"This book is interesting and well-written. The research methods were explained clearly and conclusions were summarized nicely. It is a relatively quick read at only 130 pages. Anyone who has been told, or who has told others, that mathematicians make better thinkers should read this book." MAA Reviews "The authors particularly attend to protecting positive correlations against the self-selection interpretation, merely that logical minds elect studying more mathematics. Here, one finds a stimulating survey of the systemic difficulties people have (...) with basic syllogisms and deductions." CHOICE connect "The authors particularly attend to protecting positive correlations against the self-selection interpretation, merely that logical minds elect studying more mathematics. Here, one finds a stimulating survey of the systemic difficulties people have with basic syllogisms and deductions." CHOICE Connect For centuries, educational policymakers have believed that studying mathematics is important, in part because it develops general thinking skills that are useful throughout life. This 'Theory of Formal Discipline' (TFD) has been used as a justification for mathematics education globally. Despite this, few empirical studies have directly investigated the issue, and those which have showed mixed results. Does Mathematical Study Develop Logical Thinking? describes a rigorous investigation of the TFD. It reviews the theory's history and prior research on the topic, followed by reports on a series of recent empirical studies. It argues that, contrary to the position held by sceptics, advanced mathematical study does develop certain general thinking skills, however these are much more restricted than those typically claimed by TFD proponents. Perfect for students, researchers and policymakers in education, further education and mathematics, this book provides much needed insight into the theory and practice of the foundations of modern educational policy. (shrink)

What is argumentation? -- Building a classroom culture of argumentation -- Structuring classroom discussions to focus on argumentation -- Infusing all instruction with argumentation -- Argumentation for all students -- Argumentation and the mathematical practices -- Technology in teaching and learning argumentation -- Assessing argumentation and proof -- Conclusion.

This book expands the landscape of research in mathematics education by analyzing how the body influences mathematical thinking.

An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a (...) field traditionally dominated by platonic perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko. (shrink)

Based on extensive research conducted by the authors, Reasoning and Sense Making in the Mathematics Classroom, Pre-K-Grade 2, is designed to help classroom teachers understand, monitor, and guide the development of students' reasoning and sense making about core ideas in elementary school mathematics. It describes and illustrates the nature of these skills using classroom vignettes and actual student work in conjunction with instructional tasks and learning progressions to show how reasoning and sense making develop and how instruction can (...) support students in that development. Students who can make sense of mathematical ideas can apply those ideas in problem solving, even in unfamiliar situations, and can use them as a foundation for future learning. Without them, students are reduced to rote learning, often experiencing frustration and failure. But what do reasoning and sense making during learning and teaching look like? Each chapter of Reasoning and Sense Making in the Mathematics Classroom, Pre-K-Grade 2 explores a different topic that young children encounter in mathematics, demonstrating with actual student work and classroom dialogue how their mathematical knowledge and reasoning ability move through "levels of sophistication" or learning progressions: After opening with a discussion of the nature of reasoning and sense making and their critical importance in developing mathematical thinking, chapter 1 examines how young students attempt to make sense of the concepts of place value and length measurement. Chapter 2 focuses on how early childhood instruction can engage students in mathematical reasoning while helping them construct a rich sense of number and operations. Chapter 3 identifies core algebraic ideas and shows how students can engage with these ideas in ways that not only deepen their understanding of arithmetic but also lays the foundation for the future study of algebra. Children's reasoning and sense making as they decompose and compose geometric shapes--including reasoning about area--is examined in chapter 4. The use of learning progressions to understand students' reasoning and to guide their sense making with appropriate teaching is also discussed. Not just a theoretical discussion, the book also provides specific suggestions for related instructional activities for each topic. Supplementary online resources can be accessed at NCTM's More4U website. Reasoning and Sense Making in the Mathematics Classroom, Pre-K-Grade 2 will be a valuable and practical addition to your professional library. (shrink)

