Mathematics that Functions in War and Peace

1944 ◽  
Vol 37 (2) ◽  
pp. 51-56
Author(s):  
H. C. Christofferson
Keyword(s):  
Mathematics Teacher ◽  
Mathematical Education ◽  
War And Peace ◽  
Educational Values ◽  
Mathematical Skills ◽  
Training Courses ◽  
Mathematics And Science

The Army and Navy in their training courses as shown in recent issues of The Mathematics Teacher, have emphasized greatly the practical and educational values of mathematics. In the V-12 and A-12 programs planned for prospective officers, mathematics and science make up over half of the work. In the training of inductees persisent stress is placed upon knowledge of basic mathematical skills and abilities. It is regrettable that it took a war to make schools realize the large values inherent in mathematical education. Our complex civilization is becoming constantly more and more scientific and mathematical, yet both mathematics and science had been receiving before the war a relatively smaller and smaller place in the curriculum.

scholarly journals Realising pre-school mathematical education – a development-oriented math programme with special consideration of phonological language processing aspects

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Petra Langhorst
Keyword(s):  
Language Processing ◽  
Mathematical Knowledge ◽  
Evaluation Study ◽  
Developmental Model ◽  
Mathematical Education ◽  
Mathematical Skills ◽  
Language Orientation ◽  
Linguistic Focus ◽  
Development Processes ◽  
Before School

Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme Mina and the Mole on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of the programme, the present study focused on aspects of phonological awareness and of phonological working memory. It was evident that these phonological language processing aspects correlated with mathematic skills. Furthermore, it was found that the dominant linguistic focus of the training did not constitute a disadvantage – even linguistically weak children significantly improved their mathematical skills. Moreover, children with poor or average phonological performance could profit from the supportive programme also regarding their phonological language processing.

What's Going on in Your School?: A Mathematics Inquiry

1948 ◽  
Vol 41 (4) ◽  
pp. 147-153
Author(s):  
Raleigh Schorling
Keyword(s):  
Mathematics Teacher ◽  
Simple Technique ◽  
Mathematical Education ◽  
National Council ◽  
Mathematical Programs ◽  
Post War

The Commission on Post-War Plans of the National Council of Teachers of Mathematics collected information relating to mathematical education by an inquiry entitled: “What's Going on in Your School?” This inquiry was printed in three parts respectively,—in the February, April and May, 1947, issues of The Mathematics Teacher. Although the Commission no longer exists, the persons who responded to the Inquiry are entitled to a report. This article will therefore attempt to interpret the data that were collected. The response to the Inquiry was far greater than could reasonably be expected. The 136 reports received on Part I described the mathematical programs for 133, 121 pupils; and the 358 responses received on Part II reported on the mathematical programs of 174,746 pupils. The responses to Part III were fewer, although, as a matter of fact, they are still coming. It is truly amazing that the various journals of our national societies have not used this simple technique for following the trends in their fields.

International Mathematical Education: Elitism and Excellence

1969 ◽  
Vol 62 (6) ◽  
pp. 505-509
Author(s):  
Howard F. Fehr ◽  
Lord C. P. Snow
Keyword(s):  
Human Activity ◽  
Mathematical Education ◽  
International Mathematical ◽  
Deductive Method ◽  
Mathematics And Science ◽  
Intellectual Climate

I thought of speaking about Science, Mathematics and the Imagination, but I have changed my mind. I fancy enough has been said on this kind of subject to last us for some time. I don't believe that many sentient educated people nowadays doubt that creative mathematics and science call for as high qualities of imagination as any human activity: if they do, they have no excuse. And I believe people are beginning to realise that creative science doesn't work as scientists used to pretend it did. Medawar's writings1 and James Watson's recent book2 have taught the simple lesson that, as a rule, scientists know the answer before they prove it. This is called the hypothetico-deductive method. All this is very interesting, but it is becoming part of the intellectual climate. So I have decided to say something on a more practical topic, where there are some decisions we may have to make—some of them quite soon. I am calling this topic Elitism and Excellence.

1089: An Example of Generating Problems

1984 ◽  
Vol 77 (1) ◽  
pp. 14-19
Author(s):  
Rick N. Blake
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Position Paper ◽  
National Council ◽  
Joint Position ◽  
Mathematical Skills ◽  
Principal Reason

Emphasis on problem solving in mathematics has gained considerable attention in the last few years. A joint position paper on basic mathematical skills by the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics, in the February 1978 Mathematics Teacher, stated that “learning to solve problems is the principal reason for studying mathematics.”

scholarly journals Formação de professores em Modelagem e a escola: que caminhos perseguir?

