scholarly journals Formative Assessment in Mathematics Education in the Twenty-First Century

2020 ◽  
Author(s):  
Benard Chigonga
Keyword(s):  
Mathematics Education ◽  
Formative Assessment ◽  
First Century ◽  
Twenty First Century

One Point of View: Passports to Opportunity

1986 ◽  
Vol 33 (9) ◽  
pp. 1
Author(s):  
B. Ross Taylor
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Information Society ◽  
Point Of View ◽  
First Century ◽  
School Students ◽  
Education Today ◽  
Twenty First Century

We are preparing today's elementary school students to live in the information society of the twenty-first century. In that society, whether one is a “have” or a “have not” will be determined largely by one' s education; the ability to do mathematics and solve problems will be essential. Today we have dramatic racial inequities in employment and income. We also have great disparities by race in students' achievement and participation in mathematics. To reduce the inequities in society tomorrow, we must address the disparitie in mathematics today. In my opinion, this challenge is the major issue in mathematics education today.

scholarly journals Mathematics education in the spotlight: Its purpose and some implications

2018 ◽  
Author(s):  
Jennie Golding
Keyword(s):  
Mathematics Education ◽  
Young People ◽  
Teacher Expertise ◽  
First Century ◽  
High Quality ◽  
Policy Context ◽  
Subject Specific ◽  
Twenty First Century ◽  
Specific Expertise

This article proposes a reframing of the purposes of mathematics education for the twenty-first century that combines apparently divergent philosophical approaches, arguing that the consequent empowerment should as a matter of individual equity be available to all young people (as well as of benefit to wider society). It suggests that the global mathematics attainment 'spotlight', and the English policy context in particular, offer both opportunities and constraints for the development of such a high-quality mathematics education. The article also discusses the challenging implications for the curriculum, and for the nature of teacher expertise, particularly subject-specific expertise, that is needed.

scholarly journals Complex Tasks: Potentials and Pitfalls

Mathematics ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. 1780
Author(s):  
Nina Bohlmann ◽  
Ralf Benölken
Keyword(s):  
Mathematics Education ◽  
Rapid Change ◽  
Analytical Investigation ◽  
Teaching Experiment ◽  
First Century ◽  
Mathematical Tasks ◽  
Complex Tasks ◽  
School Teaching ◽  
Twenty First Century ◽  
Twenty First Century Skills

Life in today’s world is characterized by complexity and rapid change. Twenty-first century skills and especially mathematical understanding are supposed to crucially contribute to meeting the demands of our world since mathematics offers strategies to structure or simplify complex problems. An open question is which teaching practices are appropriate to provide all students with such skills and to broaden the participation of underprivileged students. The present article explores these aspects by focusing on complex tasks, a practice that can be considered highly accepted in the context of mathematics education all over the world. We will concentrate on the perspective of the German mathematics education community as the foundation of our considerations. Based on an analytical investigation of mathematical literacy and twenty-first century skills (such as creativity, critical thinking, or problem-solving), we will address central ideas and characteristics of complex mathematical tasks. To complement the analytical approach, we will illustrate their characteristics as well as possible intersections with twenty-first century skills by presenting an elementary school teaching experiment. Finally, we will critically discuss the potentials and pitfalls of complex mathematical tasks from an abstract perspective and conclude by debating practical consequences for organizing mathematical learning-teaching-processes.

scholarly journals Introduction of TPACK in Mathematics Education Realm

Intersections ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 48-58
Author(s):  
Yenny Anggreini Sarumaha
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Content Knowledge ◽  
Theoretical Approach ◽  
Effective Teachers ◽  
First Century ◽  
Instructional Activities ◽  
System Data ◽  
Twenty First Century ◽  
Twenty First Century Skills

Mathematics education is one of the fields that agrees about the importance of integrating technologies into instructional activities in the classroom. However, only understanding technologies does not full fill the criteria of effective teachers, they have to be prepared and grasp the ideas of combining technologies, pedagogical, and content knowledge. This present study is a literature review which aimed at answering two mains questions namely, what is the TPACK framework and how does it influence our education system. Data were collected from articles related to technologies, ICT, and TPACK from thematic journals. The results found that TPACK is a well-known theoretical approach studying the pre-service teachers’ use of ICT. TPACK is accepted as an important framework for defining how well teachers integrate technologies in their classroom. TPACK model shows an effective way of thinking about integrating technologies along with pedagogies, and content knowledge. It has been developed for twenty-first century skills and used as a framework for developing teachers’ readiness toward the twenty-first century skills.

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