berbasis budaya yang ada di nusantara dengan nama Matematika Nusantara. Uji coba model ini telah dilaksanakan pada pelatihan untuk guru-guru matematika di kabupaten Serang-Banten. Respon yang positif dan optimis dari peserta menjadikan model Matematika Nusantara mantap dapat diimplementasikan di Indonesia dengan fleksibilitas yang tinggi sesuai dengan karakteristik budaya di masing-masing daerah. Kata kunci: matematika nusantara; matematika berbasis budaya     ABSTRACT   Various learning models came to Indonesia with various characteristics that may not necessarily match with the conditions of Indonesia. That incompatibility can be observed from many factors, such as student background, culture, geographical conditions, teachers, curriculum, and so on, when they are compared to their origin country, Netherlands for the Realistic Mathematics Education (RME) and America for the Contextual Teaching and Learning (CTL). Indonesia with all its cultural diversity is the most valuable potential to be explored as an unique mathematical learning material. This article provides the first description in creating an Indonesian cultural-based mathematics learning model named Matematika Nusantara. This model has been tested and implemented in mathematics teacher training in Kabupaten Serang, Banten. The positive and optimistic response from the participants shows that Matematika Nusantara model can be steady implemented in Indonesia with high flexibility for any curtural characteristics in each region. Keywords: matematika nusantara, curtural-based mathematics

scholarly journals A abordagem dos recursos no processo de ensino do conceito de derivada

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DANILO DOS SANTOS CHRISTO ◽  
SONIA BARBOSA CAMARGO IGLIORI
Keyword(s):  
Mathematics Education ◽  
Collective Action ◽  
Literature Review ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Mathematical Concept ◽  
Documentational Approach ◽  
Research In Mathematics Education

ResumoNeste artigo apresentamos ideias preliminares de nossa tese de doutorado e elementos de um novo campo de pesquisa em educação matemática: The ‘Resources’ Approach to Mathematics Education (RAME) – A Abordagem dos “Recursos” para a Educação Matemática (TROUCHE, GUEUDET E PEPIN, 2019). A Abordagem Documental do Didático (GUEUDET e TROUCHE, 2010) desempenha um papel particular neste novo campo. Na revisão da literatura verificamos que o conceito de derivada, inserido em um campo conceitual (VERGNAUD, 1990), apresenta dificuldade de aprendizagem para os estudantes, sendo que esses se saem melhores no uso da técnica do que no entendimento e atribuição de significado a esse conceito matemático. A proposta da pesquisa é de efetivar um estudo de caso com estudantes de Licenciatura em Matemática de uma universidade brasileira, desenvolvendo uma ação coletiva entre pesquisador e professor na concepção de recursos para o processo de ensino e aprendizagem do conceito de derivada no Ensino Superior. Palavras-chave: Abordagem dos Recursos; Abordagem Documental do Didático; Conceito de Derivada; Campo Conceitual; Estudo de Caso.AbstractIn this article we present preliminary ideas for our doctoral thesis and elements of a new field of research in mathematics education: The ‘Resources’ Approach to Mathematics Education - RAME - (TROUCHE, GUEUDET & PEPIN, 2019). The Documentational Approach to Didacts (GUEUDET & TROUCHE, 2010) has a particular role in this new field. In the literature review, we found that the concept of derivative, inserted in a conceptual field (VERGNAUD, 1990), presents learning difficulties for students, because they do better in the use of the technique than in the understanding and attribution of meaning to this mathematical concept. The research proposal is to carry out a case study with Mathematics undergraduate students from a brazilian university, developing a collective action between researcher and professor in the conception of resources for the process of teaching and learning the concept of derivative in Higher Education.Keywords: Resource Approach; Documentational Approach to Didacts; Concept of Derivative; Conceptual Field; Case Study.   

Editorial: Mathematics Education Research as an International Enterprise

2009 ◽  
Vol 40 (3) ◽  
pp. 214-215
Author(s):  
M. Kathleen Heid
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
International Enterprise ◽  
The Past ◽  
International Visibility ◽  
International Advisory ◽  
Research In Mathematics Education

Investigating the teaching and learning of mathematics is an international enterprise, and the Journal for Research in Mathematics Education regularly benefits from the insightful contributions of reviewers and authors from every corner of the earth. JRME has long been considered one of the top international journals in mathematics education research with a worldwide community of researchers in mathematics education among its authors, reviewers, and readers. As a matter of practice, the Editorial Panel of the journal seeks international scholars to help in reviewing submissions. Reviewers regularly advise authors on how to expand their articles for a broader audience and identify those articles that are likely to have a global appeal. Over the past few years, a major source of advice was been the JRME International Advisory Board (IAB): Janet Ainley, Toshiakira Fujii, Koeno Gravemeijer, Lucia Grugnetti, Gilah Leder, and Renuka Vithal. In addition to providing reviews on a regular basis, the IAB has the responsibility for advising the Editorial Panel on maintaining the international visibility and responsiveness of the journal. During the past year, using Internet capabilities and careful coordination of timing, we were able to involve members of the IAB in a portion of the regular meeting of the Editorial Board.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

Book Review: An Introduction to Research in Mathematics Education

2015 ◽  
Vol 46 (4) ◽  
pp. 497-504
Author(s):  
Keith R. Leatham ◽  
Kate R. Johnson ◽  
Steven R. Jones
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Intended Audience ◽  
The Third ◽  
International Perspectives ◽  
The Given ◽  
Research In Mathematics Education

In MasterClass in Mathematics Education: International Perspectives on Teaching and Learning, editors Paul Andrews and Tim Rowland introduce research in mathematics education in the tradition of a Master Class. Each of the 17 chapters is organized around a set of core readings (four such readings for all but one chapter). Authors were asked “to include some commentary and/or exposition of the readings, and to set them in the broader context of ideas and methods to which they belong” (p. xiv). Each team of authors is actively engaged in research related to the topic of their chapter. This familiarity gives the reader a sense of having an “insider's view” into the topics as well as an appreciation of the perspective (among many possibilities) that the chapter imparts with regard to the given topic. Throughout this review, we refer to the intended audience for this book–a novice to mathematics education research–as “the reader,” and to one who might assign or recommend the book to such a reader as “the mentor.” The two main purposes of this review are (a) to aid the mentor in deciding how to use this book with the reader and (b) to aid the reader as they use the book and are introduced to research in mathematics education. Thus, we hope the mentor will consider assigning this review as introductory reading. We have organized the review into three main sections. The first contains brief summaries of each of the 17 chapters, the second a critique of how well the book fulfills its primary purposes (as outlined in its preface), and the third our overall recommendations for use of the book.

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