2020 ◽  
Vol 4 (1) ◽  
pp. 01-22
Author(s):  
Ana Paula Dos Santos Malheiros ◽  
Régis Forner ◽  
Lahis Braga Souza
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Mathematics Teacher ◽  
Paulo Freire ◽  
Mathematical Education ◽  
Future Teachers ◽  
Initial Formation ◽  
Current Context ◽  
Prescribed Curriculum ◽  
Permanent Formation

Resumo: Buscamos, com este texto, discutir possibilidades para a formação de professores em Modelagem, considerando o contexto no qual eles atuam ou irão atuar: as escolas. Em um ensaio teórico, pautado no paradigma qualitativo, e com base em pressupostos freireanos, nosso debate se dá pelo viés das potencialidades da formação de professores frente ao contexto atual em que estamos inseridos, no qual impera um currículo prescrito. Imbricados nesse cenário e a partir de nossas vivências como formadores, defendemos que a escola se constitui como um lócus privilegiado para a formação dos professores e que as pesquisas desenvolvidas podem colaborar com a prática daqueles que estão diretamente envolvidos com os alunos, assim como com os futuros professores. Nessa dinamicidade, advogamos em favor da Modelagem enquanto uma possível abordagem passível de contribuir para a formação e para a prática do professor de Matemática, além de outros significados matemáticos para os alunos em uma perspectiva emancipadora e transformadora.Palavras-chave: Educação Matemática; Formação Inicial de Professores; Formação Permanente de Professores; Paulo Freire. Formation of teachers in Modeling and school: which ways to go?Abstract: With this text, we seek to discuss possibilities for teacher training in Modeling, considering the context in which they work or will work: schools. From a theoretical essay, in a qualitative paradigm and based on Freire’s assumptions, our debate is based on the potential of teacher education in the current context in which we are inserted, in which a prescribed curriculum prevails. Imbricated in this scenario and from our experiences as formators, we defend that the school constitutes as a privileged locus for the formation of the teachers and that the research developed can collaborate with the practice of those directly involved with students, as well as with future teachers. In this dynamism, we advocate in favor of Modeling as a possible approach that can bring ways for the formation and practice of the Mathematics teacher, in addition to other mathematical meanings for students in an emancipatory and transformative perspective.Keywords: Mathematical Education; Initial Formation of Teachers; Permanent Formation of Teachers; Paulo Freire. 

scholarly journals Mathematical competencies in a new Ukrainian school – appealing troubleshooting

2019 ◽  
Vol 24 (1) ◽  
pp. 201-213
Author(s):  
Inna Belinskaya ◽  
Oleh Hirnyi
Keyword(s):  
Mathematics Teachers ◽  
The United States ◽  
School Curriculum ◽  
Mathematical Education ◽  
Anglo Saxon ◽  
The United Kingdom ◽  
Training Courses ◽  
English Speaking ◽  
The Subject ◽  
Practical Life

The article gives a brief description and results of the study of the Lviv region teachers of mathematics opinion on the possibility and necessity of a competent approach to the formation of the content of mathematical education in the new Ukrainian school. A competent approach to reforming Ukrainian schooling under the slogan of the "new Ukrainian school" is one of the main "cross-cutting lines" of reform, and now its relevance determines its specification in relation to certain disciplines of the school curriculum – which is the subject of this article. As part of the implementation of this approach, at the Faculty of Natural and Mathematical Education of Lviv Region Institute of Postgraduate Pedagogical Education, in the period 2015-2019, the study of the subject competences of pupiles, in particular mathematical ones, was conducted. The purpose of the study was to find out the attitude of mathematics teachers to the competent approach in general and their vision of the mathematical competences of students in particular. In the process of studying with mathematics teachers - pupiles of advanced training courses at the institute, a broad discussion was held on the content of the concept of "mathematical competence", which was the main object of the study. As a basic principle, it is advisable to specify a competent approach, the principle begun in this approach in the English-speaking countries, primarily in the United Kingdom and the United States, suggests, since in our lexicon we borrowed the term "competence of pupiles " precisely from them. This is characteristic of the Anglo-Saxon philosophy of education, the principle of practicality (for the benefit of oneself): the so-called "Utilitarianism" in the British version and "pragmatism" in the American version. Teachers who participated in the study suggested replacing the outdated Soviet principle of polytechnics, calling it the principle of practical life. As a result of his discussion in applying to the content options of school mathematical education, teachers have identified five cross-cutting content lines of this education: arithmetic, algebraic, geometric, stochastic and logical.

scholarly journals PECULIARITIES OF INNOVATIVE TEACHING INSTRUMENTS APPLICATION DURING PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS

2019 ◽  
pp. 314-323
Author(s):  
Helena Sinyukova ◽  
Oleg Chepok
Keyword(s):  
Secondary Education ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Educational Institution ◽  
Innovative Technology ◽  
Mathematical Education ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Short Period ◽  
Training Courses

Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.

Mathematics Recreations

1953 ◽  
Vol 46 (3) ◽  
pp. 185-192
Keyword(s):  
Secondary Schools ◽  
Mathematics Teacher ◽  
Classroom Instruction ◽  
Actual Practice ◽  
Mathematical Education ◽  
Recreational Activities ◽  
Mathematical Instruction ◽  
Illustrative Material

In the January 1953 issue of The Mathematics Teacher this department offered some observations concerning some recreational activities which may be associated with certain specific properties of the principles of system of numeration. Generally, the properties of systems of numeration are not included in the scope of mathematical instruction in the secondary schools. This is unfortunate if not deplorable. Teachers, teachers of teachers, textbook authors, proponents of considerations of pedagogical theories in mathematical education, all of them proclaim their allegiance to the principle that proper and interesting illustrative material is a sine qua non of good classroom instruction. The relation between these proclamations and actual practice may be non-linearly inversely proportional.

International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

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