We explored teachers? views and students? experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers (...) thought teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher?s students? Mathematics results with those students? results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students? existing knowledge and adds interest to the course. (shrink)

In argumentation studies, almost all theoretical proposals are applied, in general, to the analysis and evaluation of argumentative products, but little attention has been paid to the creative process of arguing. Mathematics can be used as a clear example to illustrate some significant theoretical differences between mathematical practice and the products of it, to differentiate the distinct components of the arguments, and to emphasize the need to address the different types of argumentative discourse and argumentative situation in the practice. (...) I consider some issues of recent papers associated with mathematical argumentation in an attempt to contribute to the discussion about the role of arguing in mathematical practice and in the evaluation of the products of this practice. I apply this discussion to learning environments to defend the thesis that argumentative practice should be encouraged when teaching technical subjects to convey a better understanding and to improve thought and creativity. (shrink)

A Volume in Cognition, Equity & Society: International Perspectives formally known as International Perspectives on Mathematics Education - Cognition, Equity & Society Series Editor Bharath Sriraman, The University of Montana and Lyn English, Queensland University of Technology The diversity of research in mathematics education has been addressed as both, a problem and a strength. When manifested through adherence to different intellectual roots and theoretical orientations, diversions constitute 'refractions' of mathematics education. The collection and analysis of empirical data (...) in a study are by necessity refracted through the specific analytical lens employed, as well as the aim of the study itself. Refractions can also refer to looking at old phenomena through new lenses. The chapters in this book are refracted through philosophical, political, mathematical and personal lenses by distinguished authors in the field, addressing issues about the elusive experience of doing mathematics, purification of texts, refractions, mathematics and ethnomathematics, political messages in textbook tasks, mathematics education policy debate, the political in mathematics education research, philosophy and mathematics, meanings and representations, identity of mathematical modeling, and dilemmas in the teaching of calculus. An ancient Sanskrit adage states that Knowledge is something that grows when shared, but shrinks when hoarded. Academics engaged in the generation of new Knowledge are blessed with both the time and the freedom to engage in pursuits that allow for intellectual pleasure. As a phenomenon of the Zeitgeist many have succumbed to the increased corporatization of academic work, engaging in activities for monetary and self advancement purposes. Are there any real intellectuals left in academia, a l Adorno, Bourdieu, Chomsky, Foucault, among others? This Festschrift is dedicated to academics that don't bother with self promotion or aggrandizement of themselves or their ideas in simplistic terms. (shrink)

Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms into tasks (...) suitable for neuroimaging studies. Another challenge, not particular to the neuroimaging method, was to draw suitable inferences from the findings and translate them into pedagogical practices. We describe our efforts and outline some continuing challenges. (shrink)

Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts (...) a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers. (shrink)

Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two (...) activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities. The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees. (shrink)

Presents general information about meteorology, weather, and climate and includes more than thirty activities to help study these topics, including making a ...

Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...

This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an (...) opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors. (shrink)

Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms into tasks (...) suitable for neuroimaging studies. Another challenge, not particular to the neuroimaging method, was to draw suitable inferences from the findings and translate them into pedagogical practices. We describe our efforts and outline some continuing challenges. (shrink)

The narrative about the nineteenth century favored by many philosophers of mathematics strongly influenced by either logic or algebra, is that geometric intuition led real and complex analysis astray until Cauchy and Kronecker in one sense and Dedekind in another guided mathematicians out of the labyrinth through the arithmetization of analysis. Yet the use of geometry in most cases in nineteenth century mathematics was not misleading and was often key to important developments. Thus the geometrization of complex numbers (...) was essential to their acceptance and to the development of complex analysis; geometry provided the canonical examples that led to the formulation of group theory; and geometry, transformed by Riemann, lay at the heart of topology, which in turn transformed much of modern mathematics. Using complex numbers as my case study, I argue that the best way to teach students mathematics is through a repertoire of modes of representation, which is also the best way to make mathematical discoveries. (shrink)

