Mathematics Education at Universiti Teknologi Malaysia (UTM): Learning from Experience

2012 ◽  
Author(s):  
Yudariah Mohd Yusof ◽  
Roselainy Abdul Rahman
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Virtual Education ◽  
Access To Education ◽  
Learning From Experience ◽  
Learning And Teaching ◽  
The Past ◽  
Academic System ◽  
Teaching Of Mathematics ◽  
New Strategies

Kertas kerja ini akan menerangkan perkembangan pendidikan matematik di UTM. Suatu tinjauan berkaitan dengan masalah pembelajaran dan pengajaran matematik dalam dekat yang lalu akan dibincangkan. Beberapa strategi telah dilaksanakan untuk menangani permasalahan pelajar. Mengurangkan jurang perbezaan kebolehan antara pelajar serta memudahkan peralihan dari sekolah ke pendidikan peringkat tinggi. Suatu ringkasan tentang program–program tersebut akan diberikan. Beberapa perubahan yang berlaku kini akan memberi kesan kepada hala tuju pendidikan di UTM. Terdapat peningkatan dalam bilangan pengambilan pelajar, usaha ke arah menyepadukan media elektronik dalam pengajaran dan pengembangan pendidikan maya yang akan membuka ruang yang lebih luas kepada pendidikan. Khususnya, bagi pendidikan matematik, perubahan ini akan mempengaruhi perkembangan kurikulum, kaedah pengajaran dan penilaian pembelajaran matematik. Oleh yang demikian, inilah senario pendidikan di UTM – dalam sistem akademik yang sedia ada, dengan masalah yang belum selesai, pendekatan–pendekatan yang telah dilaksanakan dan ada yang diketepikan, strategi baru diperkenalkan secara berkala, dan kini terdapat pula perubahan dan perkembangan baru yang perlu dihadapi. Pengalaman lalu harus dimanfaatkan untuk menyediakan garis panduan bagi pendidikan matematik di UTM pada masa hadapan. This paper will describe mathematics education in UTM. A review of the problems faced in the learning and teaching of mathematics in the last decade will be discussed. Several academic strategies have been implemented in the past, aimed at overcoming students’ learning difficulties, narrowing the abilities gap among the students, as well as facilitating the transition from secondary to tertiary learning. A summary of these programmes will be presented. There are now changes taking place that will further impact the direction of education in UTM. There is an increase in the number of students intake, a movement towards integrating the use of electronic media in teaching and an expansion of virtual education to ensure a wider access to education. In particular, for mathematics education, these changes will affect the curriculum development, the teaching methods and the assessment of mathematics learning. Thus the scenario in UTM is set–within the existing academic system, the old problems still persist, approaches have been undertaken and discarded, new strategies implemented periodically and there are now new changes and development to be faced. These experiences must be taken into consideration in order to develop guidelines for future mathematics education in UTM.

Reviews: But is it Different in the South?

1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte
Keyword(s):  
Latin America ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Degree Program ◽  
The South ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
The University ◽  
Selection Of

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.

scholarly journals Early Mathematics Learning and Teaching in Chinese Preschools: A Content Analysis of Teaching Reference Books for Preschool Teachers

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 10
Author(s):  
Jin Sun ◽  
Han Qin ◽  
Kerry Lee ◽  
Alfredo Bautista ◽  
Qiaoping Zhang
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Real Life ◽  
Mathematical Concepts ◽  
Early Mathematics ◽  
Learning And Teaching ◽  
Leading Role ◽  
Major Teaching

Since the 1980s, Chinese children have consistently been found to perform well in mathematics in cross-national studies of academic achievement. This study is one of the first to systematically examine Chinese children’s early mathematics learning experiences through a content analysis of eight sets of preschool teacher’s teaching reference books that are commonly used in China. A total of 2038 mathematics activities were selected from these classic teaching reference books and analyzed in terms of (i) suggested teaching approaches, (ii) the mathematical concepts covered, and (iii) their integration of a problem-solving component. The results showed that early mathematics teaching in Chinese preschools emphasize the mastery of key mathematical concepts and skills, while less attention is paid to the application of these key concepts in real-life and non-routine problem-solving settings. Collective teaching was found to be the major teaching mode for early mathematics activities in Chinese preschools, with teachers playing a leading role in the collective teaching activities described in the reference books. However, the teacher’s role is not described in detail in the learning corner activities, and few activities were found to integrate a problem-solving component. The implications of these findings for early mathematics education and the need for a more comprehensive review of mathematics education from the pre-primary to secondary stages are discussed.

Research on Affect and Mathematics Learning in the JRME: 1970 to the Present

1994 ◽  
Vol 25 (6) ◽  
pp. 637-647 ◽  
Author(s):  
Douglas B. McLeod
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Affective Domain ◽  
The Past ◽  
And Mathematics ◽  
Affective Issues

Studies of affective issues have always been central to the goals of mathematics education and to the pages of the Journal for Research in Mathematics Educmion (JRME). Over the past 25 years, approximately 100 of the JRME's articles have dealt with some aspect of the affective domain: although it is not possible to review the contributions of each of those articles in this paper, we will try to convey some of the flavor of research on affective issues as it has developed over the life of the journal.

