Building the Mathematics and Literature Connection through Children's Responses

2004 ◽  
Vol 10 (6) ◽  
pp. 328-333
Author(s):  
Jeffrey C. Shih ◽  
Cyndi Giorgis
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Past ◽  
And Mathematics

The Connections Standard in Principles and Standards for School Mathematics makes the significant observation that “the opportunity for students to experience mathematics in a context is important” (NCTM 2000, p. 66). Literature provides such a contextual base by embedding the meaning of the mathematics in situations to which children can relate. In this regard, the use of literature in the elementary mathematics curriculum has steadily increased over the past few years. The publication of books that specifically feature mathematics, as well as a deeper understanding by teachers of how to integrate literature and mathematics topics, has aided this increase. This article builds on the premise that educators want children to recognize and respond to the mathematics that may be evident or embedded in literature.

scholarly journals CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

2021 ◽  
Vol 12 (3) ◽  
pp. 411-426
Author(s):  
Abolfazl Rafiepour ◽  
Danyal Farsani
Keyword(s):  
Curriculum Reform ◽  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Historical Analysis ◽  
Computational Thinking ◽  
School Mathematics ◽  
Curriculum Changes ◽  
International Comparative ◽  
And Mathematics ◽  
School Mathematics Curriculum

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

School-College Relationships

1968 ◽  
Vol 15 (5) ◽  
pp. 447-449
Author(s):  
David M. Clarkson
Keyword(s):  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematical Community ◽  
School Mathematics ◽  
Focused Attention ◽  
Schools Of Education ◽  
School Teachers ◽  
Teachers Colleges ◽  
Course Content ◽  
The Past

During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.

Common Difficulties with Probabilistic Reasoning

1983 ◽  
Vol 76 (8) ◽  
pp. 565-570
Author(s):  
Jack A. Hope ◽  
Ivan W. Kelly
Keyword(s):  
Probabilistic Reasoning ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
The Past ◽  
Probability And Statistics ◽  
Modern Mathematics

In the past two decades several influential organizations, including the National Council of Supervisors of Mathematics (1978), NACOME (1975), UNESCO (1972), CEEB (1959), and the Cambridge Conference on School Mathematics (1963), have acknowledged the role that probability and statistics play in our society. Consequently, each has recommended that probability and statistics be included as part of the modern mathematics curriculum.

scholarly journals Study Literature of Development Model of Mathematics Curriculum in Queensland

2021 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Zahid Abdush Shomad ◽  
Iwan Junaedi ◽  
Mulyono Mulyono
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Development Model ◽  
Relevant Research ◽  
Scientific Papers ◽  
Research Questions ◽  
Mathematics Curricula ◽  
And Mathematics

<p class="JRPMAbstractBodyEnglish">Australia grants individual states autonomy to develop school mathematics curricula. This article aims to find out a model for developing a school mathematics curriculum in Queensland. The method used in this research is Systematic Literature Review (SLR). This SLR method can be used to identify, review, evaluate, and interpret studies related to the topics discussed in this study, with specific relevant research questions. The SLR method in this research is carried out by systematically reviewing and identifying journals, which follow the steps or protocols that have been set in each process. The documents studied and researched include journals and professional scientific papers and Queensland mathematics curriculum documents for grades 11 and 12, namely the Queensland Curriculum &amp; Assessment Authority (QCAA). Based on the results of the literature review, it was found that in Queensland, the mathematics curriculum in grades 11 and 12 is divided into three types, namely Mathematics A curriculum, Mathematics B curriculum, and Mathematics C curriculum. Each type of curriculum is developed according to the conditions and skills required by students.</p>

Some number concepts of disadvantaged children

1965 ◽  
Vol 12 (5) ◽  
pp. 359-361
Author(s):  
M. E. Dunkley
Keyword(s):  
Curriculum Development ◽  
Difficult Problem ◽  
School Mathematics ◽  
Study Group ◽  
Number Concepts ◽  
Disadvantaged Children ◽  
The Past ◽  
Mathematics Educators ◽  
Average Students ◽  
And Mathematics

