Have You Read …?

1970 ◽  
Vol 63 (2) ◽  
pp. 133-134
Author(s):  
Philip Peak
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
The Real ◽  
Mathematical Ideas ◽  
Creative Mathematician ◽  
Made In

If you wonder why more progress has not been made in mathematics education, you should read t this article. The author is concerned with questions that he feels should he met, such as: How is mathematics related to science and reality? Why should mathematics be taught? How does a creative mathematician generate mathematical ideas? The article proceeds to discuss some of the positions taken by various people and groups who have worked on the im provement of mathematics education. The following questions were considered: Do leaders in one group tend to take over groups other than their own and thus confuse the issues? Is experimentation being defined in too many ways to make it realistic? Are too many rnathematical concepts left to intuition? Is there somewhere intuition plays little if any part? Is it necessary to re-create mathematics in order to understand it? If mathematics is tied too closely to the real world, are we endangering the attitude of inquiry for its own sake? Have we too long ignored the real goals of mathematics and have we failed to provide an interaction between content and method? I think you and your students will be interested in reading this reaction from Professor Brown.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

scholarly journals Verification in theory and in the sciences

2020 ◽  
pp. 25
Author(s):  
Konstantinos Papageorgiou ◽  
Demetrios Lekkas
Keyword(s):  
Real World ◽  
Formal Logic ◽  
Logical System ◽  
The Real ◽  
The Road ◽  
The Common ◽  
Per Se ◽  
The Relationship ◽  
Made In

In this work, we undertake the task of laying out some basic considerations towards straightening out the foundations of an abstract logical system. We venture to explain what theory is as well as what is not theory, to discriminate between the roles of truth in theory and in reality, as well as to open the road towards clarifying the relationship between theory and the real world. Etymological, cultural and conceptual analyses of truth are brought forth in order to reveal problems in modern approaches and to set the stage for more consistent solutions. One such problem addressed here is related to negation per se, to its asymmetry towards affirmative statements and to the essential ramifications of this duality with respect to the common perceptual and linguistic aspects of words indicating concepts akin to truth in various languages and to attitudes reflected and perpetuated in them and to their consequent use in attempted informal or formal logic and its understanding. Finally, a case study invoking the causes or “causes” of gravity both clarifies and reinforces the points made in this paper.

scholarly journals Developing purposeful mathematical thinking: a curious tale of apple trees

2012 ◽  
Vol 6 (3) ◽  
pp. 85-103
Author(s):  
Janet Ainley
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Mathematical Thinking ◽  
Task Design ◽  
Mathematical Understanding ◽  
School Mathematics ◽  
Apple Trees ◽  
The Real

In this paper I explore aspects of the ways in which school mathematics relates to the “real” world, and argue that this relationship is an uneasy one. Through exploring the causes of this unease, I aim to expose some problems in the ways in which context is used within mathematics education, and argue that the use of context does not ensure that the purposes of mathematics are made transparent. I present and discuss a framework for task design that adopts a different perspective on mathematical understanding, and on purposeful mathematical thinking. Desarrollo de un pensamiento matemático intencionado: un relato curioso de manzanos En este artículo exploro aspectos de las maneras en que las matemáticas escolares se relacionan con el mundo “real” y argumento que esta relación es preocupante. Al explorar las causas de esta preocupación, me propongo exponer algunos problemas que surgen de las formas en que se usa el contexto en Educación Matemática y argumento que el uso del contexto no asegura la transparencia de los propósitos de las matemáticas. Presento y discuto un esquema para el diseño de tareas que adopta una perspectiva diferente sobre la comprensión de las matemáticas y el pensamiento matemático intencionado.Handle: http://hdl.handle.net/10481/19524

scholarly journals Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education With the Real, the Surreal, and the Virtual During a Global Pandemic

in education ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 24-50
Author(s):  
Annica Andersson ◽  
Kathleen Nolan
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Public Discourse ◽  
Mathematics Teacher Education ◽  
The Real ◽  
Mathematics Classrooms ◽  
Global Pandemic ◽  
Critical Mathematics ◽  
Critical Mathematics Education ◽  
Real World Problems

In March 2020, near the onset of the COVID-19 related lockdowns, quarantine, and isolation measures being taken worldwide, we noticed an increasing number of graphs, diagrams, images, and mathematical models relating to the pandemic posted on our Facebook walls. For the purposes of this paper, we selected a number of these Facebook posts to discuss and analyze, through the lens of questions based in critical mathematics education research. Our analyses draw attention to public discourse(s) around mathematics, as well as how numbers, graphs, diagrams, and images are used on Facebook. In our analyses, we first identify the mathematics topic/concept being depicted through the image and, second, how that Facebook post might serve as an artefact of critical mathematics education. In doing so, we challenge the usual separation of mathematics classrooms from the real world and highlight how, in this time of pandemic, life is less real than it is surreal; it is less real than it is virtual. Keywords: mathematical modelling; real-world problems; images, critical mathematics education; mathematics and social media; virtual reality; Facebook; mathematics in society; mathematics teaching; mathematics teacher education

Introducing Multiplication

1989 ◽  
Vol 37 (3) ◽  
pp. 12-14, 60
Author(s):  
Jim Remington
Keyword(s):  
Real World ◽  
Third Grade ◽  
Grade Student ◽  
Student Learn ◽  
The Real ◽  
Mathematical Ideas

My third-grade student learn multiplication through many kinds of lessons intended to help them make sense of the process. It is most important for numbers and symbols to have meaning for students if they are going to use mathematical ideas to solve problems in the real world.

