Teaching in a Computer-intensive Algebra Curriculum

1989 ◽  
Vol 82 (9) ◽  
pp. 688-694
Author(s):  
Joan K. Lynch ◽  
Peter Fischer ◽  
Sarah F. Green
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Conference Report ◽  
Emerging Technology ◽  
Significant Shift ◽  
Classroom Organization ◽  
Guided Practice ◽  
Directed Learning ◽  
Critical Problems ◽  
Education Today

The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.

The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference

1985 ◽  
Vol 78 (4) ◽  
pp. 243-250
Keyword(s):  
Mathematics Education ◽  
Instructional Methods ◽  
Emerging Technology ◽  
School Mathematics ◽  
Computing Technology ◽  
Critical Problems ◽  
Education Today ◽  
Mathematics Curricula ◽  
The Impact

One of the critical problems facing mathematics education today is the need for curricula and instructional methods to respond to the influence that computing technology is having on mathematics and its teaching. Numerous conferences, reports, and projects have focused on different aspects of the effect of emerging technology on mathematics curricula and instruction.

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

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