This book offers an innovative introduction to the psychological basis of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. Through accessible and engaging writing, award-winning mathematician and educator Anderson Norton reframes mathematics as something that exists first in the minds of students, rather than something that exists first in a textbook. By exploring the psychological basis for mathematics at every level - including (...) geometry, algebra, calculus, complex analysis and more - Norton unlocks students' personal power to construct mathematical objects based on their own mental activity, and illustrates the power of mathematics in organizing the world as we know it. Including reflections and activities designed to inspire awareness of the mental actions and processes coordinated in practicing mathematics, the book is geared towards current and future secondary and elementary mathematics teachers who will empower the next generation of mathematicians and STEM majors. Those interested in the history and philosophy that underpins mathematics will also benefit from this book, as well as those informed and curious minds attentive to the human experience more generally. Anderson Norton is Professor in the Department of Mathematics at Virginia Tech, USA, where he has been teaching mathematics courses for future teachers for 15 years. He is the editor of Constructing Number, and the co-author of Developing Fractions Knowledge and Numeracy for All Learners. (shrink)

En 1741, la Royal Military Academy de Woolwich est créée par le Board of Ordnance afin d’instruire les futurs artilleurs et ingénieurs militaires. Cette instruction s’appuie dès le départ sur les mathématiques. Dans cet article, nous présentons et étudions les différents programmes sur la longue période. Les évolutions, les changements mais aussi les constances sont évalués et nous donnons les raisons de ceux-ci. L’âge de recrutement, le poids du Board of Ordnance ou encore les diverses guerres ont aussi une influence (...) importante sur la place des mathématiques dans les programmes. Par ailleurs, le peu de turn-over des professeurs entraîne aussi une inertie de l’enseignement des mathématiques. In 1741, the Royal Military Academy at Woolwich was created by the Board of Ordnance in order to instruct artillery officers and military engineers. From the beginning, the teaching was mainly based on mathematics. In this paper, we study different curricula and point out the long-term evolution as well as continuity in mathematical learning and we give reasons for them. The age of recruitment, the authority of the Board of Ordnance and several wars had an influence on the role of mathematics in the syllabus. Furthermore, the low turnover of professors led to inertia in the teaching of mathematics. (shrink)

En 1741, la Royal Military Academy de Woolwich est créée par le Board of Ordnance afin d’instruire les futurs artilleurs et ingénieurs militaires. Cette instruction s’appuie dès le départ sur les mathématiques. Dans cet article, nous présentons et étudions les différents programmes sur la longue période (entre 1741 et les années 1860). Les évolutions, les changements mais aussi les constances sont évalués et nous donnons les raisons de ceux-ci. L’âge de recrutement, le poids du Board of Ordnance ou encore les (...) diverses guerres ont aussi une influence importante sur la place des mathématiques dans les programmes. Par ailleurs, le peu de turn-over des professeurs entraîne aussi une inertie de l’enseignement des mathématiques. In 1741, the Royal Military Academy at Woolwich was created by the Board of Ordnance in order to instruct artillery officers and military engineers. From the beginning, the teaching was mainly based on mathematics. In this paper, we study different curricula and point out the long-term (between 1741 and the 1860s) evolution as well as continuity in mathematical learning and we give reasons for them. The age of recruitment, the authority of the Board of Ordnance and several wars had an influence on the role of mathematics in the syllabus. Furthermore, the low turnover of professors led to inertia in the teaching of mathematics. (shrink)