Review: Toward a Cultural Psychology of Mathematics

1991 ◽  
Vol 22 (1) ◽  
pp. 76-80
Author(s):  
Alan J. Bishop
Keyword(s):  
Real World ◽  
Cultural Psychology ◽  
The Real ◽  
Mathematical Ideas

We are all like the candy sellers—says Saxe. We all interact in socially defined situations that involve more, or fewer, mathematical ideas, some of which we might have been taught in school. (What's your personal method for calculating the amount of the tip to be added to the restaurant bill?) The cliche to help us think about this kind of situation used to be “First learn the technique in school, then apply it to the real world.” That maxim has been under siege for some time now, particularly from researchers with anthropological leanings.

Projects: Developing Modelers and Modeling Opportunities: The Stepping Stones Project

1997 ◽  
Vol 90 (8) ◽  
pp. 686-688
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Real World ◽  
Mathematical Knowledge ◽  
School Mathematics ◽  
Stepping Stones ◽  
Evaluation Standards ◽  
The Real ◽  
World Modeling

Mathematical modeling is an emerging theme in mathematics education. In addition to giving students a knowledge of the applications of mathematics and a process for applying mathematics in the “real” world, modeling offers teachers an excellent vehicle for introducing and developing students' mathematical knowledge. For these reasons, modeling occupies a prominent place in the recommendations of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

scholarly journals Play for Real(ism) - Using Games to Predict Human-AI interactions in the Real World

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-17
Author(s):  
Rotem D. Guttman ◽  
Jessica Hammer ◽  
Erik Harpstead ◽  
Carol J. Smith
Keyword(s):  
Decision Support ◽  
Real World ◽  
Evaluation System ◽  
The Real ◽  
Simulated System ◽  
Human Decision ◽  
Narrative Context ◽  
Game Environment ◽  
Cyber Risk ◽  
Made In

AI-enabled decision support systems have repeatedly failed in real world applications despite the underlying model operating as designed. Often this was because the system was used in an unexpected manner. Our goal is to enable better prediction of how systems will be used prior to their implementation as well as to improve existing designs, by taking human behavior into account. There are several challenges to collecting such data. Not having access to an existing prediction engine requires the simulation of such a system's behavior. This simulation must include not just the behavior of the underlying model but also the context in which the decision will be made in the real world. Additionally, collecting statistically valid samples requires that test subjects make repeated choices under slightly varied conditions. Unfortunately, in such repetitious conditions fatigue can quickly set in. Games provide us the ability to address both of these challenges by providing both systems context and narrative context. Systems context can be used to convey some or all of the information the player needs to make a decision in the game environment itself, which can help avoid the onset of fatigue. Narrative context can provide a broader environment within which the simulated system operates, adding a sense of progress, showing the effect of decisions, adding perceived social norms, and setting incentives and stakes. This broader environment can further prevent player fatigue while replicating many of the external factors that might affect choices in the real world. In this paper we describe the design of the Human-AI Decision Evaluation System (HADES), a test harness capable of interfacing with a game environment, simulating the behavior of an AI-enabled decision support system, and collecting the results of human decision making based upon such a system's predictions. Additionally, we present an analysis of data collected by HADES while interfaced with a visual novel game focused on software cyber-risk assessment.

Minecraft as a Creative Tool

2014 ◽  
Vol 4 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Maria Cipollone ◽  
Catherine C. Schifter ◽  
Rick A. Moffat
Keyword(s):  
High School ◽  
Real World ◽  
Learning Opportunities ◽  
The Real ◽  
The Past ◽  
Gaming Environment ◽  
Literature Class ◽  
The U.S ◽  
Made In

Many scholars are enthusiastic about the potential learning opportunities present in the sandbox-style gaming environment, Minecraft. In the following case study, the authors explored the use of Minecraft in a high school literature class and the presentation of characterization and plot in three student-made machinima, or films made in the game world. The authors demonstrate that Minecraft offers a unique opportunity for students to display their creativity and understanding of concepts in ways that are more feasible than if they were attempted in the “real” world. It is also relevant to point out that the epistemology associated Minecraft is constructionist in its nature, which implicates a different style of instruction than is typically employed in the U.S. classroom. The authors pose some questions about the diffusion of games like Minecraft in the future, based on their discussion of similar technologies in the past.

Real-Life Business Math at Enterprise Village

1991 ◽  
Vol 39 (4) ◽  
pp. 10-14
Author(s):  
Raymond A. Zepp
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Real Life ◽  
The Real

The question of relevance is central to mathematics education. Links must be found between the classroom and the real world if education is to be meaningful to students.

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