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1.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |
2.
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we
draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem
of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining
transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than
abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s
point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct
the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali
culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling
Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote
villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations
of Nepali school children.
相似文献
Peter Charles TaylorEmail: |
3.
Academic mathematics and mathematical knowledge needed in school teaching practice: some conflicting elements 总被引:1,自引:0,他引:1
In this article we analyze the relations between academic mathematical knowledge and the mathematical knowledge associated
with issues mathematics school teachers face in practice, according to the specialized literature, and restricted to the theme
“number systems”. We present examples that illustrate some areas of conflict between those forms of knowledge. We point out
some implications of our study for teacher education, such as: 1) the importance of making conflicts explicit and of discussing
them with prospective teachers in order to develop a professionally relevant perception of academic mathematics; 2) the relevance
of further research in order to better understand the extent of those conflicts and their effects on the process of integrating,
in a body of professional knowledge, the different kinds of mathematical knowledge presented to prospective teachers.
相似文献
Plinio C. MoreiraEmail: Email: |
4.
Tony Brown 《Educational Studies in Mathematics》2008,68(3):227-245
This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst
and theorist Jacques Lacan whose work on subjectivity combined Freud’s psychoanalytic theory with processes of signification
as developed in the work of de Saussure and Peirce. The paper positions Lacan’s subjectivity initially in relation to the
work of Piaget and Vygotsky who have been widely cited within mathematics education research, but more extensively it is shown
how Lacan’s conception of subjectivity provides a development of Peircian semiotics that has been influential for some recent
work in the area. Through this route Lacan’s work enables a conception of subjectivity that combines yet transcends Piaget’s
psychology and Peirce’s semiotics and in so doing provides a bridge from mathematics education research to contemporary theories
of subjectivity more prevalent in the cultural sciences. It is argued that these broader conceptions of subjectivity enable
mathematics education research to support more effective engagement by teachers, teacher educators, researchers and students
in the wider social domain.
相似文献
Tony BrownEmail: |
5.
Our work is inspired by the book Imagining Numbers (particularly the square root of minus fifteen), by Harvard University
mathematics professor Barry Mazur (Imagining numbers (particularly the square root of minus fifteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur led us to question whether the features and steps of Mazur’s re-enactment of the imaginative work of
mathematicians could be appropriated pedagogically in a middle-school setting. Our research objectives were to develop the
framework of teaching mathematics as a way of imagining and to explore the pedagogical implications of the framework by engaging
in an application of it in middle school setting. Findings from our application of the model suggest that the framework presents
a novel and important approach to developing mathematical understanding. The model demonstrates in particular the importance
of shared visualizations and problem-posing in learning mathematics, as well as imagination as a cognitive space for learning.
相似文献
Donna KotsopoulosEmail: |
6.
Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying
the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on participation,
expression and projection of identity from a local to a public, shared workspace. We describe the types of mathematical activities
that can utilize such unique combinations of technologies. We outline specific discourse analytic methods for measuring participation
and methodologies for incorporating measures of identity and participation into impact studies.
相似文献
Stephen J. HegedusEmail: |
7.
Julie Gainsburg 《Journal of Mathematics Teacher Education》2008,11(3):199-219
The mathematics-education community stresses the importance of real-world connections in teaching. The extant literature suggests
that in actual classrooms this practice is infrequent and cursory, but few studies have specifically examined whether, how,
and why teachers connect mathematics to the real world. In this study, I surveyed 62 secondary mathematics teachers about
their understanding and use of real-world connections, their purposes for making connections in teaching, and factors that
support and constrain this practice. I also observed 5 teachers making real-world connections in their classrooms and I conducted
follow-up interviews; these qualitative data are used to illuminate findings from the survey data. The results offer an initial
portrayal of the use of real-world connections in secondary mathematics classes and raise critical issues for more targeted
research, particularly in the area of teacher beliefs about how to help different kinds of students learn mathematics.
相似文献
Julie GainsburgEmail: |
8.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
Jason SilvermanEmail: |
9.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
Yeping LiEmail: |
10.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
Tim RowlandEmail: |
11.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引:1,自引:1,他引:0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
Constantinos Tzanakis (Corresponding author)Email: |
12.
Socio-emotional orientations and teacher change 总被引:1,自引:0,他引:1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
Raimo KaasilaEmail: |
13.
14.
This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The
data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach
refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in mathematics and in other domains.
The other approach emphasizes formal logic as the essence of the deductive inference, distinguishing between mathematics and
other domains in the usability of deductive reasoning. The findings are interpreted in light of theory and practice.
相似文献
Michal AyalonEmail: |
15.
Melissa Gresalfi Taylor Martin Victoria Hand James Greeno 《Educational Studies in Mathematics》2009,70(1):49-70
This paper investigates the construction of systems of competence in two middle school mathematics classrooms. Drawing on
analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical
content. In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally
defined. Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity
system such as a classroom. In this perspective, what counts as “competent” gets constructed in particular classrooms, and
can therefore look very different from setting to setting. The implications of the ways that competence can be defined are
discussed in terms of future research and equitable learning outcomes.
相似文献
Melissa GresalfiEmail: |
16.
Charalambos Y. Charalambous Areti Panaoura George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’
instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes
toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based
on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward
mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs
and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs
and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were
also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded
from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative
data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications
for the design of teacher education programs grounded in the history of mathematics.
相似文献
Charalambos Y. CharalambousEmail: |
17.
David Tall 《Educational Studies in Mathematics》2008,68(2):185-193
Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision
of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big
ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than
in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.
相似文献
David TallEmail: |
18.
Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher)
provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching.
The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur.
We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes
that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches
to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked
about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the
lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can
have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.
相似文献
Steven R. WilliamsEmail: |
19.
Keith Weber Carolyn Maher Arthur Powell Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261
In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute
to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this
debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of
eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments
that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants,
they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were
using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify
why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion
analyzed in this paper to occur.
相似文献
Keith WeberEmail: |
20.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
Lisa R. LudvicoEmail: |