浅谈高职数学教育与中学数学教育的衔接

基于现在高职数学教育的实际情况,从高职数学教育与中学数学教育的区别和衔接,针对知识点和学习方法两个方面进行了探讨。并根据一线教师多年的实际经验,给出了一定的解决方案。     

An interdisciplinary collaboration between computer engineering and mathematics/bilingual education to develop a curriculum for underrepresented middle school students

There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to address this need. We describe our work through the Advancing Out-of-School Learning in Mathematics and Engineering project by illustrating how an integrated curriculum that is based on mathematics with applications in image and video processing can be designed and how it can be implemented with middle school students from underrepresented groups.     

略论数学建模教育与高校数学教学方式改革

数学建模教育就是指在数学教学过程中将生产、生活中一些实际的问题用简单、逻辑的数学语言或符号表达出来,然后用我们熟悉的数学方法解决这些问题。     

In the workplace mathematics does not announce itself: towards overcoming the hiatus between mathematics education and work

After improving enrolment rates significantly, many developing countries such as Peru are facing the challenge to increase learning levels among students. Over the past few years, many researchers have turned to teacher-related variables as a way to better understand classroom processes that may help increase learning levels among students. In this study, we analyze one of these, that falls under what Shulman (Educational Researcher, 15 (2), 4–14, 1986) called pedagogical content knowledge (PCK). Specifically, in this study, we analyze one of the areas of PCK which is knowledge of content and students. This was measured through a test where teachers were asked to explain students’ mistakes and predict responses in similar mathematics exercises. We explore if PCK is associated with the socioeconomic status of children and if it has an effect on children’s achievement. Additionally, we analyze which teacher characteristics are associated with higher scores in PCK. The analysis uses the Young Lives longitudinal survey for Peru. We found that students’ socioeconomic status at age 1 and maternal education were positively associated with their teachers’ PCK by the time students were enrolled in fourth grade, thus depicting a very unequal education system. Furthermore, teachers’ PCK was positively associated with student achievement, but only when a threshold for the PCK test was established. For our sample, male teachers, who were younger, and Spanish speakers had higher PCK scores.     

渗透数学文化完善高职数学教育功能的探索

数学是一种文化,是人类文化的重要组成部分。将数学文化渗透到高职数学的教学过程中,有利于培养学生的应用意识、创新精神和探索精神,以及提高学生的人文素养和审美修养。将数学文化的思想和内容融入高职数学教学中,是对原来的高职数学课程教学目标的重新确定,适应于高职人才培养目标和学生的全面发展,会使高职数学教育功能更趋于完善。     

数学教育的价值与数学教育改革

历史上每一次重大的数学教育改革 ,无不关涉到数学教育价值的抉择与建构 ;数学教育的“训练价值”与“实用价值”、“知识价值”与“能力价值”一直处在“钟摆”与“嬗变”之中 ;新世纪的数学教育、尤其是数学课程改革 ,应该把握住数学的本质特征和根本特点 ,在提高学生的数学素质 (数学知识、技能和思想、方法 ,数学概括、抽象和推理、证明能力等 )的基础之上 ,促进学生理性和非理性充分、和谐地发展。     

Book Review: A common ground of mathematics and mathematics education for the classroom and for researchers. Erich Christian Wittmann (2021) Connecting mathematics and mathematics education. Collected papers on mathematics education as a design science

Educational Studies in Mathematics -     

数学情感、意志与数学学习成绩关系的研究

以测试材料为基础，运用教育统计方法分析和探讨数学情感、意志与数学学习成绩的关系。研究结果表明：数学情感和意志与数学学习成绩存在密切关系，对数学学习成绩有着重要的影响。     

Examining fourth-grade mathematics writing: features of organization,mathematics vocabulary,and mathematical representations

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and use writing features to convey mathematics knowledge. We collected mathematics-writing samples from 155 4th-grade students in 2 states. Each student wrote about a computation word problem and fraction representations. We compared mathematics-writing samples to a norm-referenced measure of essay writing to examine similarities in how students use writing features such as introductions, conclusions, paragraphs, and transition words. We also analyzed the mathematics vocabulary terms that students incorporated within their writing and whether mathematics computation skills were related to the mathematics vocabulary students used in writing. Finally, we coded and described how students used mathematics representations in their writing. Findings indicate that students use organizational features of writing differently across the norm-referenced measure of essay writing and their mathematics writing. Students also use mathematics vocabulary and representations with different levels of success. Implications for assessment, practice, and intervention development are discussed.     

