1,721,185 research outputs found
Teachers-Researchers education and training: collaborative projects
No full textThe paper presents an unusual approach to teacher training based on the following hypothesis: real changes in teachers’ training can be achieved by developing concrete research competencies in teachers and not through courses or seminars where research remains off limits
Italian Trends in Research in Mathematics Education: A National Case Study in the International Perspective,
No full textIn the first part of the paper the authors present some elements of a national case study, in order to communicate information about the roots and the present state of the core of Italian research in mathematics education. In the second part of the paper, the authors reflect on the significance of the Italian experience for the international professional community of researchers in mathematics education
Learning mathematics within family discourses
No full textTiedemann K, Brandt B. Learning mathematics within family discourses. In: Durand-Guerrier V, Soury-Lavergne S, Arzarello F, eds. Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. Lyon: INRP; 2009: 2557-2566
Assessing covariation as a form of conceptual understanding through comparative judgement
No full textThis paper focuses on the importance of covariational reasoning within the processes of mathematics teaching and learning. Despite the internationally recognized relevance of covariation, research shows that only a small percentage of students and teachers is able to adopt covariational reasoning and the majority of mathematics curricula do not contain explicit references to covariational skills. In particular, when covariational reasoning manifests as conceptual knowledge, it becomes challenging to assess, and the need for innovative methods of assessment emerges; there is a need for suitable assessment to highlight the characteristics of covariation and capture the various features that characterize conceptual understanding. Comparative judgement (CJ) is an innovative assessment method based on collective expert judgements of students’ work rather than requiring scoring rubrics. Due to its holistic approach, CJ is particularly suitable for assessing complex mathematical competencies, and, as we shall see in this study, it proved to be appropriate for the covariation’s assessment. In details, our study aims to investigate the perception and relevance attributed by mathematics teachers to covariation as a theoretical construct and the way CJ can help in the assessment of covariational reasoning skills underlying a less structured modelling task
How do primary teachers interpret and use standardized assessment: the case of the crochet placemats
No full textThis paper presents the first findings from a survey, administered to 421 Italian in-service primary teachers, on their beliefs regarding the knowledge and skills investigated by the national standardized assessment (INVALSI) tests, their proximity to didactic practices in Mathematics and the role they assume within the school context. The case presented in this paper is discussed in order to investigate the way teachers interpret data coming from standardized assessment and if/how they use them in their teaching practice. Findings show an overspread meta-didactic conflict generated by teachers' difficulties in interpreting INVALSI tests and in using them coherently with the framework on which the tests have been designed
USING ONLINE PLATFORMS TO IMPROVE MATHEMATICAL DISCUSSION
No full textThe difficulties encountered during the COVID19 emergency have led to reflection on teaching methods and the introduction of new digital tools. In this paper we highlight how the use of a digital platform can support mathematical discussion, playing a fundamental role in the construction of meaning of new mathematical objects during laboratory activities. We qualitatively analyse the results of a teaching experiment involving a discussion based on comparison of different solutions to the same problem, which is recognised as a powerful pedagogical activity but also a challenge for both teachers and learners
ICMI Renaissance: The emergence of new issues in mathematics education
No full textTwo facts mark the emerging of the new status of mathematics education as a scientific discipline: the inauguration in 1969 of the tradition of International Congresses on Mathematical Education (ICMEs), and the contemporary launch of journals related to mathematics education research. The early ICMEs acted as catalysts for new ideas that have their roots in important events that took place in the 1950s and 1960s. As a consequence new issues found their place in the international discussion on mathematics education and opened new lines of research and forms of action inside ICMI, so that we may talk about a genuine ICMI Renaissance. In our contribution we examine the background and circumstances that fostered and shaped the emergence of the new issues that have developed in mathematics education up to the present day
Celebrating the first century of ICMI (1908-2008) Some aspects of the history of ICMI
No full textIn this paper we report on the events in 2008 that commemorated the Centennial of the International Commission on Mathematical Instruction. This celebration offered the occasion to look back at the history of ICMI and outline the evolution of mathematics education until it achieved its present status as an academic discipline. The years after WWII up to the late 1960s were crucial in this evolution for both the settlement of some institutional aspects (mainly concerning the relationship with mathematicians) and the establishment of new trends of the activities. In this paper we outline – on the basis of unpublished documents - the role of two important figures in those years: Heinrich Behnke and Hans Freudenthal. First as secretary and later as president, Behnke faced the difficult task of reshaping the newborn ICMI after WWII and clarifying the relationship with mathematicians. His mission was completed by Freudenthal, who, as president of ICMI, definitively broke with the past and promoted important initiatives that fostered the emergence of mathematics education as an academic field
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