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.).

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.

scholarly journals Climber Prospective Teacher: Relationship Beliefs and Mathematics Teaching Practice

2020 ◽  
Vol 11 (1) ◽  
pp. 83-92
Author(s):  
Muhtarom Muhtarom ◽  
Tatag Yuli Eko Siswono ◽  
Dwi Juniati
Keyword(s):  
Mathematics Teaching ◽  
Prospective Teacher ◽  
Teaching Practice ◽  
Structured Interview ◽  
Student Centered ◽  
Good Communication ◽  
Relationship Beliefs ◽  
Good Communication Skill ◽  
And Mathematics ◽  
The Relationship

This research explained the description of the beliefs of prospective teacher who had an adversity quotient type climber and the relationship between beliefs and mathematics teaching practices in the classroom. One student of climber prospective teacher who had taken an internship course and had good communication skill was willing to become a research subject. Semi-structured interview and observation of learning in class were used to obtain the research data. The data that had been obtained were coded, reduced, presented, triangulated to obtain credible data, and then conclusions were drawn. The results show that the climber math prospective teacher believes that mathematics is as something dynamic, namely the space of creation, human invention that develops continuously. Teaching mathematics is student-centered through problem providing or problem solving, and learning is as a construction of student’s active understanding to build knowledge. A more detailed explanation of beliefs description and the relationship with the mathematics teaching practice is described in this research. 

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.

STEM Teaching and Learning via Technology-Enhanced Inquiry

2018 ◽  
pp. 595-619
Author(s):  
Michael L. Connell ◽  
Sergei Abramovich
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Pedagogical Content ◽  
Record Keeping ◽  
College And Career ◽  
And Mathematics ◽  
Stem Teaching ◽  
The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

STEM Teaching and Learning via Technology-Enhanced Inquiry

2017 ◽  
pp. 221-251
Author(s):  
Michael L. Connell ◽  
Sergei Abramovich
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Pedagogical Content ◽  
Record Keeping ◽  
College And Career ◽  
And Mathematics ◽  
Stem Teaching ◽  
The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

Clarifying the Contributions of Research Within NCTM

1997 ◽  
Vol 28 (4) ◽  
pp. 396-397
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Research Community ◽  
Mathematics Education Research ◽  
National Council ◽  
Short Article ◽  
Recent Developments ◽  
Changing Role ◽  
The Relationship

Our purpose in this short article is to discuss two recent developments that bear directly on the relationship between the National Council of Teachers of Mathematics (NCTM) and the mathematics education research community. The first concerns the realignment of the duties of the Director of Research within the revised NCTM staff structure, and the second concerns the Research Advisory Committee's (RAC's) changing role within NCTM.

Cooperative Action in the Improvement of Science and Mathematics Teaching

1950 ◽  
Vol 43 (5) ◽  
pp. 203-206
Author(s):  
J. R. Mayor
Keyword(s):  
New York ◽  
Science Teachers ◽  
Mathematics Teaching ◽  
American Association ◽  
The United States ◽  
Professional Organizations ◽  
National Council ◽  
Cooperative Action ◽  
Common Problems ◽  
And Mathematics

In order to take advantage of the opportunity to discuss common problems with science teachers The National Council of Teachers of Mathematics held a one and one-half day meeting in New York at the time of the Christmas meetings of the American Association for the Advancement of Science. The suggestion for a joint session with the National Science Teaching Societies came originally from the Cooperative Committee on Science and Mathematics Teaching, a committee of the American Association for the Advancement of Science. The Cooperative Committee includes representatives of sixteen professional organizations and the United States Office of Education. E. H. C. Hildebrandt was the first representative of The National Council of Teachers of Mathematics on the Committee and the author is the present representative. Raleigh Schorling is the Committee representative of the Mathematical Association of America.

scholarly journals Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy

2020 ◽  
Author(s):  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Action Research ◽  
Teaching Practice ◽  
Integrated Education ◽  
Research And Practice ◽  
New Good ◽  
Uk Higher Education ◽  
The Relationship

It is a truth universally acknowledged that in UK Higher Education Institutions excellent is the new good. With HEIs striving to achieve ‘excellence in teaching’ in order to attract the best students, questions are being asked about how to measure excellence and about whether or not lecturers are supported in doing so. How can lecturers devise reliable measures for evaluating the quality of their teaching? The following piece conceptualises the relationship between education research and practice in HE through discussing the sustainable integration of education research into teaching practice. The overarching aim is to discuss the potential for a pedagogy centred on the development of action research in educator development programmes and thus gauge how sustainable such practices can be in HE.

For Your Information: May 2008

2008 ◽  
Vol 101 (9) ◽  
pp. 695-697
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Success For All ◽  
Teaching Mathematics ◽  
National Council ◽  
Standards Documents ◽  
Improve Student Learning ◽  
Learning And Achievement

In its 1989 and 2000 standards documents, the national council of teachers of mathematics (nctm) describes a vision of mathematics curriculum to ensure success for all students. However, “more than curriculum standards documents are needed to improve student learning and achievement. Teaching matters” (p. 3). In that spirit, nctm delivers the rest of the picture—mathematics teaching today, a revision of the 1991 professional standards for teaching mathematics.

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