Disputes in a Pre-Service Mathematics Teachers’ Programme: An (Im)Possible Narrative

2021 ◽  
Vol 23 (8) ◽  
pp. 139-167
Author(s):  
Cleber Dias da Costa Neto ◽  
Victor Giraldo
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Analysis Data ◽  
Individual Interviews ◽  
Academic Communities ◽  
Data Collection And Analysis ◽  
Mathematics Educators ◽  
Undergraduate Programme ◽  
Analyse Data ◽  
And Mathematics

Background: The curricula of the undergraduate programmes for pre-service mathematics teachers’ education have been debated (and disputed) in Brazilian academic communities over the past decades. Objectives: To investigate actions and disputes among mathematicians and mathematics educators which took place during the curricular changes and creation of the night undergraduate programme for pre-service mathematics teachers’ education at UFRJ. Design: Fictional dialogues were built to present and analyse data from individual interviews. Setting and Participants: Interviews were conducted with seven lecturers, five retired and two in office, who have played central roles in the institution or in designing curricula for the programme. Data collection and analysis: Data analysis and production were conducted through the re-storying methodology. Results: The dialogues indicate that the modification in the priorities of the group of Mathematics Education teachers at the IM-UFRJ moved the faculty away from the discussions that culminated in the curricular changes of 2001 and 2008, either from the understanding of what the laws and resolutions said, or in internal spaces for debate, such as the Fundão Project. Conclusions: Our analysis indicates that disputes take place in a landscape that transcends teachers’ education and reaches more complex political and epistemic terrains, partially related to tensions between mathematics and mathematics education, but that cannot be reduced to this binarism.

Federal funds for the improvement of mathematics education

1965 ◽  
Vol 12 (6) ◽  
pp. 496-499
Author(s):  
Joseph H. Scandura ◽  
Donovan A. Johnson ◽  
Gladys M. Thomason
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Federal Funds ◽  
Elementary And Secondary Education ◽  
School Planning ◽  
Mathematics Educators ◽  
Subject Areas ◽  
Education Act ◽  
And Mathematics

Congress has authorized a large sum of money for the improvement of education by passing the Elementary and Secondary Education Act of 1965. Since these funds will be available for projects in all subject areas, teachers and mathematics educators should make every effort to see that school planning makes provision for improved mathematics programs. This can be done by providing school and state leaders with the necessary information and statements of need which can be incorporated into their requests for funds.

Radical Constructivism and Mathematics Education

1994 ◽  
Vol 25 (6) ◽  
pp. 711-733 ◽  
Author(s):  
Leslie P. Steffe ◽  
Thomas Kieren
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Cognitive Development ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Reform Movement ◽  
Radical Constructivism ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

Reviews: Fear of the Unknowns

1983 ◽  
Vol 14 (2) ◽  
pp. 126-129
Author(s):  
Joanne Rossi Becker
Keyword(s):  
Qualitative Study ◽  
Mathematics Teachers ◽  
Mathematics Anxiety ◽  
Theoretical Framework ◽  
Target Audience ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Depth Interviews ◽  
Three Components

Although the title of this book implies a target audience of math-anxious people, it is equally, if not more, suitable for teachers of mathematics and mathematics educators. Do You Panic about Maths? Coping with Maths Anxiety attempts to build a model of the interaction between reason and emotion to explain the behavior of adults anxious about mathematics. The model was derived from a qualitative study of adults that had three components: hour-long interviews with two dozen people; 36 2-hour sessions with a group of four women and three men; and individual in-depth interviews, consisting of 12 or 24 sessions, with three women. Buxton relates his model to the work of Skemp, with whom he has collaborated. Indeed, he has extended Skemp's (1979) model of intelligence in this book. In addition to the theoretical framework he discusses, Buxton provides some ideas for coping with one's mathematics anxiety and gives suggestions for mathematics teachers about how to teach to avoid or combat students' anxiety.

Federal funds for the improvement of mathematics education

1965 ◽  
Vol 58 (6) ◽  
pp. 551-554
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Federal Funds ◽  
Elementary And Secondary Education ◽  
School Planning ◽  
Mathematics Educators ◽  
Subject Areas ◽  
Education Act ◽  
And Mathematics

Congress has authorized a large sum of money for the improvement of education by passing the Elementary and Secondary Education Act of 1965. Since these funds will be available for projects in all subject areas, teachers and mathematics educators should make every effort to see that school planning makes provision for improved mathematics programs. This can be done by providing school and state leaders with the necessary information and statements of need which can be incorporated into their requests for funds.

scholarly journals Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

2020 ◽  
Vol 3 (2) ◽  
pp. 219-228
Author(s):  
Stepania Junita Sari ◽  
Timbul Yuwono
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Linear Equation ◽  
Mathematics Teachers ◽  
Equation System ◽  
Linear Equation System ◽  
8Th Grade ◽  
Using Data ◽  
And Mathematics ◽  
Made In

This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).

scholarly journals Jogos e álgebra voltados para formação de professores de matemática da EJA: o que revelam as pesquisas?

