Reviews: But is it Different in the South?

1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.

Author(s):  
DOSÍLIA ESPÍRITO SANTO BARRETO ◽  
BARBARA LUTAIF BIANCHINI

ResumoEsse trabalho é de caráter bibliográfico e traz a revisão de literatura realizada para a construção da tese de doutorado, da primeira autora e orientada pela segunda,  cujo tema é: Os jogos e a linguagem algébrica para a formação de professores de Matemática da EJA do Ensino Fundamental II. A revisão de literatura foi embasada no site de Catálogo de teses e dissertações da CAPES e no site da Biblioteca da PUC-SP de 2015 à 2018. Foram selecionadas cinco dissertações de mestrado e duas teses de doutorado nas universidades brasileiras nos campos da Educação, Matemática e da Educação Matemática, pois tinham maior ligação com o nosso objeto de investigação que foram divididas em três categorias: formação de professores da EJA, os jogos no ensino da Matemática e gamificação e a Matemática. Os trabalhos foram lidos em seus resumos e a partir dos dados foi possível concluir que há falta de formação para professores de Matemática da modalidade EJA e que os jogos são recursos que possibilitam a interação, a motivação e promovem aprendizagem Matemática. Palavras-chave: Jogos; Álgebra; EJA; Professores; Matemática.AbstractThis work is bibliographical and brings the literature review performed for the construction of the doctoral thesis, from the first author and guided by the second one, its theme is: Games and algebraic language for the formation of mathematics teachers of the Education for Youth and Adults students (EJA, in Brazil) of Elementary School II (from 6th to 9th grade, in Brazil). The literature review was based on the CAPES (Coordination for Improvement of Graduated Students, in Brazil) Thesis and Dissertations Catalogue website and on the PUC-SP (Pontifical Catholic University, in São Paulo) Library website from 2015 to 2018. Five master's dissertations and two doctoral thesis were selected in Brazilian universities in the fields of Education, Mathematics and Mathematics Education, as they have a greater connection with our research object they were divided into three categories: teacher training of the EJA, the games in the teaching of Mathematics and Gamification and Mathematics. The papers were read in their abstracts and from the data it was possible to conclude that there is a lack of training for mathematics teachers of the EJA modality and games are resources that enable interaction, motivation and promote mathematical learning.Keywords: Games; Algebra; EJA; Teachers; Mathematics. 


1958 ◽  
Vol 4 ◽  
pp. 155-166 ◽  

John Graham Kerr was born on 18 September 1869, at Arkley, Herts, the son of James Kerr, M.A., a former Principal of Hoogly and Hindu College, Calcutta, and of Sybella Graham, of Hollows, Dumfriesshire. He was third in a family of four with three sisters. His father was a well-known educationalist and the author of various works dealing with a number of topics including Indian educational problems, English orthography and aspects of human nature, and Thomas Carlyle. Graham Kerr, as he was known throughout the greater part of his life, lost his mother in early childhood and grew up under the influence of his father who although his tastes were mainly literary had a broad interest in general science, especially in natural history and evolution, in which he was widely read. His father superintended the early stages of his education, including latin and mathematics, and encouraged the reading of such books as Darwin’s The voyage of the Beagle , Waterton’s Wanderings , Wallace’s Amazon and Malay Archipelago , etc. In addition, his library contained a large selection of classical works, especially poetry and history, and Graham Kerr was brought up in a general atmosphere of literary culture. His schooling began at the parish school of Dalkeith, Midlothian, under William Young, a good example of the old-fashioned type of parish schoolmaster who did not hesitate to give special time and attention to any boy who in his opinion possessed the natural capacity to benefit by his teaching. After a short time at the Collegiate School, Edinburgh, he passed on to the Royal High School, where he was specially influenced by Munn, the mathematics master under whose tuition he became Dux of the Fifth Form. He subsequently enrolled in the University of Edinburgh and first concentrated on higher mathematics and natural philosophy. He then studied geology, botany and zoology and finally decided to follow out the curriculum in medicine. This was interrupted when on a wintry afternoon in February 1889, this young medical student of nineteen, returning home from his classes picked up a copy of Nature at the book-stall in Waverley Station, and read an announcement which in his own words ‘determined the whole future of my life’.