Breaking the habit: engineering students’ understanding of mathematical creativity

ABSTRACT

In higher education, engineering students have to be prepared for their future jobs, with knowledge but also with several soft skills, among them creativity. In this paper, we present a study carried on with 128 engineering undergraduate students on their understanding of mathematical creativity. The students were in the first year of different engineering first degrees in a north-eastern Portuguese university and we analysed the content of their texts for the question ‘What do you understand by mathematical creativity?’. Data collection was done in the first semester of the academic years 2014/2015 and 2016/2017 in a Linear Algebra course. The results showed that ‘problem solving’ category had the majority of the references in 2014/2015, but not in the academic year 2016/2017 were ‘involving mathematics’ category had the majority. This exploratory study pointed out for ‘problem solving’ and ‘involving mathematics’ categories and gave us hints for teaching mathematics courses in engineering degrees.     

Future themes of mathematics education research: an international survey before and during the pandemic

Educational Studies in Mathematics - Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44...     

New materialist ontologies in mathematics education: the body in/of mathematics

In this paper we study the mathematical body as an assemblage of human and non-human mathematical concepts. We argue that learners’ bodies are always in the process of becoming assemblages of diverse and dynamic materialities. Following the work of the historian of science Karen Barad, we argue that mathematical concepts must be considered dynamic material, and we suggest a “pedagogy of the concept” that animates concepts as both logical and ontological. We draw on the philosopher of mathematics Gilles Châtelet in order to pursue this argument, elaborating on the way that mathematical concepts partake of the mobility of the virtual, while learners, in engaging with this mobility, enter a material process of becoming. We show how the concept of virtuality allows us to look at mathematical concepts in school curriculum in new ways.     

Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum

This article documents efforts to advance inclusive mathematics education practices involving the introduction of equity-oriented resources in state-level mathematics standards guidance documents in a Midwestern United States jurisdiction. We adopt a critical stance by looking at ways to interrogate available metatheories for these kinds of change-making processes. The guiding resources documented in the present article center on issues of difference. These issues are related to dis/ability in mathematics education standards and curriculum to not only raise teachers' awareness of constructions of difference in order to foster inclusive education, but also to promote critical self-reflections around ableism. Guiding resources are a means to support recognition of dis/ability difference as a source of multiple mathematical knowledge bases from which to learn and advance mathematics thinking. Yet, we also recognize the need to be vigilant about the complex interpretative contours and the relational dynamics at work throughout their various layers of implementation, assessment, and anti-ableist realignment. Accordingly, we reflect metatheoretically about three questions: How might concepts of access, achievement, identity, and power support teachers of mathematics in advancing inclusive practices? How do word choices in mathematics standards, curriculum, and practices dis/able students in classroom practices? What may we learn from the mathematics education experiences of individuals with dis/abilities and their families in the broad configuration of change-making dynamics of educational policies and teaching practices?     

The language of mathematics teaching: a text mining approach to explore the zeitgeist of US mathematics education

Educational Studies in Mathematics - Exploring language provides us with one approach to better understanding the practices and beliefs of a community. With advances in...     

Health and pathology: a brief history of the biopolitics of US mathematics education

Educational Studies in Mathematics - Concerns about health and disease have long pervaded mathematics education research, yet their implications have been underappreciated. This article focuses on...     

从数学活动论看数学教育思想的转变

从数学活动论的角度去阐述21世纪在素质教育意义下的数学教育思想或模式的转变。     

Young workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industry

This paper presents a case study of contemporary retail industry and the ways in which young workers participate in that field. Public perceptions of low numeracy among young people provided the catalyst for the study. Drawing on a mixed-method approach involving survey, case studies, stimulated recall, observations, and interviews, it was found that young workers approach their numeracy in ways that have been shaped by their experiences, in particular, digital experiences. In contrast, older generations hold different views of young people’s numeracy levels and skills, often perceiving them as poor and deficit. The study challenges the orthodoxy of older generations and argues that young workers have developed new ways of working, which align strongly with the post-industrial workplace. As a result, there are considerable tensions between the generations which need to be considered. The paper uses the work of Bourdieu and draws on his notions of habitus, field, and capital to theorize the outcomes.