En 1741, la Royal Military Academy de Woolwich est créée par le Board of Ordnance afin d’instruire les futurs artilleurs et ingénieurs militaires. Cette instruction s’appuie dès le départ sur les mathématiques. Dans cet article, nous présentons et étudions les différents programmes sur la longue période (entre 1741 et les années 1860). Les évolutions, les changements mais aussi les constances sont évalués et nous donnons les raisons de ceux-ci. L’âge de recrutement, le poids du Board of Ordnance ou encore les (...) diverses guerres ont aussi une influence importante sur la place des mathématiques dans les programmes. Par ailleurs, le peu de turn-over des professeurs entraîne aussi une inertie de l’enseignement des mathématiques. In 1741, the Royal Military Academy at Woolwich was created by the Board of Ordnance in order to instruct artillery officers and military engineers. From the beginning, the teaching was mainly based on mathematics. In this paper, we study different curricula and point out the long-term (between 1741 and the 1860s) evolution as well as continuity in mathematical learning and we give reasons for them. The age of recruitment, the authority of the Board of Ordnance and several wars had an influence on the role of mathematics in the syllabus. Furthermore, the low turnover of professors led to inertia in the teaching of mathematics. (shrink)

How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents (...) networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise. (shrink)

本书主要内容包括:初恋风云——数学教育主心骨的的百年寻觅之旅、践约时代——“现代数学教育方式”渐行渐的近、热题冷谈——数学教育焦点话题的哲学断想.

It has become a fact that fluency and competency in utilizing the advancement of technology, specifically the computer and the internet is one way that could help in facilitating learning in mathematics. This study investigated the effects of Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS) in teaching Mathematics. This was conducted in Zamboanga del Sur National High School (ZSNHS) during the third grading period of the school year 2015-2016. The study compared the achievement (...) and attitude towards Mathematics between those students taught with DGS and CAS and those students who were taught without DGS and CAS. A quasi-experimental pretest-posttest control group design was used with two groups which was matched according to their mathematical level. An achievement test was developed and administered to assess the students’ achievement in Mathematics. Aiken’s attitude scale was also used to assess the students’ attitude towards Mathematics. The data were treated with One-Way Analysis of Covariance (ANCOVA) and t-test at 0.05 level of significance. The study revealed a significant difference between the mathematics achievement between students taught with DGS and CAS and those who were taught without it. The integration of DGS and CAS in Mathematics lessons leads to better academic achievement result compared with that of the conventional method of teaching. Moreover, there was no significant difference on the attitude level of the students between the two groups. (shrink)

On the question of whether gambling behavior can be changed as result of teaching gamblers the mathematics of gambling, past studies have yielded contradictory results, and a clear conclusion has not yet been drawn. In this paper, I bring some criticisms to the empirical studies that tended to answer no to this hypothesis, regarding the sampling and laboratory testing, and I argue that an optimal mathematical scholastic intervention with the objective of preventing problem gambling is possible, by providing (...) the principles that would optimize the structure and content of the teaching module. Given the ethical aspects of the exposure of mathematical facts behind games of chance, and starting from the slots case – where the parametric design is missing, we have to draw a line between ethical and optional information with respect to the mathematical content provided by a scholastic intervention. Arguing for the role of mathematics in problem-gambling prevention and treatment, interdisciplinary research directions are drawn toward implementing an optimal mathematical module in cognitive therapies. (shrink)

ArgumentThis paper studies the evolution of mathematics teaching in France and Germany from 1900 to about 1980. These two countries were leading in the processes of international modernization. We investigate the similarities and differences during the various periods, which showed to constitute significant time units and this in a remarkably parallel manner for the two countries. We argue that the processes of reform concerning the teaching of this major school subject are not understandable from within mathematics (...) education or even within the school system. Rather, the evolution of the processes of reform prove to be intimately tied to changing conceptions of modernity according to respective social and cultural values and to changing epistemological conceptions of mathematics. It is particularly novel that we show the key impact of the changing social status of primary schooling for these modernization processes. (shrink)

How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents (...) networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise. (shrink)

