1,721,070 research outputs found
Inquiry into the interlocution of students engaged with mathematics: appreciating links between research and practice
No full textFor either to be useful, links between research and practice are critical. Just as important are connections between the practice of students engaged in mathematical activity and research that seeks to understand that practice. This research report explores lessons that researchers and practitioners can learn from an inquiry into the interlocution of students working collaboratively in small groups when engaged in talking and listening to each other. We use the term interlocution to denote discursive practices of learners in conversational exchanges. Questions that motivate this research included the following. What discursive practices do interlocutors employ as they work collaboratively to understand and resolve mathematical tasks? How do these practices influence the growth of their mathematical ideas? In what ways do their discursive practices help them move from a contextualized, situated task to generalize the task or their solution? Do students' discursive practices assist them to connect and generalize ideas from a new problem to others on which they have worked?Powell, A. B., & Maher, C. A. (2002). Inquiry into the interlocution of students engaged with mathematics: Appreciating links between research and practice. In D.S. Mewborn, P. Sztajn, D.Y. White, H.G. Wiegel, R.L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, Georgia) (Vol. 1, pp. 317-329). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education
Pedagogy as ideology: Using Gattegno to explore functions with graphing calculators and transactional writing
No full textBook chapter from Political Dimensions of Mathematics Education 2: Curriculum Reconstruction for Society in Transition (Cape Town: Maskew Miller Longman), 1993
Construção colaborativa do conhecimento tecnológico, pedagógico e do conteúdo de professores de matemática
No full textResumo
As novas tecnologias de informação e comunicação desafiam os educadores em Educação Matemática a responder às mudanças que as mesmas estimulam em nossa sociedade. Assim, baseado em dois desafios instigados pelas novas tecnologias digitais, apresentamos12 uma proposta com o objetivo de avançar na construção colaborativa do conhecimento tecnológico, pedagógico e do conteúdo de professores de Matemática. Nossa proposta é fruto de um projeto colaborativo - eMat - entre pesquisadores de duas universidades que reúne professores de Matemática que desejam evoluir nas suas práticas, aprendendo matemática colaborativa e discursivamente com tecnologias digitais. Usamos um quadro conceitual e teórico que inclui ideias sobre o complexo de corpos de conhecimentos tecnológico, pedagógico e do conteúdo (CTPC), proposto por Mishra e Koehler (2006). Este se constitui quando um professor usa apropriadamente as tecnologias digitais para fornecer oportunidades aos seus alunos para interagirem colaborativamente para fazer Matemática (GATTEGNO, 1987). Apresentamos dados de dois momentos de um curso online que pode contribuir para o desenvolvimento profissional, ilustrando como pequenas equipes de professores constroem seu CTPC em um ambiente virtual de aprendizagem - Virtual Math Teams with GeoGebra. Assim, por meio do nosso projeto, eMat, estamos dando suporte para professores que estão dispostos a usarem novas tecnologias digitais, as quais podem ser úteis para que os seus alunos manipulem objetos matemáticos e percebam relações entre os objetos e relações de relações.
Abstract
The new information and communications technologies challenge educators of mathematics education to meet the changes that it stimulates in our society. On the basis of two challenges instigated by new digital technologies, we present a response addressing the objective to evolve the collaborative construction of mathematics teachers’ technological pedagogical and content knowledge. Our response is a collaborative project—eMath—among researchers from two universities to engage mathematics teachers to develop practices that allow them to learn mathematics collaboratively and discursively with digital technologies. Using a conceptual and theoretical framework that includes ideas on the complex bodies of technological, pedagogical and content knowledge (Mishra and Koehler, 2006) involved when a teacher appropriately uses digital technologies to provide opportunities for students to interact collaboratively and discursively to do the mathematics (GATTEGNO, 1987). We present data from two different moments in an online professional development course to illustrate how small teams of teachers construct their CTPC in a virtual learning environment—Virtual Math Teams with GeoGebra. Through our project, eMath, we are supporting teachers to be willing to adapt to new digital technologies that may be useful for your students to manipulate mathematical objects and perceive relationships between objects and relations of relations.Peer reviewe
Empowering Non-Traditional College Students
No full textThis paper briefly examines the social, political, and educational milieu of those who are "outsiders" inside traditional US higher education. We discuss the ideology undergirding various approaches to mathematics education. Here the focus is on responding to the intellectual and affective conditions of non-traditional students and their need to examine critically and act on their milieu. This pedagogical approach aims to prefigure and support transformation of the U.S. society.Revised version of a paper delivered by the authors at Sixth International Congress on Mathematics Education, Budapest, Hungary, July 1988.Originally published in Science and Nature (1989) by Society for Science and Nature
Beyond Questions and Answers: Prompting Reflections and Deepening Understandings of Mathematics Using Multiple-Entry Logs
No full textThere is little discussion in mathematics education about methods of effective tutoring; in particular, in so-called office hour or tutorial sessions. Nevertheless, these sessions are as much occasions for interactive instruction as classrooms are, and deserve theoretical and pedagogical attention. By initiating discussion in this area we invite others to contribute critically to these beginnings. Clearly, discussions in this area will inform and be informed by classroom interactions. For this reason, though we focus on office-hour or tutorial interactions, we do indicate how the pedagogical tool we describe informs classroom practice
Seeding Ethnomathematics with Oware: Sankofa
No full textOware is an African board game that provides rich opportunities for all children to build and extend arithmetical ideas and strategic thinking, and explore important social behaviors. Introducing oware can help children understand that humans encode their mathematical ideas in diverse cultural products, including architecture, art, games, music, written texts, and so on. Children who play oware not only build mathematical ideas but also interact with aspects of African culture
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