Loving and Loathing: Portrayals of School Mathematics in Young Adult Fiction

2018 ◽  
Vol 49 (2) ◽  
pp. 178-209 ◽  
Author(s):  
Lisa Darragh
Keyword(s):  
Young Adult ◽  
Mathematics Teachers ◽  
Positioning Theory ◽  
School Mathematics ◽  
Young Adult Fiction ◽  
The Subject ◽  
And Mathematics

Images of mathematics and mathematicians are often negative and stereotyped. These portrayals may work to construct our impressions of mathematics and influence students' identity with and future participation in the subject. This study examined young adult fiction as a context in which school mathematics is portrayed and constructed. I used positioning theory and the notion of story lines to analyze a sample of 59 books. Portrayals of school mathematics within this sample involved multiple story lines, including school mathematics as being obligatory but not useful and mathematics classes as tense, terrible, difficult, and different but perhaps as places in which to find love. Portrayals of mathematics teachers were extremely stereotyped, and some girls were just as likely as boys to be positioned as able mathematics learners.

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

scholarly journals Ragged Fortunes and Swashbuckling Thrillers; Or, Recreating the Victorian in Young Adult Fiction 1985-2011

2021 ◽  
Author(s):  
◽  
Maria Lujan Herrera
Keyword(s):  
Nineteenth Century ◽  
Young Adult ◽  
Historical Fiction ◽  
Victorian Literature ◽  
World View ◽  
Victorian Novel ◽  
Young Adult Fiction ◽  
Victorian Era ◽  
The Subject ◽  
Social Upheaval

<p>The Victorian era has become a fashionable setting for contemporary young adult fiction. Studies of the contemporary pseudo-Victorian novel have focussed almost entirely upon fiction for adults. Scarcely any attention has been paid to their young adult equivalents — the subject of this thesis. Despite being marketed as “historical” fiction, these works do not adopt actual Victorian history as its basis but are influenced by the literature of the time instead. The chief inspirations are authors such as Dickens and Conan Doyle rather than Victorian children’s classics. After demonstrating the appropriation of Victorian literature in the young adult novels of Pullman, Bajoria, Updale, and Lee, I discuss the function of this Victorian dimension. The nineteenth-century “essential” categories under study here — London, prostitutes, opium dens, orphans, detectives — once embodied Victorian anxieties regarding class, social upheaval, gender politics, colonial guilt, and nationalism. But when contemporary writers evoke Victorian ghosts, they are putting forth their own world view. Consequently, these texts are doubly haunted. Heavy with Victorian ideologies, they simultaneously propagate new fears (for instance, terrorism) and appeal to contemporary sensitivities (particularly feminism). Where Victorian values do not align with the authors’ own, they are challenged and “updated”. Whenever they are made to agree, the reader is confronted with assumptions and prejudices that echo disturbingly through the centuries.</p>

scholarly journals Once again on mathematics teachers training

2013 ◽  
Vol 54 ◽  
Author(s):  
Eugenijus Stankus
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Degree Programs ◽  
And Mathematics ◽  
Teachers Training

In this paper the sensitive problems of school mathematics teaching and mathematics teachers training are analysed. Are degree programs, preparing mathematics and informatics teachers, provides enough knowledge that graduates are able to be good teachers? These and other issues, related to realities, an attempt to answer in the article.

scholarly journals The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching Units and Improving Classroom Teaching Processes

2020 ◽  
Vol 10 (1) ◽  
pp. 55
Author(s):  
Erez Nahmias ◽  
Mina Teicher
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Improving Classroom Teaching ◽  
Geometric Thinking ◽  
Instructional Units ◽  
Building Geometry ◽  
The Subject ◽  
Practical Model

In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students&rsquo; geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student&rsquo;s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.

scholarly journals Ragged Fortunes and Swashbuckling Thrillers; Or, Recreating the Victorian in Young Adult Fiction 1985-2011

2021 ◽  
Author(s):  
◽  
Maria Lujan Herrera
Keyword(s):  
Nineteenth Century ◽  
Young Adult ◽  
Historical Fiction ◽  
Victorian Literature ◽  
World View ◽  
Victorian Novel ◽  
Young Adult Fiction ◽  
Victorian Era ◽  
The Subject ◽  
Social Upheaval