In this paper we present the relations between mathematics and mathematics education in Italy between the 12th and the 16th century. Since the subject is extremely wide, we will focus on two case-studies to point out some relevant aspects of this phenomenon: 1) Fibonacci’s studies (12th-13th century); 2) Abacus schools. More particularly, Fibonacci, probably the greatest European mathematician of the Middle Ages, made the calculations with Hindu-Arabic digits widely spread in Europe; Abacus schools were also based on the (...) teaching of the calculation with Hindu-Arabic digits. These case-studies are significant for understanding the connections between science, science education and the development of science within Western civilization. We think that the knowledge of such significant relations can be useful for the scholars who are nowadays engaged in mathematics education and in the research field of science-society relations. Finally, we attempt to outline the interaction between mathematics education and advanced mathematics in that period, focusing on the figure of Leonardo Pisano (c. 1170-c.1250), called Fibonacci, who played an influential role both in mathematics education and in advanced mathematics. (shrink)

We study the interconnection between Physics and Mathematics in concrete instances, departing from the usual expression for the Coulomb electric field, produced by a point-like charge. It is scrutinized by means of six epistemology-intensive questions and radical answers are proposed, intended to widen one’s understanding of the subject. Our interventions act along two complementary directions. One of them regards ontology, since questions induce one to look closely at the electric charge, from different perspectives, promoting reflections about its nature (...) and reinforcing the corresponding concept. Formal manipulations rely on the identification of concepts with symbols, and the other direction concerns the spatial extension of mathematical structures. Our questions and their somewhat unusual answers help disclosing information which is not present in many textbooks, and show that Mathematics can be used as an efficient epistemological tool in Physics teaching. (shrink)

Despite the importance of mathematics in our educational systems little is known about how abstract mathematical thinking emerges. Under the uniting thread of mathematical development, we hope to connect researchers from various backgrounds to provide an integrated view of abstract mathematical cognition. Much progress has been made in the last 20 years on how numeracy is acquired. Experimental psychology has brought to light the fact that numerical cognition stems from spatial cognition. The findings from neuroimaging and single cell recording (...) experiments converge to show that numerical representations take place in the intraparietal sulcus. Further research has demonstrated that supplementary neural networks might be recruited to carry out subtasks; for example, the retrieval of arithmetic facts is done by the angular gyrus. Now that the neural networks in charge of basic mathematical cognition are identified, we can move onto the stage where we seek to understand how these basics skills are used to support the acquisition and use of abstract mathematical concepts. (shrink)

This guide is designed as a teaching tool, aimed at both teachers and student teachers. Its main purpose is to enhance the value of "The Mathematical Experience" as a textbook. It includes a sample syllabus, outlines for group work, sample exams and hints for grading essays.

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This paper explored elementary teachers’ state (...) and trait emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings (...) of subject concepts. In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students. (shrink)

Mathematical argument in the elementary grades : what and why? -- Elementary students as mathematicians -- The teaching model -- Using the lesson sequences : what the teacher does -- Mathematical argument in the elementary classroom : impact on students and teachers.

Several years ago, while teaching middle and high school mathematics at a small progressive school in upstate New York, I was asked to evaluate and reconceptualize the school’s approach to teaching mathematics. From its inception in the early 1960s, the school had prided itself on its progressive ideals. It was child-centered, committed to both project-based learning and to the social and emotional development of children, and a place where independent and critical thinking was highly valued. Yet, (...) it was clear that our mathematics program was not delivering results in line with our expectations. Academically, our students were not low achievers. Yet, to our dismay, very few of our middle and high school students actually liked their mathematics studies. (shrink)

The aim of this study is to investigate students’ conceptions about proof in mathematics and mathematics teaching. A five‐point Likert‐type questionnaire was administered in order to gather data. The sample of the study included 33 first‐year secondary school mathematics students . The data collected were analysed and interpreted using the methods of qualitative and quantitative analysis. The results have revealed that the students think that mathematical proof has an important place in mathematics and (...) mathematics education. The students’ studying methods for exams based on imitative reasoning which can be described as a type of reasoning built on copying proof, for example, by looking at a textbook or course notes proof or through remembering a proof algorithm. Moreover, they addressed to the differences between mathematics taught in high school and university as the main cause of their difficulties in proof and proving. (shrink)