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DOSÍLIA ESPÍRITO SANTO BARRETO ◽  
BARBARA LUTAIF BIANCHINI
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Doctoral Thesis ◽  
9Th Grade ◽  
Catholic University ◽  
Teaching Of Mathematics ◽  
Algebraic Language ◽  
And Mathematics

ResumoEsse trabalho é de caráter bibliográfico e traz a revisão de literatura realizada para a construção da tese de doutorado, da primeira autora e orientada pela segunda,  cujo tema é: Os jogos e a linguagem algébrica para a formação de professores de Matemática da EJA do Ensino Fundamental II. A revisão de literatura foi embasada no site de Catálogo de teses e dissertações da CAPES e no site da Biblioteca da PUC-SP de 2015 à 2018. Foram selecionadas cinco dissertações de mestrado e duas teses de doutorado nas universidades brasileiras nos campos da Educação, Matemática e da Educação Matemática, pois tinham maior ligação com o nosso objeto de investigação que foram divididas em três categorias: formação de professores da EJA, os jogos no ensino da Matemática e gamificação e a Matemática. Os trabalhos foram lidos em seus resumos e a partir dos dados foi possível concluir que há falta de formação para professores de Matemática da modalidade EJA e que os jogos são recursos que possibilitam a interação, a motivação e promovem aprendizagem Matemática. Palavras-chave: Jogos; Álgebra; EJA; Professores; Matemática.AbstractThis work is bibliographical and brings the literature review performed for the construction of the doctoral thesis, from the first author and guided by the second one, its theme is: Games and algebraic language for the formation of mathematics teachers of the Education for Youth and Adults students (EJA, in Brazil) of Elementary School II (from 6th to 9th grade, in Brazil). The literature review was based on the CAPES (Coordination for Improvement of Graduated Students, in Brazil) Thesis and Dissertations Catalogue website and on the PUC-SP (Pontifical Catholic University, in São Paulo) Library website from 2015 to 2018. Five master's dissertations and two doctoral thesis were selected in Brazilian universities in the fields of Education, Mathematics and Mathematics Education, as they have a greater connection with our research object they were divided into three categories: teacher training of the EJA, the games in the teaching of Mathematics and Gamification and Mathematics. The papers were read in their abstracts and from the data it was possible to conclude that there is a lack of training for mathematics teachers of the EJA modality and games are resources that enable interaction, motivation and promote mathematical learning.Keywords: Games; Algebra; EJA; Teachers; Mathematics. 

Eine Rekonstruktion des Beweises von Theodoros

2021 ◽  
pp. 17-28
Author(s):  
Harald Boehme
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
University Education ◽  
Special Focus ◽  
Mathematics Content Knowledge ◽  
School Practice ◽  
And Mathematics

We present ProfiWerk, a professionalization course geared towards pre-service Gymnasium teachers in mathematics, which is part of the preparation for an extended school-internship phase. Since the transition from university education to school practice can come with adverse discontinuity effects – rendering, at worst, university education ineffective – special focus is put on establishing stable connections between both mathematics content knowledge and mathematics education knowledge to the professional demands on mathematics teachers.

The Relevance of the Study to Teacher-Education Programs

1971 ◽  
Vol 2 (2) ◽  
pp. 124-129
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
International Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Community ◽  
Mathematics Educators ◽  
Achievement In Mathematics

The purpose of this article is to examine the relevance of the International Study of Achievement in Mathematics to those mathematics educators in volved in the preparation of teachers. While the explicit purpose of the Study is not to provide directions for teacher-education programs, the Study nevertheless examines questions which indirectly involve the training of mathematics teachers. While all of the hypotheses in the Study deal with some aspect of education as they relate to mathematics, some hypotheses, namely Hypotheses 12–26, arc involved with probl ems more directly related to the mathematics education community. In particular, Hypotheses 12, 13, 14, 15, 18, 19, and 20. in the opinion of the writer, take on added significance when considering the preparation of mathematics teachers.

The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement

1998 ◽  
Vol 29 (5) ◽  
pp. 555-582
Author(s):  
Dominic D. Peressini
Keyword(s):  
Mathematics Education ◽  
Parental Involvement ◽  
Education Reform ◽  
Research Agenda ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Mathematics Educators ◽  
And Mathematics

In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of “regimes of truth,” I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.

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.

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