When and How Can We Use Modeling?

1989 ◽  
Vol 82 (9) ◽  
pp. 722-726
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Problem Solving ◽  
Secondary School ◽  
North American ◽  
The State ◽  
The Past ◽  
School Classroom ◽  
Mathematical Applications

Increasingly over the past ten years, national conferences and committees investigating the state of North American mathematics education have urged an increased instructional emphasis on problem solving and mathematical applications (CBMS 1975; NCTM 1989). But despite these repeated recommendations and exhortations, in general, little progress has been made on the introduction and use of mathematicalmodeling techniques in the secondary school classroom. In part, teachers are unsure about just what mathematical modeling is and why and how it should be incorporated into the curriculum. Let's examine each one of these issues separately.

Compound Growth And Related Situations: A Problem-Solving Approach

1982 ◽  
Vol 75 (8) ◽  
pp. 640-644
Author(s):  
Francisco Soler ◽  
Richard E. Schuster
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Secondary School ◽  
Junior College ◽  
College Preparatory ◽  
College Curriculum ◽  
College Preparatory Mathematics ◽  
Practical Mathematics ◽  
College Preparatory Curriculum ◽  
Mathematical Applications

In the traditional secondary school and junior college curriculum, “practical mathematics” and “college preparatory mathematics” have been treated as non- overlapping courses. Topics that are common mathematical applications have been relegated to courses that are remedial in nature. The outcome is quite predictable: mathematical modeling and the development of algorithms are almost totally ignored and results are presented in cookbook form. As a consequence, two things occur: students in the typical college preparatory curriculum miss being exposed to many practical aspects of mathematics, and students in non-college preparatory courses miss being exposed to the thrill of making mathematics. This latter group frequently believes that mathematics is the use of magic formulas that capriciously appear to work.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

President's report: The state of the Council, 1967/68

1968 ◽  
Vol 15 (6) ◽  
pp. 571-575
Author(s):  
Donovan A. Johnson
Keyword(s):  
Mathematics Education ◽  
The State ◽  
Fair Weather ◽  
The Past ◽  
Look Back ◽  
Time To Learn

Now that my term as president is completed, I can look back and assess the activities of the NCTM. The past two years have been a time of much activity for me−a time to meet many new friends, a time to learn about exciting innovations in mathematics education, a time to extend the activities of the NCTM, a time to consult with leaders in many fields. Of course, I should add that it has been a time to worry about NCTM finances, to be concerned about the critics, to fly away from home in fair weather or foul.

President's Report: The State of the Council

1968 ◽  
Vol 61 (6) ◽  
pp. 644-648
Keyword(s):  
Mathematics Education ◽  
The State ◽  
Fair Weather ◽  
The Past ◽  
Look Back ◽  
Time To Learn

NOW that my term as president is completed, I can look back and assess the activities of the NCTM. The past two years have been a time of much activity for me—a time to meet many new friends, a time to learn about exciting innovations in mathematics education, a time to extend the activities of the NCTM, a time to consult with leaders in many fields. Of course, I should add that it has been a time to worry about NCTM finances, to be concerned about the critics, to fly away from home in fair weather or foul.

scholarly journals Uma abordagem de matrizes na perspectiva de resolução de problemas

2019 ◽  
Vol 3 (3) ◽  
pp. 854
Author(s):  
Dulcyene Maria Ribeiro ◽  
Lucas Campos Araujo ◽  
Evandro Sozo de Oliveira ◽  
Alexandre Carissimi ◽  
Elisangela Cristina Ribeiro
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Problem Solving ◽  
The State ◽  
State University ◽  
Teaching Learning

Resumo: Este trabalho tem por objetivo apresentar o relato e as reflexões referentes a uma experiência vivenciada com alunos do 2º ano do Ensino Médio, no desenvolvimento de atividades para o ensino- aprendizagem do conteúdo Matriz. A Resolução de Problemas, conforme Onuchic e Allevato (2011), Onuchic e Allevato (2004), Onuchic (1999), foi a metodologia de ensino-aprendizagem adotada. A elaboração e a implementação ocorreram no contexto de duas disciplinas do curso de licenciatura em Matemática da Universidade Estadual do Oeste do Paraná (Unioeste). Como principal resultado da prática realizada destacamos a participação e o envolvimento dos estudantes na relização das atividades propostas, bem como a oportunidade dos professores em formação experenciarem e refletirem sobre a realização de atividades em sala de aula, por meio da Resolução de Problemas.Palavras-chave: Resolução de problemas; Matrizes; Educação Matemática; Ensino Médio. An approach of matrices in the perspective of problem solvingAbstract: This paper aims to present a report and the reflections related to an experience with students of the 2nd year of High School, in the development of activities for the teaching-learning about Matrix concepts. Problem Solving, according to Onuchic and Allevato (2011), Onuchic and Allevato (2004), Onuchic (1999), was the teaching-learning methodology adopted. The elaboration and implementation became of in the context of two subjects of the Mathematics Degree Course in the State University of Western Paraná (Unioeste). As a main result of the practice we highlight the participation and involvement of students in the realization of the proposed activities, as well as the opportunity for teachers in formation to experience and reflect about the aplication of activities in the classroom, through Problem Solving.Keywords: Problem solving; Matrices; Mathematics Education; High School. 