This paper argues that mathematics education curricular policy has slowly effected a reversal in the relationship between mathematics and its publics: from mathematics assuming its users to mathematics defined by its (supposed) users. Mathematics education research itself, its contribution to challenging the former notwithstanding, has often unwittingly supported this shift. While in the mid 1980s the mathematics educators propagating the teaching of mathematics by applications represented a small and unique group, by the (...) mid 1990s those advocating teaching mathematics this way had grown appreciably. A characteristic of this change in conviction is the emphasis on the importance of the context of mathematical thinking and problem-solving. Paradoxically, the consequences of the coupling of mathematics, both with utilitarianism,as other have argued, and with essentialism,as we argue in this paper, have been to narrow its scope (e.g. to a narrow version of 'numeracy') and to distance mathematics from its publics. In the paper we argue that action is needed to counter these trends, and to develop the area of the public understanding of mathematics. Otherwise policies aiming simply to 'popularize' mathematics might exacerbate these consequences. In particular, research is necessary along the lines followed by the social studies of science. For such research-by posing as pertinent the question of describing and accounting for differences between practices of knowledge production, dissemination and use-can help to avoid the assumption of a unique essence of some unitary culture called 'mathematics' and therefore a public (or publics) separated from it. (shrink)

Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s (...) understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. (shrink)

Having studied mathematics, in particular foundations and philosophy of mathematics, it happened that I was asked to teach logic to the students in the Faculty of Philosophy of the Radboud University Nijmegen. It was there that I discovered that logic is much more than just a mathematical discipline consisting of definitions, theorems and proofs, and that logic can and should be embedded in a philosophical context. After ten years of teaching logic at the Faculty of Philosophy at (...) the Radboud University Nijmegen, thirty years at the Faculty of Philosophy of Tilburg University and nine years at the Faculty of Philosophy of the Erasmus University Rotterdam, I got many ideas how to improve my LOGIC book which was published twenty five years ago in 1993 by Verlag Peter Lang. Although the amount of work was enormous, I felt I should do it. It is like working on a large painting where you put some extra color in one corner, add a little detail at another place, shed some more light on a particular face, etc. (shrink)

ABSTRACT: The Smith Report has generated central questions about the mathematics education of UK adolescents. This paper highlights the close match between the goals of school mathematics, adolescence and exploratory pedagogy. This is contrasted with the prescriptive nature of current regimes. In particular, without careful attention to pedagogy it is possible that the introduction of different pathways may lead to a failure to achieve the outcomes desired by employers and universities, and to inequity in provision for students.

When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The (...) book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you. (shrink)

This paper describes an attempt to develop a program for teaching history and philosophy of mathematics to inservice mathematics teachers. I argue briefly for the view that philosophical positions and epistemological accounts related to mathematics have a significant influence and a powerful impact on the way mathematics is taught. But since philosophy of mathematics without history of mathematics does not exist, both philosophy and history of mathematics are necessary components of programs for (...) the training of preservice as well as inservice mathematics teachers. (shrink)

his study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response against the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that (...) is quantitative. The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting and rejecting H0 Ha which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative. (shrink)

The nineteenth century was a time of great reform in education, with debate focusing on such questions as who should be educated, in what manner, and to what degree. Given the technical advances brought about by the Industrial Revolution, rigorous mathematical education was seen by many as essential. A mathematician, educator and examiner for the University of Cambridge, Isaac Todhunter was also known as a prolific and very successful author of mathematics textbooks. In his day, he was considered an (...) influential, albeit somewhat conservative, figure in mathematical education. In these six essays, first published in 1873, he discusses topics raised by the reform movement, such as the examination system, teaching methods and materials. Born of Todhunter's vast experience in the field, this work reflects an insider's perspective and remains relevant to students and scholars interested in the history of mathematics teaching and the University of Cambridge. (shrink)

