Editorial

1996 ◽  
Vol 27 (2) ◽  
pp. 130-132 ◽  
Author(s):  
Frank K. Lester
Keyword(s):  
Mathematics Education ◽  
International Commission ◽  
Mathematical Instruction ◽  
Growing Body

In a Forum for Researchers article in the May 1993 issue of this journal, a committee of the International Commission on Mathematical Instruction noted that “we in mathematics education have not been very reflective about the growing body of research we have been producing” (Sierpinska et al., 1993, p. 278). The committee insisted that, in order for the field of mathematics education to become more coherent. it will be necessary for the communjty to give much more attention to discussing the criteria that should be used to evaluate the results of our research efforts.

Actors in the changes of ICMI: Heinrich Behnke and Hans Freudenthal

2020 ◽  
pp. 247-260
Author(s):  
Fulvia Furinghetti ◽  
Livia Giacardi ◽  
Marta Menghini
Keyword(s):  
Mathematics Education ◽  
International Commission ◽  
Academic Field ◽  
Mathematical Instruction ◽  
The Past ◽  
Institutional Aspects ◽  
The Relationship

The years after WWII up to the late 1960s were crucial in the evolution of ICMI (International Commission on Mathematical Instruction) for both the settlement of some institutional aspects (mainly concerning the relationship with mathematicians) and the establishment of new trends of the activities. By referring to unpublished documents, this paper focuses on the role of two key figures in those years: Heinrich Behnke and Hans Freudenthal. As ICMI Secretary and later as President, Behnke tried to reshape the newborn ICMI after WWII and clarify the relationship with mathematicians. His action was completed by Freudenthal, who, as ICMI President, broke with the past and promoted initiatives that fostered the development of mathematics education as an academic field and the independence of ICMI from the community of mathematicians. Keywords: history, ICMI, mathematicians, mathematics education

scholarly journals Educação, educação matemática e teoria cultural da objetivação: uma conversa com Luis Radford

2015 ◽  
Vol 41 (1) ◽  
pp. 243-260 ◽  
Author(s):  
Vanessa Dias Moretti ◽  
Maria Lúcia Panossian ◽  
Manoel Oriosvaldo de Moura
Keyword(s):  
International Commission ◽  
Mathematical Instruction

Luis Radford é professor titular da Laurentian University em Sudbury, Ontário, no Canadá. Desde 1992, leciona no programa de formação de professores da École des Sciences de l’Éducation, onde é atualmente diretor e coordenador do Laboratório de Pesquisa em Semiótica Cultural e Pensamento Matemático. Professor de Educação da Universidade de Manchester, no Reino Unido, é presidente do Grupo Internacional de Estudos sobre as relações entre a História e a Pedagogia da Matemática, afiliado à International Commission on Mathematical Instruction (ICMI). Autor de diversos artigos científicos nos quais relaciona temas complexos como história, cultura, ensino e aprendizagem, Luis Radford é internacionalmente reconhecido como pesquisador da área da educação matemática, tendo recebido em 2011 a Medalha Hans Freudenthal do ICMI. Na entrevista concedida durante sua estadia no Brasil, em março de 2014, Luis Radford revela alguns de seus caminhos de formação e sintetiza alguns dos elementos e princípios que orientam a Teoria Cultural da Objetivação sobre os processos de ensino e aprendizagem e, em particular, de que forma essa concepção teórica se relaciona com o campo de pesquisa da educação matemática. Na entrevista, são abordadas ainda algumas estratégias e técnicas metodológicas de pesquisa com professores e alunos, em projetos longitudinais que permitem traçar o desenvolvimento cultural da criança. Por fim, o professor Luis Radford aborda questões gerais relacionadas às orientações curriculares no Brasil, compreendido como um país com importante diversidade cultural e social. A leitura dessa entrevista remete à atualidade das pesquisas sobre os processos de ensino e aprendizagem, de forma específica daqueles relacionados ao conhecimento matemático, bem como oferece elementos para a discussão sobre os processos de formação de professores que visem à formação do sujeito em suas máximas potencialidades, ainda que condicionado por determinantes sociais e culturais.

scholarly journals Advocating blended learning for university undergraduate level mathematical instruction beyond Covid-19

2021 ◽  
Author(s):  
Haziq Jamil ◽  
Huda M Ramli ◽  
Elvynna Leong
Keyword(s):  
Mathematics Education ◽  
Ancient Greece ◽  
Lessons Learned ◽  
Sustained Delivery ◽  
Mathematical Instruction ◽  
Brunei Darussalam ◽  
Mathematics Departments ◽  
Pros And Cons ◽  
Computer Based ◽  
Method Of Instruction

Institutional mathematics education has long been traditional in its ways of being teacher-centric, a tradition which perhaps dates back to the Ancient Greece. Much like the society in those days, where there was a wary public feeling about the rigidness of the mathematical instruction in Pythagoras’ school, mathematics educators find themselves in a similar position in the common era of 2020. Unlike the Ancient Greece however, the battle is for the sustained delivery of a comprehensive mathematics education in the midst of the Covid-19 pandemic. It would be fair to say that mathematics departments across all levels of the education sector have been affected drastically; more so on instructors who favour the traditional “chalk and talk” method of instruction. In this article, we share several lessons learned in the delivery of mathematical instruction at undergraduate university level during the Covid-19 pandemic, drawing on our experience at Universiti Brunei Darussalam. These include specific methods for implementing online learning effectively, the pros and cons of such methods, and how we can use computer based tools to make learning more conducive. We highly think that these implementations are beneficial to be adapted by mathematics departments anywhere as a means of adapting to the new realities post Covid-19.

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