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.

scholarly journals Further Mathematics, student choice and transition to university: part 1 - Mathematics degrees

2018 ◽  
Vol 38 (4) ◽  
pp. 167-190
Author(s):  
Sofya Lyakhova ◽  
Andrew Neate
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Individual Interviews ◽  
University Mathematics ◽  
Support Programme ◽  
Mathematics Student ◽  
And Mathematics ◽  
The Uk

Abstract The transition from studying mathematics at school to university is known to be challenging for students. Given the desire to increase participation in science, technology, engineering and mathematics subjects at degree level, it is important to ensure that the school mathematics curriculum is providing suitable preparation for the challenges ahead, and yet remains both accessible and popular. This two-part study investigates student choices of studying the post-16 A-level Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Student opinions were accessed via a survey of undergraduate students and also individual interviews. This first part of the study considers the responses of mathematics undergraduate students and finds that both those who studied Further Mathematics and those who did not perceive studying Further Mathematics as advantageous for their degree courses. However, the advantages identified mostly relate to the familiarity with topics, while students still feel unprepared for studying more abstract and proof-based mathematics. The study found that some factors which may be beneficial for transition currently lie outside the mainstream school mathematics syllabus and include studying through blended learning provided by the Further Mathematics Support Programme, practicing more advanced extension exam papers and attending university outreach events. The choice of Further Mathematics is found to be influenced by the attitudes of the students, their teachers and their parents, to both mathematics as a subject and to Further Mathematics as a qualification as well as student perceptions of Further Mathematics and their plans in terms of degree and university choice.

Focal Point: The Cambridge Conference on School Mathematics

1964 ◽  
Vol 11 (3) ◽  
pp. 207-210
Author(s):  
J. Fred Weaver
Keyword(s):  
Mathematics Education ◽  
Significant Influence ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
The Past ◽  
The Subject

Within the past year a potentially significant influence on the mathematics curriculum and on mathematics education has become the subject of much interest and discussion. We refer to that which is known simply as “The Cambridge Conference on School Mathematics.”

Functions, Mappings, and Mapping Diagrams

1973 ◽  
Vol 66 (5) ◽  
pp. 463-468
Author(s):  
Thomas J. Brieske
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
Learning Mathematics ◽  
Mathematics Educators ◽  
Mathematical Experience ◽  
Concept Of Function ◽  
And Mathematics ◽  
School Mathematics Curriculum

Mathematicians, mathematics educators, and educational psychologists agree that “unifying concepts” are important in learning mathematics. More emphatically, mathematicians and mathematics educators realize that the concept of function, or mapping (in this paper the terms are synonymous), has great unifying power. Thus mapping should not remain a rather isolated component of the high school mathematics curriculum but should permeate the entire mathematical experience of our students. The purpose at this paper is to point to a few topics in school mathematics in which the use of mappings and mapping diagrams could be nade explicit.

One point of view: Change and Changelessness

1980 ◽  
Vol 27 (9) ◽  
pp. 4-5
Author(s):  
Lola June May
Keyword(s):  
Junior High School ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
High School Mathematics ◽  
The Past ◽  
The Difference ◽  
Inverse Operation ◽  
View Change ◽  
Made In

Some of the changes made in the elementary and junior high school mathematics curriculum during the past twenty years have been good. Subtraction is presented as the inverse operation of addition. The words subtrahend and minuend are seldom used anymore. The words addends and sum are used for the numbers both in addition and in subtraction. It is hard to find anyone who wants to go back to teaching children the difference between a minuend and subtrahend and how to spell the words. Instead of being pure memory of isolated facts and operations, elementary mathematics has begun to evoke a friendly feeling for numbers. For example, by naming different ways to make the number five (3 + 2, 7 − 2, 5 + 0, and so on), young children get a feeling for five. They see that they can manipulate counters and write many names for a number. This type of teaching makes the number five come alive; it is not just the answer to some isolated facts.

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

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