<p>The Victorian era has become a fashionable setting for contemporary young adult fiction. Studies of the contemporary pseudo-Victorian novel have focussed almost entirely upon fiction for adults. Scarcely any attention has been paid to their young adult equivalents — the subject of this thesis. Despite being marketed as “historical” fiction, these works do not adopt actual Victorian history as its basis but are influenced by the literature of the time instead. The chief inspirations are authors such as Dickens and Conan Doyle rather than Victorian children’s classics. After demonstrating the appropriation of Victorian literature in the young adult novels of Pullman, Bajoria, Updale, and Lee, I discuss the function of this Victorian dimension. The nineteenth-century “essential” categories under study here — London, prostitutes, opium dens, orphans, detectives — once embodied Victorian anxieties regarding class, social upheaval, gender politics, colonial guilt, and nationalism. But when contemporary writers evoke Victorian ghosts, they are putting forth their own world view. Consequently, these texts are doubly haunted. Heavy with Victorian ideologies, they simultaneously propagate new fears (for instance, terrorism) and appeal to contemporary sensitivities (particularly feminism). Where Victorian values do not align with the authors’ own, they are challenged and “updated”. Whenever they are made to agree, the reader is confronted with assumptions and prejudices that echo disturbingly through the centuries.</p>

“An honest escape” of a modern character: escapism problem in young adult fiction in the 21st century

Neophilology ◽  
2020 ◽  
pp. 599-607
Author(s):  
Elena V. Boroda
Keyword(s):  
Young Adult ◽  
21St Century ◽  
Research Method ◽  
Literary Texts ◽  
Young Adult Fiction ◽  
Social Trends ◽  
The Past ◽  
Integrated Research ◽  
History Analysis ◽  
The Subject

We analyze the problem of escapism, briefly discuss its history and evolution, its attitude to the problem in different periods of history. Analysis of this problem is the main goal of this work. The subject of this research is the texts of authors writing for children and teenagers, created over the past decade. On the example of young adult fiction in recent years, the development of an escapist motive, a change in attitude towards it and possible causes of such a transformation are observed. The relevance of the study is that modern texts that have not yet been studied by modern literary studies are analyzed, and the problem of escapism is considered in accordance with the cultural and social trends of today. In the process, we use an integrated research method. The result of studying the problem of escapism can be called a review of modern young adult fiction, in which there is a motive for fleeing reality, as well as some observations and conclusions that may be useful in studying the cultural and social problems of today. We conclude that escapism in modern young adult fiction is a full-fledged motive and means of interacting with reality. The scope of the research results is the study of modern literary texts by philologists, literary critics, literature teachers, as well as students and schoolchildren who are interested in expanding and deepening literary knowledge.

scholarly journals STEM Integration for High School Mathematics Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 52-63
Author(s):  
Micah Stohlmann
Keyword(s):  
High School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Knowledge Bases ◽  
School Mathematics ◽  
High School Mathematics ◽  
Stem Integration ◽  
Integrated Stem ◽  
And Mathematics ◽  
High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

scholarly journals An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1137-1148
Author(s):  
Jose-Manuel Diego-Mantecon ◽  
Theodosia Prodromou ◽  
Zsolt Lavicza ◽  
Teresa F. Blanco ◽  
Zaira Ortiz-Laso
Keyword(s):  
Mathematics Teachers ◽  
Project Based Learning ◽  
School Mathematics ◽  
Educational Systems ◽  
Classroom Implementation ◽  
Science Technology ◽  
Interdisciplinary Projects ◽  
And Mathematics ◽  
Based Instruction ◽  
Difficult Subject

AbstractOfficial documents in several educational systems reflect the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) and consider project-based learning (PBL) as a way of integrating such disciplines in the classroom. Although STEAM-PBL has been characterized and evaluated in different ways, its impact on school mathematics teaching remains unclear. Mathematics is recognized as the fundamental basis of other disciplines; however, many students still perceive it as a difficult subject and abandon it. To analyze STEAM-PBL classroom implementation from a school mathematics standpoint, we examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field mathematics teachers), who participated in a STEAM training program for more than 4 years. To frame this study, Thibaut et al.’s (J STEM Educ 3(1):02, 2018) and Schoenfeld’s (Educ Res 43(8):404–412, 2014) characterizations of well-designed and implemented projects, respectively, were employed. The results showed that in-field mathematics teachers avoided transdisciplinary projects in which school mathematics is difficult to address, while out-of-field teachers tended to overlook the mathematics in interdisciplinary projects. Unlike out-of-field teachers, mathematics teachers often eluded design-based learning processes for deeply exploiting school mathematics. The latter teachers promoted high cognitive demands and positive perceptions about mathematics in projects where formative environments were generated through discussion and a meaningful feedback loop.

Points And Viewpoints: Is your college giving proper training for teachers of secondary school mathematics?

1962 ◽  
Vol 55 (6) ◽  
pp. 493-495
Author(s):  
William A. Gager
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Arts And Sciences ◽  
University Mathematics ◽  
The Past ◽  
Proper Training ◽  
The Subject

In most colleges and universitie, the department of mat hematics in the college of arts and sciences teaches the subject matter pertinent for the training of high school mathematics teachers. During the past few years, it has been most encouraging to observe the modernization of subject matter made by alert chairmen of many of our university mathematics departments.

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