From the 2000s: Facing Facts: Achieving Balance in High School Mathematics

2006 ◽  
Vol 100 (5) ◽  
pp. 86-95
Author(s):  
Lynn Arthur Steen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Comprehensive Analysis ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Strategy ◽  
Unique Power ◽  
Current Curriculum ◽  
Mathematical Applications

This article from 2005 presents comprehensive analysis of the state of mathematics education since launching of soviet Sputnik till now concluding that despite extraordinary efforts today's typical 17-year-old knows no more mathematics than his or her grandparents at the same age. After the analysis of the problem author proposes two recommendations balancing interests of different stakeholders. He concludes that due to the extraordinary recent expansion of mathematical applications a new strategy may be used. He believes that the unique power of mathematics that the current curriculum provides for a minority of calculus-bound students, such as reasoning, abstraction, generalization, can extended to a substantial majority of students through a more diverse curriculum designed to offer breadth, balance, utility, and coherence.

scholarly journals Análisis de la práctica docente desde la operación del Programa de español de educación secundaria 2006

2011 ◽  
pp. 160-180
Author(s):  
Mtra. Laura Beatriz García Valero
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Language Teaching ◽  
First Language ◽  
The State ◽  
Spanish Language ◽  
Concept Definition ◽  
School Classroom ◽  
Current Program ◽  
Evening Shift

En este artículo se mencionarán algunos problemas u obstáculos localizados en la práctica docente de un maestro de secundaria general en el turno vespertino, que dificultaron el desarrollo de competencias comunicativas de un grupo de alumnos mexiquenses, de segundo grado de secundaria, de acuerdo con lo previsto en los programas de estudios para la enseñanza del español en educación secundaria en vigor. Como parte del desarrollo del texto, se hará una revisión de la concepción, definición y rasgos característicos de la “competencia comunicativa”, previstos desde el marco curricular; se revisarán algunos antecedentes de la enseñanza del español como lengua materna en nuestro país –desde la implementación de distintas reformas curriculares– y se revisarán las estrategias de formación continua del docente como el antecedente de los problemas ubicados en el análisis. En conformidad con este contexto, se darán a conocer algunas observaciones sobre el análisis previsto y algunas conclusiones que, presumiblemente, dan a conocer elementos sobre un contexto de referencia que obstaculizan la enseñanza del español como lengua materna en el país.AbstractThis article starts from some of the problems and obstacles found in teachers’ practice of a general secondary school in the evening shift that pose difficulties for the development of communicational competences of a group of students from the State of Mexico, in a 2nd grade secondary school classroom, which follows the current program of Spanish language teaching. As part of the development of the text, a revision of the concept, definition and features of communicational competence is offered, some of the background of the teaching of Spanish as a first language in our country will be reviewed –starting from the implementation of different curricular reforms- , which is followed by a revision of the teachers’ learning strategies, and the background of the problems founded in the analysis will be analyzed. Some of the observations of these analysis and conclusions provide elements of the context that obstruct the teaching of Spanish as first language in the country will be shown.Recibido: 12 de octubre de 2010 Aceptado: 16 de marzo de 2011

Looking for the research listing?

1971 ◽  
Vol 18 (6) ◽  
pp. 358
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
The Past ◽  
School Research ◽  
Research In Mathematics Education

For the past fourteen years the Arithmetic Teacher has published an annual listing of research on elementary school mathematics, grades K-8.1 This year that listing will be published instead in the November issue of the Journal for Research in Mathematics Education (JRME). In addition to research reports on elementary school mathematics, it will include reports of secondary school research.

Is Discrete Mathematics the New Math of the Eighties?

1985 ◽  
Vol 78 (5) ◽  
pp. 334-338
Author(s):  
Eric W. Hart
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Basic Skills ◽  
Discrete Mathematics ◽  
The Past ◽  
Mathematics Curricula ◽  
New Math

In the past thirty years a number of trends in mathematics curricula have been observed. We've seen new math, basic skills, problem solving, and, most recently, discrete mathematics. The aim here is to look more closely at discrete mathematics. It is being touted by its proponents as a much needed revolution in mathematics education. With this claim in mind it seems useful to consider simultaneously the last revolution in mathematics education the so-called new math looking for parallels and any possible lessons to be learned.

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