By Way of Introduction

1988 ◽  
Vol 36 (1) ◽  
pp. 2
Author(s):  
Francis (Skip) Fennell
Keyword(s):  
Mathematics Education ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
Intended Audience

Did you see it? What? Why, the new subtitle, of course. Beginning with this volume, 36, the Arithrnetic Teacher will be subtitled “Mathematics Education through the Middle Grades.” Our subtitle accurately represents the content and intended audience of those articles published in the journal. The subtitle also attempts to publicize to our readership that a contemporary mathematics curriculum include attention to a variety of topic other than arithmetic.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

2021 ◽  
Vol 15 (5) ◽  
pp. 85-95
Author(s):  
Hye Yoon Choi ◽  
Sang Kil Shim
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
National Level ◽  
Academic Ability ◽  
Mathematical Ability ◽  
Policy Support ◽  
First Year ◽  
College Level ◽  
Science And Engineering ◽  
Ability Test

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

scholarly journals Mathematics education and the dignity of being

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Paola Valero ◽  
Gloria García ◽  
Francisco Camelo ◽  
Gabriel Mancera ◽  
Julio Romero
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Latin American ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Critical Geography ◽  
Mathematics Classrooms ◽  
The Enlightenment ◽  
Political Approach

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Multicultural Mathematics Education For The Middle Grades

1991 ◽  
Vol 38 (6) ◽  
pp. 8-13
Author(s):  
Claudia Zaslavsky
Keyword(s):  
Mathematics Education ◽  
Young Women ◽  
Middle Grades ◽  
Minority Group ◽  
White Males ◽  
Minority Group Students

Why are many young women and minority-group students less likely than white males to continue their study of mathematics? Among the reasons cited by researchers are these:

EDITORIAL: Manuscripts Needed

1992 ◽  
Vol 40 (3) ◽  
pp. 135
Keyword(s):  
Mathematics Education ◽  
Middle Grades ◽  
Classroom Practices

Do you have a great classroom-tested lesson that you would like to share with other teachers? Have you written for one of our affiliate journals, and would you like to share your idea with a larger audience? Would you consider working with a coauthor who can help you translate your classroom practices into journalistic prose? If the answer to any of these questions is yes, the Editorial Panel of the Arithmetic Teacher: Mathematics Education through the Middle Grades encourages you to take the next step and submit material for publication. See the masthead page for details on the submission of manuscripts.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Reviews: Words to Solve by

1984 ◽  
Vol 15 (1) ◽  
pp. 73-75
Author(s):  
John G. Harvey
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Personal Essay ◽  
The Third ◽  
Mathematical Association ◽  
Collegiate Mathematics ◽  
Teaching Of Mathematics ◽  
Teaching Problem ◽  
Research In Mathematics Education

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

Review: Equity and Mathematics: Not a Simple Issue

1996 ◽  
Vol 27 (5) ◽  
pp. 609-615
Author(s):  
Nel Noddings
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Cultural Factors ◽  
Curriculum And Pedagogy ◽  
Nature Of Mathematics ◽  
And Mathematics

All four of the books reviewed here are deeply concemed with issues of equiry in mathematics education. I'll say a bit about each book in order to orient readers, and then I'll organize my remarks around the themes that arise again and again: the nature of mathematics. mathematics curriculum and pedagogy, and the philosophical and cultural factors inside and outside classroom that affect our educational efforts.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

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