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Chin-Hsiu Tai Shian Leou Jeng-Fung Hung 《美中教育评论》2014,(5):325-331
This study investigated the intellectual structure of research into the instruction of mathematics by identifying the most influential scholars and the most important publications using bibliometric analysis and tag cloud analysis. We analyzed 33,021 citations in 1,016 articles published in Science Citation Index （SCI） and Social Sciences Citation Index （SSCI）journals in the field of mathematics instruction between 2002 and 2011 in order to create a knowledge map. The results of this mapping were used to identify the direction of research into the instruction of mathematics, providing a valuable tool for researchers seeking to access the literature in this area. 相似文献
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Despite the wide interest in combining mathematics education and the history of mathematics, there are grave and fundamental problems in this effort. The main difficulty is that while one wants to see historical topics in the classroom or an historical approach in teaching, the commitment to teach the modern mathematics and modern mathematical techniques necessary in thepure and applied sciences forces one either to trivialize history or to distortit. In particular, this commitment forces one to adopt a Whiggish approach to the history of mathematics. Two possible resolutions of the difficulty are (1) radical separation – putting the history of mathematics on a separate track from the ordinary course of instruction, and (2) radical accommodation – turning the study of mathematics into the study of mathematical texts. 相似文献
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This study examined pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4–8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males’ knowledge scores are significantly higher than females’ scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers’ knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers’ positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future. 相似文献
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田枫 《中学数学教学参考》2005,(1):121-121
Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. 相似文献
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罗新兵 《中学数学教学参考》2005,(12):57-57
Over the past decades, mathematics irtstruction has undergone a ＂reform＂ movement that emphasizes eritical thinking, communication, and collaborative learning over rote memorization or application of formulas, procedures, and basic skills. Analogously, a new set of teaching methods focusing on these goals has been labeled ＂effective mathematics instruction.＂ We should view mathematics as a practical and useful applied science on the one hand, and a means fot improving reasoning and critical thinking on the other. 相似文献
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Effective teaching can take a variety offorms.All forms of instruction can best beexamined from the perspective of how teachers,students,and content interact in contexts.Effectiveness depends on enactment,on themutual and interdependent interaction of thethree dements—mathematical content,teacher,students—as instruction unfolds.The quality of instruction depends,forexample,on whether teachers select cognitivelydemanding tasks,plan the lesson by elaborating 相似文献
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Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis
Educational Psychology Review - The current meta-analysis examined the association between K-12 students’ motivation to learn mathematics and mathematics anxiety, and explored the effects of... 相似文献
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Kathleen Shannon 《PRIMUS》2018,28(2):118-127
This paper describes, as an alternative to the Moore Method or a purely flipped classroom, a student-driven, textbook-supported method for teaching that allows movement through the standard course material with differing depths, but the same pace. This method, which includes a combination of board work followed by class discussion, on-demand brief lectures by the professor, written homework, exams, and a course portfolio, has been used successfully for 25 years with four different textbooks in Real Analysis. It has also been used in an introduction to abstract mathematics course. 相似文献
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H. Ian Cohen 《European Journal of Engineering Education》2000,25(2):157-164
In this paper we discuss an ongoing project to produce teaching materials for first-year university mechanics on the Internet. The material produced so far, has been Web-based. The aim of the project is to broaden the scope of present-day courses in mechanics. Experience gained in the project can then be used to develop material in other branches of physics. 相似文献
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Issues of authority abound in education and schooling but have not been interrogated sufficiently. We describe a tool that we have developed to initiate dialogue with teachers about authority in their classrooms—using a diagram to represent authority in their classrooms. Our analysis of the diagrams mathematics teachers created and discussed in our work with them illustrates the importance of understanding teachers’ perspectives about authority. To understand better how mathematics teachers think about the authority in their classrooms, we investigated what sources of authority they represented in their diagrams, and how the teachers related these sources to each other. The diversity in the teachers’ representations exceeded our anticipations, indicating that research on authority in classrooms has merely scratched the surface of understanding the ways mathematics teachers think about authority in their classrooms. 相似文献
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Using Variables in School Mathematics: Do School Mathematics Curricula Provide Support for Teachers?
