New Challenges to the Research Community: Reflections of the Research Advisory Committee

1998 ◽  
Vol 29 (5) ◽  
pp. 499-502
Keyword(s):  
Teaching Practice ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Research Community ◽  
National Council ◽  
Mathematical Ideas ◽  
Education Community ◽  
Research Findings ◽  
New Challenges ◽  
Children’S Thinking

Drawing on several decades of research findings, the National Council of Teachers of Mathematics (NCTM) produced, between 1989 and 1995, three volumes of Standards in which members of the mathematics education community formulated new visions of mathematics learning, teaching, and assessment. These new visions comprise an ambitious agenda for the mathematics classroom—one that includes, but surpasses, mastery of facts and procedures, the mainstay of extant practice—designed to engage students in the exploration of mathematical ideas and their interrelationships. Students would now be invited to articulate their ideas, and teachers to identify and mobilize those elements in children's thinking upon which stronger conceptions can be built. Paralleling this ambitious departure in teaching practice, new means of assessment were proposed to capture progress toward these far-reaching goals.

It's a Home Run! Using Mathematical Discourse to Support the Learning of Statistics

2007 ◽  
Vol 101 (4) ◽  
pp. 250-256 ◽  
Author(s):  
Kathleen S. Himmelberger ◽  
Daniel L. Schwartz
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
National Council ◽  
Instructional Programs ◽  
Group Discussions ◽  
Good Communication ◽  
Mathematical Ideas ◽  
Positive Effects ◽  
Procedural Fluency ◽  
Learning Mathematics

The Standards developed by the National Council of Teachers of Mathematics (2000) state that instructional programs should enable all students to communicate mathematical ideas. The Standards indicate that good communication includes the ability to express organized and precise ideas as well as the ability to analyze and evaluate the mathematical thinking of others. Learning mathematics goes beyond procedural fluency; it also includes learning to discuss mathematical ideas. For this purpose, small groups have become a frequent configuration in the mathematics classroom. When combined with a suitable exercise, small-group discussions can have positive effects on mathematical understanding.

Links to Literature: A Remainder of One: Exploring Partitive Division

2000 ◽  
Vol 6 (8) ◽  
pp. 517-521
Author(s):  
Patricia Seray Moyer
Keyword(s):  
Children's Literature ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
National Council ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Mathematical Symbols ◽  
Everyday Experiences

Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

Technology in the Mathematics Classroom

2011 ◽  
pp. 114-133 ◽  
Author(s):  
Robin J. Ittigson ◽  
John G. Zewe
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Information Support ◽  
Visual Images ◽  
National Council ◽  
Problem Solving Skills ◽  
Mathematical Ideas ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

According to the National Council of Teachers of Mathematics, technology is essential in teaching and learning mathematics. It influences how mathematics should be taught and enhances what students learn. Calculators and computers present visual images of mathematical ideas for students. They help students organize information, support investigations, and develop decision-making, reflection, reasoning, and problem-solving skills.

scholarly journals EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE

2018 ◽  
Vol 9 (2) ◽  
pp. 259-270 ◽  
Author(s):  
Wasilatul Murtafiah ◽  
Cholis Sa'dijah ◽  
Tjang Daniel Chandra ◽  
Susiswo Susiswo ◽  
Abdur Rahman As'ari
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Video Recording ◽  
Learning Activity ◽  
Research Subjects ◽  
Data Presentation ◽  
Mathematics Student ◽  
Research Findings ◽  
Pre Service Teacher

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are pre-service teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reason-giving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.

Improving Data Analysis through Discourse

2000 ◽  
Vol 5 (8) ◽  
pp. 548-553
Author(s):  
Kay McClain ◽  
Maggie McGatha ◽  
Lynn L. Hodge
Keyword(s):  
Data Analysis ◽  
Mathematics Classroom ◽  
Effective Communication ◽  
National Council ◽  
Classroom Norms ◽  
Mathematical Ideas ◽  
Mathematical Arguments ◽  
Teacher’S Role ◽  
Mathematical Discussions ◽  
Asking Questions

The National Council of Teachers of Mathematics has been advocating the importance of effective communication in classrooms since the release of its Standards documents (NCTM 1989, 1991). This emphasis is echoed in Richards's (1991) description of an inquiry classroom (see also, e.g., Ball [1993]; Cobb, Wood, and Yackel [1991]; Lampert [1990]). In this setting, the teacher's role is to guide the negotiation of classroom norms to enable the teacher and students together to engage in meaningful mathematical discussions, which include asking questions, solving problems, posing conjectures, and formulating and critiquing mathematical arguments. An increased emphasis on communication in the mathematics classroom allows students the opportunity to discuss and validate mathematical ideas and to make and evaluate conjectures and arguments.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

New Assessment Practices in Mathematics

1996 ◽  
Vol 178 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Linda Schulman
Keyword(s):  
Learning Outcomes ◽  
Performance Standards ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Practices ◽  
National Council ◽  
Assessment Data ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
Assessment Tasks

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

scholarly journals Confidence Frames and the Mastery of New Challenges in the Motivation of an Expert Skydiver

2014 ◽  
Vol 28 (3) ◽  
pp. 221-232 ◽  
Author(s):  
John H. Kerr ◽  
Susan Houge Mackenzie
Keyword(s):  
Goal Achievement ◽  
Reversal Theory ◽  
Personal Goal ◽  
Unique Case ◽  
Research Findings ◽  
New Challenges ◽  
General Experience ◽  
Theory Research ◽  
Dangerous Activity

The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during skydiving was a key motivational element during his long career and pursuing new challenges and learning new skills was found to be important for his continued participation. Data indicated that his confidence frame was based on a telic-mastery state combination, which challenged previous reversal theory research findings and constructs.

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

2020 ◽  
pp. 1-9
Author(s):  
Paul Rafael SIORDIA-MEDINA ◽  
Nadia Sarahi URIBE-OLIVARES ◽  
Sofía de Jesús GONZÁLEZ-BASILIO
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Learning Environments ◽  
Theoretical Approach ◽  
Teaching Practice ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Technical Knowledge ◽  
Face To Face ◽  
New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

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