Message from the Editorial Panel

1998 ◽  
Vol 91 (1) ◽  
pp. 4
Author(s):  
Virginia Horak
Keyword(s):  
Mathematics Education ◽  
The Past ◽  
Education Community ◽  
Learning Mathematics

The past nine years. since the publication of the first NCTM Standards, have been exciting ones that ushered 1n a national focus on teachmg and learning mathematics We all have been compelled to examine what we teach. how we teach, and l1ow we assess our students' learning. But now is not the time to say, “We have made it: we have done that.” Mathematics education is not only alive and well in 1998. but 1t remams dynamic and evolvmg. The mathematics education community and NCTM, in particular.

Mathematics Education Research: 1985 in Review

1986 ◽  
Vol 17 (4) ◽  
pp. 317-320
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
National Science Foundation ◽  
Mathematics Education Research ◽  
Ripple Effect ◽  
The Past ◽  
Education Community ◽  
National Science Foundation Research ◽  
To Come ◽  
Sizable Number

The past year saw a number of very positive developments in mathematics education research. Of most direct impact on researchers was the fact that the National Science Foundation research programs reestablished in 1984 began funding a sizable number of projects in 1985. The renewed availability of funds for research will have a ripple effect across the mathematics education community for years to come. In addition to the increased funding for research, 1985 marked the beginning of several long-range projects and programs that are of particular interest to mathematics education researchers.

National Council of Teachers of Mathematics: Building Bridges of Mathematical Understanding for All Children

1996 ◽  
Vol 89 (6) ◽  
pp. 536-539
Author(s):  
Jack Price
Keyword(s):  
Mathematics Education ◽  
Mathematical Understanding ◽  
National Council ◽  
The Past ◽  
Education Community

The theme “Building Bridges of Understanding” is especially important to the mathematics-education community. It proclaims the next steps that we all must take to make implementing the NCTM's Standards a long-lasting, successful effort to enhance mathematics education. Over the past two years, I have seen exciting changes taking place in many classrooms:

Reviews: A Window and a Frame

1987 ◽  
Vol 18 (1) ◽  
pp. 53-58
Author(s):  
A. Silver Edward
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
The Past ◽  
Education Community

During the past decade, problem solving has emerged as one of the foremost topics of interest in the mathematics education community.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals TrendEvaluasidalamPendidikanMatematika

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Andes Safarandes Asmara ◽  
Tarpan Suparman
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Theories ◽  
Learning Mathematics ◽  
Nature Of Mathematics

Abstrak Pendidikan matematika di Indonesia berkembang dengan pesat sejalan dengan perkembangan pendidikan matematika dunia. Perubahan-perubahan yang terjadi dalam proses pembelajaran di kelas, dipengaruhi adanya tuntutan sesuai perkembangan teknologi dan ilmu pengetahuan juga diawali adanya perubahan pandangan tentang hakekat matematika serta pembelajarannya. Perubahan pandangan tentang trend hakekat matematika dapat mendorong terjadinya perubahan substansi kurikulum. Sementara itu perubahan pandangan tentang pembelajaran matematika sangat dipengaruhi oleh terjadinya perkembangan mengenai teori belajar baik yang bersifat umum maupun yang khusus berkaitan dengan belajar matematika. Untuk mengetahui ada nya perubahan tersebut maka di butuhkan evaluasi untuk mengukurnya. Evaluasi yang bisa digunakan untuk mengukur tingkt berpikir rendah dan tingkat berfikir tinggi, namun ada evaluasi yang dilakukan untuk mengukur pembelajaran matematika secara umum, yaitu dengan TIMMS. Abstract: Mathematics education in Indonesia is growing rapidly in line with the development of mathematics education world. Changes that occur in the learning process in the classroom, influenced by the demands according to the development of technology and science also began with a change in views about the nature of mathematics and learning. Changes in views about the trend of the nature of mathematics can encourage changes in the substance of the curriculum. Meanwhile, changes in views about learning mathematics are strongly influenced by the development of learning theories both general and specifically related to learning mathematics. To find out the existence of these changes, an evaluation is needed to measure them. Evaluation can be used to measure low thinking levels and high levels of thinking, but there are evaluations conducted to measure mathematics learning in general, namely TIMMS. Keywords: evaluation, highlevel thinking, lowlevel thinking, TIMSS

Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

Beginnings

2000 ◽  
Vol 31 (1) ◽  
pp. 2-4
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
Research Community ◽  
Half Century ◽  
The Past ◽  
Forthcoming Book ◽  
Past Half Century ◽  
History Of ◽  
Past Half

The beginning of a new year as well as the threshold of a new century and a new millennium seem appropriate times to take stock of where we have been and where we are going as a mathematics education research community. We have accomplished a great deal in the past half century of our existence, and I for one look forward to reading the forthcoming book on the history of mathematics education, edited by Jeremy Kilpatrick and George Stanic. That book will review for us our progress thus far, but what are the challenges we now face? This question will be addressed in various ways at various gatherings in the coming year, and new agendas will result from those discussions.

Actors in the changes of ICMI: Heinrich Behnke and Hans Freudenthal

2020 ◽  
pp. 247-260
Author(s):  
Fulvia Furinghetti ◽  
Livia Giacardi ◽  
Marta Menghini
Keyword(s):  
Mathematics Education ◽  
International Commission ◽  
Academic Field ◽  
Mathematical Instruction ◽  
The Past ◽  
Institutional Aspects ◽  
The Relationship

The years after WWII up to the late 1960s were crucial in the evolution of ICMI (International Commission on Mathematical Instruction) for both the settlement of some institutional aspects (mainly concerning the relationship with mathematicians) and the establishment of new trends of the activities. By referring to unpublished documents, this paper focuses on the role of two key figures in those years: Heinrich Behnke and Hans Freudenthal. As ICMI Secretary and later as President, Behnke tried to reshape the newborn ICMI after WWII and clarify the relationship with mathematicians. His action was completed by Freudenthal, who, as ICMI President, broke with the past and promoted initiatives that fostered the development of mathematics education as an academic field and the independence of ICMI from the community of mathematicians. Keywords: history, ICMI, mathematicians, mathematics education

When Will I Ever Use This?

2011 ◽  
Vol 18 (2) ◽  
pp. 68-69
Author(s):  
Andrea Christie
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Sign in / Sign up

Export Citation Format

Share Document