Information for Contributors

1997 ◽  
Vol 28 (1) ◽  
pp. 4-7
Keyword(s):  
Mathematics Education ◽  
National Council ◽  
Monograph Series ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
Research In Mathematics Education

The Journal for Research in Mathematics Education (JRME) is a forum for disciplined inquiry into the learning and teaching of mathematics at all levels—from preschool through adult. The journal is published five times a year by the National Council of Teachers of Mathematics and also sponsors the publication of a monograph series that produces about one monograph each year. The JRME solicits highquality, research-oriented manuscripts that concern mathematics education. This statement provides updated information for contributors to the journal. It supersedes previous statements (JRME Editorial Board, 1993).

Information For Contributors

1993 ◽  
Vol 24 (1) ◽  
pp. 3-7
Keyword(s):  
Mathematics Education ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
Research In Mathematics Education

The Journal for Research in Mathematics Education (JRME) is a forum for disciplined in9uiry into the learning and teaching of mathematics at all levels–from preschool through adult.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

Equity Within Mathematics Education Research as a Political Act: Moving From Choice to Intentional Collective Professional Responsibility

2017 ◽  
Vol 48 (2) ◽  
pp. 124-147 ◽  
Author(s):  
Julia Aguirre ◽  
Beth Herbel-Eisenmann ◽  
Sylvia Celedón-Pattichis ◽  
Marta Civil ◽  
Trena Wilkerson ◽  
...  
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Research Committee ◽  
Historical Legacy ◽  
Learning And Teaching ◽  
Mathematics Education Researcher ◽  
Political Act

In 2005, the NCTM Research Committee devoted its commentary to exploring how mathematics education research might contribute to a better understanding of equity in school mathematics education (Gutstein et al., 2005). In that commentary, the concept of equity included both conditions and outcomes of learning. Although multiple definitions of equity exist, the authors of that commentary expressed it this way: “The main issue for us is how mathematics education research can contribute to understanding the causes and effects of inequity, as well as the strategies that effectively reduce undesirable inequities of experience and achievement in mathematics education” (p. 94). That research commentary brought to the foreground important questions one might ask about equity in school mathematics and some of the complexities associated with doing that work. It also addressed how mathematics education researchers (MERs) could bring a “critical equity lens” (p. 95, hereafter referred to as an “equity lens”) to the research they do. Fast forward 10 years to now: Where is the mathematics education researcher (MER) community in terms of including an equity lens in mathematics education research? Gutiérrez (2010/2013) argued that a sociopolitical turn in mathematics education enables us to ask and answer harder, more complex questions that include issues of identity, agency, power, and sociocultural and political contexts of mathematics, learning, and teaching. A sociopolitical approach allows us to see the historical legacy of mathematics as a tool of oppression as well as a product of our humanity.

scholarly journals A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development

2018 ◽  
Vol 39 (334) ◽  
pp. 1-7 ◽  
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Process ◽  
Constructivist Approach ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Study Process

Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

Book Review: Challenging Mathematics Education Researchers to Undertake Grand Problems

2015 ◽  
Vol 46 (2) ◽  
pp. 244-247
Author(s):  
Amanda Jansen ◽  
Alison S. Marzocchi
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Mathematics Learning ◽  
Central Question ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
Support Students

This edited volume, Vital Directions for Mathematics Education Research, is a significant contribution to our field because each chapter highlights grand problems that researchers must tackle to improve mathematics learning and teaching. The ambitious goals of the chapters could be summarized in a central question: How can research contribute to understanding and improving mathematics teaching so that we can further understand and support students' meaningful learning of mathematics? From this book, readers will draw inspiration for their research endeavors, and they will be able to situate their studies in broader perspectives about mathematics teaching and learning.

Design and Implementation Principles for Dynamic Interactive Mathematics Technologies

TPACK ◽  
2019 ◽  
pp. 372-400
Author(s):  
Thomas P. Dick ◽  
Gail F. Burrill
Keyword(s):  
Mathematics Learning ◽  
Technological Pedagogical Content Knowledge ◽  
State Standards ◽  
Future Research ◽  
Mathematical Practices ◽  
Pedagogical Content ◽  
Learning And Teaching ◽  
Design And Implementation ◽  
The Common ◽  
Teaching Of Mathematics

Design and implementation principles are described for choosing and using dynamic interactive mathematics technologies in support of mathematics learning and teaching. The design principles value technologies that enable meaningful and purposeful actions by students resulting in immediately visual consequences. The implementation principles emphasize using these technologies for important mathematics to pose rich tasks and ask good questions that demand sense making and reasoning and engage students in the mathematical practices. Illustrative examples are drawn from a collection of the Building Concepts dynamic interactive documents (available online) designed to support the teaching of mathematics consistent with the Progressions for the Common Core State Standards for Mathematical Content and Practices. Technological Pedagogical Content Knowledge (TPACK) provides a framework for considering how teachers' knowledge must be transformed to best realize the potential of these technologies, and to shape recommendations for professional development and directions for future research.

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