International Mathematical Education: The development of the teaching of mathematics in France at the first and second degree levels

1965 ◽  
Vol 58 (7) ◽  
pp. 637-641
Author(s):  
Lucienne Felix
Keyword(s):  
Public Schools ◽  
Mathematics Instruction ◽  
Mathematical Program ◽  
Mathematical Education ◽  
International Mathematical ◽  
The World ◽  
Teaching Of Mathematics ◽  
Modern Mathematics ◽  
Second Degree ◽  
Preparatory Mathematics

Bourbaki and “modern mathematics” originated in France. lt is natural, then, for the rest of the world to ask what effect they have had on the French secondary and preparatory mathematics instruction. Mlle Lucienne Felix is one of the most active leaders seeking reform of a traditional but rigorous mathematical program in the French public schools. In this article Mlle Felix gives a forthright account of the situation in France today.

International Mathematical Education: The development of the teaching of mathematics in Soviet schools

1965 ◽  
Vol 58 (8) ◽  
pp. 715-719
Author(s):  
R. S. Cherkasov
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
Mathematical Education ◽  
International Mathematical ◽  
Teaching Of Mathematics ◽  
Opening Paragraph

When reading the article you will understand that the opening paragraph must be viewed against the background of the author's relation to his own government. The rest of the article is highly informative, enabling us to compare what has happened in Russia with what bas happened in the United States of America.—Howard F. Febr.

International Mathematical Education: The Chambery Plan— Stages and Perspectives in the Reform of Mathematics Instruction

1969 ◽  
Vol 62 (2) ◽  
pp. 129-138
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematics Instruction ◽  
Important Change ◽  
Mathematical Education ◽  
First Report ◽  
International Mathematical ◽  
Public Instruction

For a number of years, the Association of Professors of Public Instruction (APMEP) has studied the problems posed by the evolution of the sciences, especially that aspect of education which concerns instruction in mathematics. Through the auspices of its Commission on Research and Reform, which has taken the initiative to bring things together, contacts have been made with professors of other disciplines, with researchers, with psychologists, and with engineers. The action of the APMEP is not unknown to the membership of the Ministerial Commission for Mathematics Instruction, headed by Professor Lichnerowicz, whose first report, published in March 1967, marked an important change in subsequent procedures.

Teachers discover new math theorem

1965 ◽  
Vol 12 (8) ◽  
pp. 625-626
Author(s):  
Helen G. Renzi ◽  
George C. Cross
Keyword(s):  
Elementary Schools ◽  
New Approach ◽  
The World ◽  
Teaching Of Mathematics ◽  
New Math ◽  
Modern Mathematics

Who's afraid of modern mathematics? Not the teachers of the Williamstown, Mass., elementary schools who recently stumbled upon what we believe to be a new mathematics theorem. While the theorem itself will not change the course of the world, the circumstances in which it was discovered help to prove the value of the new approach to the teaching of mathematics.

International Mathematical Education: Editor's Note

1967 ◽  
Vol 60 (4) ◽  
pp. 397
Keyword(s):  
Great Britain ◽  
Secondary School ◽  
The Other ◽  
School Level ◽  
Mathematical Education ◽  
Subsequent Issue ◽  
International Mathematical ◽  
Secondary School Level ◽  
Teaching Of Mathematics

In Great Britain there are two associations, each publishing its own journal, that are dedicated solely to the teaching of mathematics at the secondary school level. In this issue we report on one of these associations and its publications; the other association will be reported on in a subsequent issue.

scholarly journals REFLEXIONES SOBRE LAS APROXIMACIONES Y DISTANCIAS ENTRE HERMENÉUTICA Y HERMENÉUTICA DE PROFUNDIDAD COMO MARCO TEÓRICO PARA LOS ESTUDIOS HISTORIOGRÁFICOS EN EDUCACIÓN MATEMÁTICA

PARADIGMA ◽  
2020 ◽  
pp. 960-978
Author(s):  
Alexandre Ausani Huff ◽  
Arno Bayer ◽  
Fernando Luís de Rosso
Keyword(s):  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Academic Research ◽  
Historical Review ◽  
Mathematical Education ◽  
The World ◽  
History Of ◽  
Methodological Procedures ◽  
Teaching Of Mathematics ◽  
Changes Over Time

