Enhancing Mathematical Learning in a Technology-Rich Environment

2008 ◽  
Vol 15 (4) ◽  
pp. 235-241
Author(s):  
Jennifer M. Suh ◽  
Christopher J. Johnston ◽  
Joshua Douds
Keyword(s):  
Teaching And Learning ◽  
Mathematical Tool ◽  
Learning Support ◽  
Mathematical Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Essential Question ◽  
The Social ◽  
Principles And Standards

In Principles and Standards for School Mathematics (NCTM 2000), the Technology Principle asserts: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning” (p. 24). More specifically, a technology-rich environment for mathematical learning influences five critical features of the classroom (Hiebert et al. 1997): the nature of classroom tasks, the mathematical tool as learning support, the role of the teacher, the social culture of the classroom, and equity and accessibility. An essential question when working in a technology-rich mathematics environment is how technology can be used (appropriately) to enhance the teaching and learning of mathematics.

How Long Is Its Projection?

2004 ◽  
Vol 9 (8) ◽  
pp. 444-448
Author(s):  
Sandra Davis Trowell ◽  
Anne Reynolds
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Dimensional Space ◽  
Digital Age ◽  
Two Dimensional ◽  
One Dimensional ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Important Idea ◽  
Principles And Standards

PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS (NCTM 2000) is designed around the idea of integrating content and process skills in teaching and learning mathematics. A curriculum is envisioned in which the content is taught through problem solving, communicating, and making connections. In the Grade 6–8 Standards, one key idea that connects much of the content is proportionality: “Proportionality connects many of the mathematics topics studied in grades 6–8” (NCTM 2000, p. 217). For example, in this digital age, numerous students have access to equipment for enhancing photographs, including stretching and shrinking. Proportional reasoning is an important idea in the manipulation of such objects and involves distinguishing between changes that occur in both one-dimensional, or linear (length), and two-dimensional space (area) as well as the development of the mathematics of similarity. Textbooks typically equate proportions with the cross-products rule, which states that the “product of the extremes equals the product of the means.” In other words, if a/b = c/d, then a × d = b × c.

scholarly journals Representation in Teaching and Learning Mathematics

2020 ◽  
Vol 9 (1) ◽  
pp. 1-21
Author(s):  
Bhesh Mainali
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Multiple Modes ◽  
Modes Of Representation ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Research Studies

Representation is an important element for teaching and learning mathematics since utilization of multiple modes of representation would enhance teaching and learning mathematics. Representation is a sign or combination of signs, characters, diagram, objects, pictures, or graphs, which can be utilized in teaching and learning mathematics. Normally, there are four modes of representations in the domain of mathematics: (1) verbal, (2) graphic (3) algebraic, and (4) numeric. Certain type of representations can be dominant in teaching and learning mathematics; however, representation needs to be translated from one mode to another mode. Translation of modes of representation is an important skill that learners need to develop in order to be more proficient in learning mathematics. In the last couple of decades, the role of representation in mathematics education has been increased but requires more research studies to explore various aspects of representations.

scholarly journals Editoria;

2020 ◽  
Vol 13 (19) ◽  
Author(s):  
Admin Admin
Keyword(s):  
Teaching And Learning ◽  
Muslim World ◽  
Ethical Orientation ◽  
Mathematics Courses ◽  
Political Concept ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Social ◽  
Islamic Faith ◽  
Minimal Bias

It is a pleasure to write the editorial for the current volume of Bangladesh Journal of Islamic Thought (BJIT). BJIT being a multilingual journal, the articles of this issue are written in different languages—three in English, one in Bangla and one in Arabic. Mathematics is the very important discipline of knowledge which has a minimal bias and strong sense in ethical orientation. Nor Jannah Hassan et al. in her article titled “Inculcating Islamic Manners through Mathematics Courses for Students with Visual Impairments” highlights the importance of Islamic faith which forms the foundation of good manners through Mathematics courses. The article analyses and discusses Islamic manners towards the Creator, fellow human being and the environment. The findings suggest that the inculcation of Islamic manners in teaching and learning Mathematics, particularly for students with visual impairment, could help to become knowledgeable, skillful, well-mannered, responsible and trustworthy citizens who would thus ultimately contribute to the development of the nation. Nationalism stirred the social and political thinking during the past two centuries over the world and the Islamic world was not an exception to this reality. The article on “Nationalism in the Muslim World and the Identity Crisis: A Sociological Perspective” by Jakir Al Faruki investigates the prevailing condition of the explanation about the socio-political concept of nationhood and nationality in the Muslim world. The article analyzes the concept of nationalism on the ground of sociopolitical reality. It undertakes an effort to clarify the ambiguous understanding about the various dimensions of Nationalism. The study also distinguishs the concepts between Western Nationalism, Muslim Nationalism and Ummah in Islam.

scholarly journals What Does Brain Research Say about Teaching and Learning Mathematics?

2012 ◽  
Vol 2 (1) ◽  
pp. 75-87
Author(s):  
Allan Leslie White
Keyword(s):  
Teaching And Learning ◽  
Brain Research ◽  
Learning Theories ◽  
Student Needs ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Social ◽  
Mathematics Teaching And Learning ◽  
Aged Subjects ◽  
The Brain

Brain research has shaken our ideas of the structure of the brain and how the brain works. Gone are the ancient ideas of comparing the brain to a machine. Neuroplasticity describes the remarkable ways in which the brain adapts and transforms itself as a result of a change in stimuli. Cognitive exercises have been designed and trialled that improve memory, problem solving abilities, and language skills in aged subjects and in children, as well as reversing the aging process by twenty to thirty years in some adults. Since the decline of behaviourism as a major theoretical influence upon mathematics education, there have been a number of learning theories emphasising thinking and the influences of the social and cultural contexts. Although, brain research is in its infancy, the question arises as to what does brain research add to mathematics teaching and learning in addressing student needs and developing their potential?

Intention and Significance in the Teaching and Learning of Mathematics

1996 ◽  
Vol 27 (1) ◽  
pp. 52-66
Author(s):  
Tony Brown
Keyword(s):  
Personal Experience ◽  
Teaching And Learning ◽  
Social Practices ◽  
Mathematical Understanding ◽  
Social Aspects ◽  
Mathematical Learning ◽  
Personal Learning ◽  
The Social

This article discusses the role of language in mathematical understanding and how the boundaries assigned to language determine its status. It focuses on a classic debate between two leading writers in hermeneutics, Gadamer and Habermas, and it shows how this debate can guide us in drawing the boundaries of mathematical learning. In particular, the article suggests that personal learning of mathematics is inseparable from the social practices within which learning takes place. Nevertheless, the teacher's task can be seen in terms of enabling the student to move between stressing the personal and stressing the social aspects of his or her mathematical learning. In this way the initiation of the student into the socially conventional ways of doing mathematics can be more effectively grounded in his or her personal experience.

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.

Teaching and Learning Mathematics

1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean
Keyword(s):  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

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