1937 ◽  
Vol 30 (6) ◽  
pp. 293
Author(s):  
W. D. Reeve

Professor Herbert Ellsworth Slaught, honorary president of the National Council of Teachers of Mathematics, passed away on May 21, 1937, at his home in Chicago in his seventy-sixth year. Professor Slaught's death removes from the scene of action one of the most devoted servants of the cause of mathematics in this country. For many years he was active not only in the affairs of the National Council, but also in those of the Mathematical Association of America, The American Mathematical Society, the Central Association of Science and Mathematics Teachers and several local organizations. He was a leader in the best sense. He was interested not only in promulgating and encouraging research activities, but was also active in stimulating others to study and improve the teaching of mathematics in secondary schools. He was instrumental in founding the Mathematical Association of America in 1916, and the National Council of Teachers of Mathematics in 1920. His death is a distinct loss to all the mathematical organizations that he served so long and so well.


1934 ◽  
Vol 27 (2) ◽  
pp. 102-105
Author(s):  
Elizabeth Harmon

The mathematics Section of The Central Association of Science and Mathematics Teachers held its annual meeting at the Congress Hotel in Chlcago on Friday December 1, 1933, with Mr. Maurice L. Hartung of the University High School of Madison, Wisconsin presiding. The following program was given: Appointment of Nominating Committee; “Achievement Testing in Secondary Mathematics,” H. T. Lundholm, The Blake School, Minneapolis, Minnesota; “Dimensionality,” Prof. E. P. Lane, University of Chlcago; “Geometry's Tribute to Tradition,” Dr. Elizabeth B. Cowley, Pittsburgh, Pennsylvania; General Discussion; Election of Officers.


2020 ◽  
Vol 3 (2) ◽  
pp. 219-228
Author(s):  
Stepania Junita Sari ◽  
Timbul Yuwono

This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).


Author(s):  
Harald Boehme

We present ProfiWerk, a professionalization course geared towards pre-service Gymnasium teachers in mathematics, which is part of the preparation for an extended school-internship phase. Since the transition from university education to school practice can come with adverse discontinuity effects – rendering, at worst, university education ineffective – special focus is put on establishing stable connections between both mathematics content knowledge and mathematics education knowledge to the professional demands on mathematics teachers.


1924 ◽  
Vol 17 (5) ◽  
pp. 290-300
Author(s):  
Gertrude Jones

The reform movement in mathematics which had its beginning in England, France and Germany has been felt in this country for more than twenty years, and the end is not yet. In 1901 Professor J. Perry delivered his now famous address on the teaching of mathematics before a congress of mathematicians in Glasgow. Professor Perry was then in charge of certain apprenticeship schools in London. He felt that the mathematics which the students in these schools had studied did not function in their later work. Consequently there must be something wrong with the aim, content, and method of the traditional instruction in mathematics. The movement in this country was first started among college men by Professor E. H. Moore of the University of Chicago. In 1903 in order to spread the doctrine among classroom teachers, associations of mathematics teachers were formed in various sections of the United States and mathematical magazines were established.