La investigación en Historia y Educación Matemática siempre ha planteado dudas sobre los procedimientos metodológicos. Es de destacar que un procedimiento metodológico consistente no debe perder de vista principalmente el lenguaje, las condiciones de vida y el concepto del mundo, que experimentan cambios con el tiempo. Las declaraciones relevantes, que son parte de la historia, deben ser traídas al presente para que puedan ser entendidas en su tiempo a la luz de nuestro tiempo. Es por eso que es necesario estudiar y conocer la hermenéutica y las bases del pensamiento hermenéutico, construyendo bases filosóficas conceptuales e históricas, de modo que con estos argumentos, sea posible construir los puentes necesarios entre la hermenéutica, la historicidad y la enseñanza de las matemáticas. Por lo tanto, este artículo tiene la intención de presentar la posibilidad de hacer esta articulación factible y, por lo tanto, ofrecer subsidios para aquellos que investigan la Historia de las Matemáticas y la Historia de la Enseñanza de las Matemáticas y quienes, a veces, encuentran difícil basar sus estudios con respecto a la escritura. Así como para interpretar hechos históricos relevantes en el contexto de la investigación académica. A lo largo del texto, realizaremos un breve rescate histórico de la hermenéutica, y también la contextualización como sus posibilidades de aplicación en los estudios académicos.Palabras clave: Hermenéutica. Profundidad de la hermenéutica. Investigación historiográfica. Educación Matemática. Enseñanza de las matemáticasACERCA DAS APROXIMAÇÕES E DISTANCIAMENTOS ENTRE A HERMENÊUTICA E A HERMENÊUTICA DE PROFUNDIDADE COMO REFERENCIAL TEÓRICO PARA ESTUDOS HISTORIOGRÁFICOS EM EDUCAÇÃO MATEMÁTICAResumoA Pesquisa em História e Educação Matemática sempre suscitou dúvidas quanto aos procedimentos metodológicos. Destaca-se que um procedimento metodológico consistente não deve perder de vista principalmente a linguagem, as condições de vida e a concepção de mundo, as quais sofrem mudanças ao longo do tempo. Enunciados relevantes, que fazem parte da história, devem ser trazidos ao presente de forma que possam ser compreendidos no seu tempo à luz do nosso tempo. Por isso se faz necessário estudar e conhecer a hermenêutica e as bases do pensamento hermenêutico, construindo conceitualmente e historicamente bases filosóficas, para que com esses argumentos, se possa construir pontes necessárias entre a hermenêutica, a historicidade e o ensino da matemática. Assim, este artigo pretende apresentar uma possibilidade para viabilizar esta articulação e assim oferecer subsídios para aqueles que pesquisam a História da Matemática e a História do Ensino da Matemática e que, por vezes, encontram dificuldades para fundamentar os seus estudos no que se refere à escrita histórica, bem como para interpretar fatos históricos relevantes na contextualização de pesquisas acadêmicas. No decorrer do texto, realizaremos um breve resgate histórico da Hermenêutica, e também a contextualização enquanto as suas possibilidades de aplicação em estudos acadêmicos.Palavras chave: Hermenêutica. Hermenêutica de Profundidade. Pesquisa Historiográfica. Educação Matemática. Ensino da Matemática.REFLECTIONS ABOUT APPROXIMATIONS AND DISTANCING BETWEEN HERMENEUTICS AND HERMENEUTICS OF DEPTH AS THEORETICAL FRAMEWORK FOR HISTORIOGRAPHIC STUDIES IN MATHEMATICAL EDUCATIONAbstractResearch in History and Mathematical Education has always raised doubts about methodological procedures. It is noteworthy that a consistent methodological procedure must not lose sight mainly of language, living conditions and the concept of the world, which undergo changes over time. Relevant statements, which are part of history, must be brought to the present so that they can be understood in their time in the light of our time. That is why it is necessary to study and know hermeneutics and the bases of hermeneutic thinking, constructing conceptually and historically philosophical bases, so that with these arguments, it is possible to build necessary bridges between hermeneutics, historicity and the teaching of mathematics. Thus, this article intends to present a possibility to make this articulation feasible and thus offer subsidies for those who research the History of Mathematics and the History of the Teaching of Mathematics and who, at times, find it difficult to base their studies with regard to writing history, as well as to interpret relevant historical facts in the context of academic research. Throughout the text, we will carry out a brief historical review of Hermeneutics, as well as contextualizing it as its possibilities of application in academic studies. Keywords: Hermeneutics. Depth Hermeneutics. Historiographical Research. Mathematical Education. Mathematics teaching. 

scholarly journals E Continua o Mundo Encantado das Cartilhas...

