1,780,899 research outputs found
Digital technology in mathematics education: Why it works (or doesn't)
Full text linkThe integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context
A spotlight on mathematics education in the Netherlands and the central role of Realistic Mathematics Education
Full text linkIn this introductory chapter I give a preview of the landscape of issues concerning mathematics education in the Netherlands and the role of Realistic Mathematics Education (RME) that one can come across in this volume, which contains the reflections of twenty-eight Dutchmathematics didacticians on teaching and learning mathematics in the Netherlands. Although all chapters have their own focus and mostly only discuss one particular aspect, together they provide a rich inside view into what is worth knowing of Dutch mathematics education and RME. The preview highlights some significant topics from these chapters, such as what tasks are preferred in RME to elicit students’ mathematical thinking, RME’s focus on the usefulness of mathematics, the role of common sense and informal knowledge, changes over time in the content of the mathematics curriculum, aspects of the Dutch educational system, including teacher education and assessment, the implementation of RME, and the context of developing RME
Evidence for benefit? Reviewing empirical research on the use of digital tools in mathematics education
No full textA recent OECD study has raised the question of which evidence we have for the benefit of using digital technology in mathematics education. To investigate this, we focus on experimental and quantitative studies, and revisit the main recent review studies in this domain. The results show significant positive effects of the use of digital technology on student achievement but only small effect sizes. As a conclusion, a plea is made for replication studies and for studies that identify decisive factors through the combination of a methodologically rigorous design and a theoretical foundation in domain-specific theories from mathematics didactics
Scaffolding and dialogic teaching in mathematics education: introduction and review
Full text linkThis article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010–2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus. This is complemented with a brief review of the recent literature on dialogic teaching. We critically discuss some of the issues emerging from these reviews and provide some recommendations. We argue that scaffolding has the potential to be a useful integrative concept within mathematics education, especially when taking advantage of the insights from the dialogic teaching literature
Digital technology in mathematics education: Why it works (or doesn't)
Full text linkThe integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool’s pedagogical potential, the role of the teacher and the educational context
Maori preservice primary teachers’ responses to mathematics investigations
No full textThere has been concern for some years about the low mathematics achievement of Maori students in New Zealand. This case study reports on the responses of 18 Maori preservice teachers to investigative approaches to learning mathematics during their compulsory Year 1 mathematics education course, as a possible aid towards helping improve the achievement level of Maori in mathematics
What is worth publishing?: A response to Niss
Full text linkLet me first thank Mogens Niss for initiating an important discussion about the nature of mathematics education research. It is important to reflect regularly on our own discipline, including its publishing practices, in particular when these practices may prevent valuable work from getting published in the main journals in our field. In this response, I first offer some general reflections before I respond as editor- in-chief of Educational Studies in Mathematics (ESM)—one of the journals mentioned explicitly by Nis
Tools and taxonomies: a response to Hoyles
No full textIn this response paper to Hoyles’ contribution “Transforming the mathematical practices of learners and teachers through digital technology” (Hoyles, 2018) focuses on three points. First, more knowledge is needed on why teaching and learning practices should transform, into what will they transform, and by what or by whom will they be transformed. Second, a suggestion is made for a more specific taxonomy on the didactical functionality of digital tools in mathematics education. Third, a plea is made for a future research agenda that addresses the ways in which activities with digital tools mediate the learning of mathematics in a fruitful way. This includes the interpretation and grading of online student work through intelligent mathematical software, and the notion of embodiment, as to do justice to the bodily experiences in which mathematical experiences are rooted
Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown : the student perspective
Full text linkAbstract: In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers\u2019 beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders\u2014the Dutch-speaking part of Belgium\u2014, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers\u2019 distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices
Improving The Quality Of The Mathematics Education: The Malaysian Experience
No full textImproving the quality of teaching and learning of mathematics has always been a major concern of
mathematics educators. The four recurring and inter-related issues often raised in the development of a
mathematics curriculum are: “What type of mathematics ought to be taught?”, “Why do we need to teach
mathematics?”, “How should mathematics curriculum be planned and arranged?” and “ How can teacher
ensure that what is transmitted to the pupils is as planned in the curriculum?”.The relatively brief history
of mathematics education in Malaysia can be said to have developed in three distinct phases. In the first
phase, the traditional approach, which emphasized mainly on basic skills (predominantly computational),
was the focus of the national syllabus. In the late 70’s, in consonance with the world-wide educational
reform, the modern mathematics program (MMP) was introduced in schools. Understanding of basic
concepts rather than attaining computational efficiency was the underlying theme of the syllabus. Finally,
in the late 80’s the mathematics curriculum was further revised. It is part of the national educational
reform that saw the introduction of the national integrated curriculum (KBSM) both at the primary and
secondary levels. This mathematics curriculum, which has undergone several minor changes periodically,
is presently implemented in schools. The curriculum also emphasizes on the importance of context in
problem solving. These three syllabi, as in any other curricular development, can be seen to have evolved
from changing perspectives on the content, psychological and pedagogical considerations in teaching and learning of mathematics. In this paper, I will trace the development of the Malaysian mathematics curriculum from the psychological, content and pedagogical perspectives in relation to the recurring issues. I will argue that the development has in many ways attempted to make mathematics more meaningful and thus friendlier for students both at the primary and secondary levels. There has been also
a marked improvement on the quality of mathematics education in Malaysi
- …