2012 ◽  
Author(s):  
Yudariah Mohd Yusof ◽  
Roselainy Abdul Rahman

Kertas kerja ini akan menerangkan perkembangan pendidikan matematik di UTM. Suatu tinjauan berkaitan dengan masalah pembelajaran dan pengajaran matematik dalam dekat yang lalu akan dibincangkan. Beberapa strategi telah dilaksanakan untuk menangani permasalahan pelajar. Mengurangkan jurang perbezaan kebolehan antara pelajar serta memudahkan peralihan dari sekolah ke pendidikan peringkat tinggi. Suatu ringkasan tentang program–program tersebut akan diberikan. Beberapa perubahan yang berlaku kini akan memberi kesan kepada hala tuju pendidikan di UTM. Terdapat peningkatan dalam bilangan pengambilan pelajar, usaha ke arah menyepadukan media elektronik dalam pengajaran dan pengembangan pendidikan maya yang akan membuka ruang yang lebih luas kepada pendidikan. Khususnya, bagi pendidikan matematik, perubahan ini akan mempengaruhi perkembangan kurikulum, kaedah pengajaran dan penilaian pembelajaran matematik. Oleh yang demikian, inilah senario pendidikan di UTM – dalam sistem akademik yang sedia ada, dengan masalah yang belum selesai, pendekatan–pendekatan yang telah dilaksanakan dan ada yang diketepikan, strategi baru diperkenalkan secara berkala, dan kini terdapat pula perubahan dan perkembangan baru yang perlu dihadapi. Pengalaman lalu harus dimanfaatkan untuk menyediakan garis panduan bagi pendidikan matematik di UTM pada masa hadapan. This paper will describe mathematics education in UTM. A review of the problems faced in the learning and teaching of mathematics in the last decade will be discussed. Several academic strategies have been implemented in the past, aimed at overcoming students’ learning difficulties, narrowing the abilities gap among the students, as well as facilitating the transition from secondary to tertiary learning. A summary of these programmes will be presented. There are now changes taking place that will further impact the direction of education in UTM. There is an increase in the number of students intake, a movement towards integrating the use of electronic media in teaching and an expansion of virtual education to ensure a wider access to education. In particular, for mathematics education, these changes will affect the curriculum development, the teaching methods and the assessment of mathematics learning. Thus the scenario in UTM is set–within the existing academic system, the old problems still persist, approaches have been undertaken and discarded, new strategies implemented periodically and there are now new changes and development to be faced. These experiences must be taken into consideration in order to develop guidelines for future mathematics education in UTM.


2016 ◽  
Vol 3 (23) ◽  
pp. 17 ◽  
Author(s):  
Mawency Vergel-Ortega ◽  
Hely Isidro Duarte ◽  
José Joaquín Martínez-Lozano

La investigación se realizó con estudiantes de cálculo integral de universidades de Norte de Santander. Su objetivo establece la relación entre la planificación de clases de los profesores y el desarrollo del pensamiento matemático de los estudiantes. La investigación siguió un enfoque cuantitativo correlacional, de campo, utiliza técnica Fuzzy para medir el pensamiento matemático. Los resultados muestran correlación significativa entre lo que el profesor realiza y los resultados obtenidos por los estudiantes, como también la aplicación del enfoque pedagógico está relacionado con el desarrollo del pensamiento matemático de los estudiantes.Development of mathematical thinking of integral calculus students their relationship with educational planningVisualization plays an important role to understand the phenomena that underlie the learning and teaching of mathematics, however, it is not a matter for immediate and easy verification, on the other hand, it is a matter of information processing that describes complexity. This article explores the role that plays the visualization associated with the geometric shapes on the way in which some textbooks that are most widely used in the South-West of Colombia, are in charge of introducing the teaching of fractions during the first levels of basic education. It was observed in the analyzed textbooks an imbalance between the number of activities that promote visually powerful roles and those which power is controlled or non-existent.Desenvolvimento do pensamento matemático na estudantes do cálculo integral, sua relação com oplanejamento educacionalA pesquisa foi realizada com estudante de universidades cálculo de Norte de Santander. Seu objetivo estabelece a relação entre planejamento de aulas para os professores e para o desenvolvimento do pensamento matemático dos estudantes. A pesquisa seguiu uma abordagem, campo, técnica fuzzy quantitativa correlacional usado para medir o pensamento matemático. Os resultados mostram correlação significativa entre o que o professor realiza e os resultados obtidos por estudantes, bem como a implementação da abordagem pedagógica está relacionada com o desenvolvimento do pensamento matemático dos estudante.  


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