2019 ◽  
Vol 74 (178) ◽  
Author(s):  
Mary Rangel
Keyword(s):  
Social Psychology ◽  
Public Schools ◽  
Nous Avons ◽  
Rio De Janeiro ◽  
Focal Point ◽  
Social Indicators ◽  
First Year ◽  
The World ◽  
Janeiro City ◽  
Critical Social

Na perspectiva da Psicologia Social (no enfoque, moscoviciano, da representação), foram investigados conceitos e imagens do cotidiano popidar na cidade do Rio de Janeiro, conforme se apresentam em cartilhas adotadas em escolas públicas. Procurou-se, então, notar a possível influência da literatura citico-social da alfabetização (acentuada desde o final dos anos 70) que, entre outras questões, discute a dissociação entre conhecimento (escolar) e realidade, enfatizando o princípio de aprendizagens significativas e contextualizadas. Nas análises, confrontaram-se as representações com "indicadores sociais" do cotidiano, levantados em estudos sociológicos. Os resultados demonstraram a predominância de conceitos e imagens de situações que, não só se distanciam, como invertem as que se apresentam nos "indicadores ". Desse modo, permanece a constatação de que o mundo das crianças não encontra significado no mundo das cartilhas. Abstract In the perspective of Social Psychology (in the Moscovite focal point of the representation), concepts and images of the popular quotidian in Rio de Janeiro city have been investigated, as they present themselves in the spelling books adopted in public schools. One endeavoured, then, to note the possible influence of the critical-social literature of the first year of schooling (accentuated since the end of the 70s), which, among other matters, discusses the dissociation between knowledge (scholar) and reality, enphasizing the principle of significative and contextualized apprendticeships. In the analysis, the representations confront themselves with "social indicators" of the quotidian, raised up in sociologie studies. The results demonstrated the predominance of concepts and images of situations which not only keep away from, as well as invert the ones which present themselves in the "indicators ". Thus, endures the evidence that the world of the children does not find significance in the world of the spelling books. Résumé Sous la perspective de la Psychologie Sociale, d 'après Moscovici (1978), ont été analises concepts et images du quotidien populaire dans la ville de Rio de Janeiro, selon ils se présentent dans les abécédaires adoptés dans les écoles publiques. Nous avons cherché, alors, observer la possible influence de la littérature critique-sociale (accentuée dès le final des années 70) sur l'alphabétisation. Cette littérature, parmi d 'autres questions, discute la dissociation entre savoir (scolaire) et réalité, en emphatisant le principe des apprentissages significatifs et contextualisés. Dans les analyses se confrontent les représentations avec les "indicateurs " sociaux du quotidien, relevés dans les études sociologiques. Les résultats ont démontré la prédominance des concepts et des images de situations que, non seulement s'éloignent comme inversent celles qui se présentent dans les "indicateurs". Ainsi, il nous reste la constatation que le monde des enfants ne recontre pas de signification dans le motide des abécédaires. Resumen En la perspectiva de la Psicoligia Social (en el enfoque moscoviciano de la representación), se investigaron conceptos y imágenes de lo cotidiano popular en la ciudad de Rio de Janeiro, según se presentan en cartillas adoptadas en escuelas públicas. Se procuró observar la posible influencia de la literatura crítico-social de la alfabetización, incrementada desde finales de los años setenta, que, entre otros temas, discute la disociación entre conocimiento (escolar) y realidad, enfatizando el principio de aprendizajes significativos y contextuados. En los análisis se confrontali las representaciones con "indicadores sociales" de lo cotidiano, obtenidos en estudios sociológicos. Los resultados han demostrado la predominancia de conceptos e imágenes de situaciones que no sólo se alejan, sino que invierten las presentadas en los "indicadores ". De esta manera, permanece la constatación de que el mundo de los niños no encuentra sifnificado en el mundo de las cartillas.

Kazakh history and philosophy: ethnomathematical component of the content of education

2020 ◽  
Vol 42 (1) ◽  
pp. 213-224
Author(s):  
Murabak Ermaganbetov ◽  
◽  
Bakhytzhan Shingisbaev ◽  
Aliya Akramova ◽  
Tavarkul Baskimbaeva ◽  
...  
Keyword(s):  
Scientific Literature ◽  
Theory And Practice ◽  
Methodological Principle ◽  
Teaching Mathematics ◽  
Elementary Grades ◽  
Mathematical Education ◽  
Philosophical Foundations ◽  
Modern Education ◽  
The World ◽  
The Republic

This article discusses the problems of the culturological approach as a methodological principle of the theory and practice of modern education, historical and philosophical foundations of the formation and development of mathematical education in elementary grades. The authors of this article take part in the discussion around the problem of ethnomathematics, which will continue on the pages of the world scientific literature for several years. We would also like to express our opinion, our ideas on this issue and offer our opinion on the solution to this problem. We would like to acquaint the reader with the experience of including the ethnomathematical component in teaching mathematics in primary school in the Republic of Kazakhstan. The significance of our study is that in the lessons of mathematics the tasks of mastering the required level of mathematical education and sociocultural problems were solved.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

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