Alternatives to Research

1967 ◽  
Vol 60 (7) ◽  
pp. 711-714
Author(s):  
Dan E. Christie ◽  
James H. Wells
Keyword(s):  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Faculty Members ◽  
The Other ◽  
High Quality ◽  
College Teacher ◽  
Formidable Challenge ◽  
Collegiate Mathematics ◽  
Good College

A Formidable challenge to excellence is posed by two trends in collegiate mathematics education: one is the admirable flow of numerous students into fields requiring mathematics, with a consequent demand for good college teachers; the other is the lamentable tendency for undergraduate mathematics faculties to be understaffed and overworked. The two trends together generate a challenge which the CUPM Panel on College Teacher Preparation now confronts: How can undergraduate faculty members achieve and maintain high quality in mathematics teaching?

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

Review: A New Era in Collegiate Mathematics Education Research: A Mathematician's View of RCME

1995 ◽  
Vol 26 (1) ◽  
pp. 89-92
Author(s):  
Robert F. Wheeler
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
American Mathematical Society ◽  
Mathematics Education Research ◽  
Mathematical Society ◽  
New Era ◽  
Learning And Teaching ◽  
Mathematical Association ◽  
Collegiate Mathematics

For the mathematician interested in issues of learning and teaching, these are, ostensibly, the best of times. The American Mathematical Society has joined the Mathematical Association of America in making choice time slots available at national and regional meetings for discussions of educational issues. These sessions have been well attended, not only by young Ph.D.'s, but also by senior mathematicians, full professors with the protection of tenure, who have the potential to substantially modify the way in which college mathematics teaching is done.

In My Opinion: Professing Teacher Knowledge beyond the Classroom Walls

2003 ◽  
Vol 9 (9) ◽  
pp. 499-501
Author(s):  
Timothy A. Boerst
Keyword(s):  
Mathematics Education ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Teacher Recruitment ◽  
High Quality ◽  
Teaching Knowledge ◽  
Quality Instruction ◽  
The Impact

In rooms a bit smaller or larger than 24' × 30', millions of schoolchildren across the country learn valuable mathematics from teachers who masterfully integrate knowledge of mathematics, curriculum, and students to enact high-quality instruction. One of the biggest challenges to improving mathematics education may lie not in standard-setting, teacher recruitment, or accountability but in encouraging mathematics teachers to share their knowledge and practices with those outside the 24' × 30' space in which they teach every day. Teachers tend to treat their knowledge of teaching in ways that remove it from benefiting the profession (Shulman 1993). What teachers know and can do certainly impacts the hundreds, and possibly thousands, of students they teach over the course of their careers. Imagine the impact if mathematics teachers routinely shared their complex, refined understandings of teaching in ways that could be built on to benefit other students and teachers. If we hope to ensure NCTM's vision of quality mathematics instruction for all students, we must move beyond the private production and possession of mathematics teaching knowledge.

Supporting Young Children’s Development of Executive Function Through Early Mathematics

2021 ◽  
Vol 8 (2) ◽  
pp. 192-199
Author(s):  
Christina Mulcahy ◽  
Crystal A. Day Hess ◽  
Douglas H. Clements ◽  
Jasmine R. Ernst ◽  
Sarah E. Pan ◽  
...  
Keyword(s):  
Executive Function ◽  
Mathematics Achievement ◽  
Mathematics Teaching ◽  
Early Childhood Teachers ◽  
Academic Skills ◽  
High Quality ◽  
Alternative Strategies ◽  
Early Mathematics ◽  
General Skills ◽  
And Behavior

Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.

scholarly journals Influence of cutting type and size on rooting of Lavandula dentata L

2012 ◽  
Vol 14 (1) ◽  
pp. 8-11 ◽  
Author(s):  
C.M. Bona ◽  
I.R. Biasetto ◽  
M. Masetto ◽  
C. Deschamps ◽  
L.A. Biasi
Keyword(s):  
Essential Oil ◽  
Vegetative Propagation ◽  
Plant Material ◽  
The Other ◽  
Root Weight ◽  
Root Number ◽  
Polystyrene Foam ◽  
High Quality ◽  
Cutting Propagation ◽  
Superior Clones

Even though the Lavandula species may be propagated by seeds, it should not be the preferred propagation method because it causes a great lack of uniformity. On the other hand, asexually propagated lavender crops would provide more homogeneous crops, and clones from high quality plant material would increase the odds for obtaining a higher quality essential oil. However, problems such as poor rooting and restrict market availability for superior clones have been a problem in vegetative propagation of the Lavandula species. The objective of this work was to define which type and size of cutting is more adequate for cutting propagation of L. dentata, a very productive Lavandula species. Cuttings with 5, 8, 10 or 13 cm and from the apical or basal parts of stems cut from L. dentata stock plants were placed in Plantmax HT® filled polystyrene foam trays and kept under intermittent mist system for two months. Averages of root number, length of the longest root, fresh and dry root weight, and percentage of rooting were evaluated. Apical cuttings combined 97.9% rooting with an average of 13.2 roots per cutting and basal cuttings 93.7% rooting with 2.98 roots per cutting. Apical cuttings with at least 10 cm in length were considered the most adequate for cutting propagation of L. dentata.

scholarly journals RISKS OF THE EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Final Analysis ◽  
Quality Education ◽  
The Other ◽  
Educational Institutions ◽  
Modern World ◽  
High Quality ◽  
High Quality Education ◽  
The One ◽  
The University

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Towards Growth-Mindset Mathematics Teaching in the Netherlands

10.29007/gdgh ◽  
2019 ◽  
Author(s):  
Greg Alpar ◽  
Marloes van Hoeve
Keyword(s):  
Best Practices ◽  
Personal Growth ◽  
Mathematics Teaching ◽  
Time Pressure ◽  
Deep Understanding ◽  
Growth Mindset ◽  
The Other ◽  
Research Projects ◽  
New Era ◽  
Collaboration And Communication

Mathematics is the foundation of sciences and it is important in a learner’s career success. Growth mindset in mathematics teaching is essential to reach a broader student population effectively. Shifting the focus from performance and time pressure to deep understanding and personal growth, unnecessary competition vanishes among learners. As a result, they develop a better relation with their own thinking and they gain insights into the thinking of others. At the same time, collaboration and communication emerge naturally. The fear of mathematics and making mistakes disappear, while students learn by connecting ideas and applying the already learned study material.In the academic years of 2017-2018 and 2018-2019, two Dutch research projects dealt with the application of a growth mindset in mathematics teaching. One was in secondary schools, the other one at universities. In this article, we briefly report about and reflect on the exciting results of these studies and suggest further directions for research and the development of best practices.The ideas and experiences described in this paper are urgent as currently we are at the threshold of a new era in which education and learning are (and should be) really open for everyone; with low floor and without ceilings.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

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