The purpose of this paper is the influence of Science- Technology- Engineering- Art- Mathematics education on the Olympic education of primary and middle school students. The research object is the Beijing Olympic model school. The frame structure and educational concept of STEAM education are studied, and a questionnaire survey on the current situation of Olympic education is conducted. Finally, improvement measures based on the survey results are provided combined with STEAM education, and the teaching effect is analyzed. The (...) results show that after the improvement of the educational model, the student’s mastery of the Olympic knowledge has been greatly improved. The proportion of students who can master all knowledge increases from 5.78 to 8.45%, by 2.67%. The proportion of students with knowledge of most Olympic sports increases from 48.6 to 55.67%, by 7.07%. The proportion of students with little or no knowledge drops to 1.54%. Meanwhile, students are increasingly interested in Olympic events, especially after being inspired by the STEAM education model. The proportion of students who are very concerned about Olympic events has increased by 6.45%. The proportion of students who are more concerned about Olympic events has increased by 5.11%. Thus, the Olympic education work has achieved some results. Students gradually become interested in the Olympic events. They begin to actively pay attention to the Olympic events and learn the Olympic spirit. Then, their physical literacy is improved. (shrink)

I. Prelude -- About this Book -- II. School Mathematics and Its Consequences -- The Foundations of Mathematical Thinking -- Compression, Connection and Blending of Mathematical Ideas -- Set-befores, Met-befores and Long-term Learning -- Mathematics and the Emotions -- The Three Worlds of Mathematics -- Journeys through Embodiment and Symbolism -- Problem-Solving and Proof -- III. Interlude -- The Historical Evolution of Mathematics -- IV. University Mathematics and Beyond -- The Transition to Formal Knowledge -- (...) Blending Knowledge Structures in the Calculus -- Expert Thinking and Structure Theorems -- Contemplating the Infinitely Large and the Infinitely Small -- Expanding the Frontiers through Mathematical Research -- Reflections -- Appendix: Where the Ideas Came From. (shrink)

Argument“The problem of university courses on infinitesimal calculus and their demarcation from infinitesimal calculus in high schools” is the published version of an address Otto Toeplitz delivered at a meeting of the German Mathematical Society held in Düsseldorf in 1926. It contains the most detailed exposition of Toeplitz's ideas about mathematics education, particularly his thinking about the role of the history of mathematics in mathematics education, which he called the “genetic method” to teaching mathematics. The (...) tensions and assumptions about mathematics, history of mathematics, and historiography revealed in this piece dedicated to educational ideas are what make Toeplitz's text interesting in the study of historiography of mathematics. In general, the ways historiography of mathematics and teaching of mathematics, even without an immediate concern for history, are deeply entangled and, in our view, worth attention both in historical and educational research. (shrink)

This study aims to improve the effectiveness of English grammar teaching in high school. Firstly, the Science, Technology, Engineering, Art, and Mathematics educational model is comprehensively discussed. Then, the current situation and difficulties of English grammar teaching in high school are analyzed. Finally, based on the traditional and the STEAM teaching mode, a comprehensive study on the psychological motivation of students is carried out in high school English grammar teaching. The traditional teaching (...) model had little effect on students’ psychological motivation in the process of English grammar teaching. Therefore, students’ satisfaction with English grammar teaching under the traditional teaching model is very low, especially in innovation and practice. The STEAM teaching model has greatly improved the psychological motivation of high school students in the English grammar teaching process. The overall satisfaction rate of the students with the English grammar teaching in the STEAM teaching model is 70%. This teaching model can greatly improve students’ requirements for innovation and practice. This study not only provides a reference for the improvement of English teaching in high schools but also contributes to the reform and development of education. (shrink)