James Dogbey 《International Journal of Science and Mathematics Education》2016,14(6):1175-1196
This study employed content analysis to examine 3 popular middle-grades mathematics curricula in the USA on the support they provide for teachers to implement concepts associated with variables in school mathematics. The results indicate that each of the 3 curricula provides some type of support for teachers, but in a varied amount and quality. More specifically, whereas the University of Chicago School Mathematics Project (UCSMP) curriculum provides support for teachers on several aspects of using variables in school mathematics, the support found in the Connected Mathematics 2 and the Math Connects curricula focused mainly on one conception of variables—namely, the use of variables as quantity that varies in the Connected Mathematics 2 curriculum and the use of variables as specific unknowns in the Math Connects curriculum. Overall, the UCSMP curriculum provides the most support for teachers, followed by the Connected Mathematics 2 curriculum, with the Math Connects curriculum recording the least support for teachers to enact variable concepts. It is worth pointing out that, although the 3 curricula collectively provide guidance for teachers to implement variable ideas within meaningful real-world contexts, the supports identified in the respective curriculum were not sufficient in addressing all of the areas that are essential for teaching the many concepts associated with variables in school mathematics effectively. Recommendations for curriculum developers and for international researchers with interest in the roles of variables in school mathematics are provided. 相似文献
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Ancient Chinese mathematics has been the focus of many research studies and scholarly works from a historical perspective.
However, no move has been made to investigate its role in the teaching and learning of mathematics. This pilot study examined
the effects of an Ancient Chinese Mathematics Enrichment Programme (ACMEP) on the academic achievement of second year students
from a secondary school in Singapore—a strand of a principal study which had the intent of investigating possible roles of
ancient Chinese mathematics in the Singapore secondary school mathematics curriculum. Analysis of covariance was used to examine
the difference in mean scores on a variety of formal assessments in mathematics between students who participated in the ACMEP
and those who did not. In addition, scores on formal assessments of other relevant subjects were analyzed to further investigate
ACMEP’s scope of influence. 相似文献
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In this article, I introduce a framework—the What, Who, and How of mathematics—that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose perspectives are represented in mathematics, and How mathematical concepts and our world are related. I situate each aspect of the framework in the literature on social justice and critical mathematics and provide examples of prospective teachers’ views. The What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators. 相似文献
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Uffe Thomas Jankvist 《Science & Education》2013,22(3):635-656
The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different ‘whys’ and ‘hows’ of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and philosophy as a ‘goal’ is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics—HAPh-modules—are outlined and the mathematical cases of these, graph theory and Boolean algebra, are described. Excerpts of student groups’ essays from actual implementations of these modules are displayed as illustrative examples of the possible effect such HAPh-modules may have on students’ development of an awareness regarding history, applications, and philosophy in relation to mathematics as a (scientific) discipline. 相似文献
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Ma X 《Contemporary educational psychology》2001,26(1):132-146
Using six waves of data (Grades 7 through 12) from the Longitudinal Study of American Youth (LSAY), this study investigated the effects of expectation and influence of students, peers, teachers, and parents on participation in advanced mathematics. Results of survival analysis indicated a significant decline in participation rate in the transition from Grades 11 to 12. Students with higher future expectation were more likely to participate in advanced mathematics. Peer influence and teacher expectation did not have strong effects, and the effect of student future expectation was independent of peer and teacher effects. The effect of parent expectation and parent college plan for children were strong, and in their presence, the effect of student future expectation declined. Mathematics achievement and attitude toward mathematics were the most important factors affecting participation in advanced mathematics. With control over achievement and attitude, (a) the effect of student future expectation declined, (b) the effects of peer influence and teacher expectation disappeared, and (c) the effects of parent expectation and parent college plan for children were reduced. Copyright 2001 Academic Press. 相似文献