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6 results

1. From the Everyday, through the Inauthentic, to Mathematics: Reflection on the Process of Teaching from Contexts

Author

Sethole, Godfrey

Abstract

This paper highlights an attempt by two grade 8 teachers, Bulelwa and Kevin, to draw in the everyday in the teaching of mathematics. Though located in different South African contexts and settings, both teachers tend to enable their learners' access to mathematics by rendering the everyday inauthentic. I argue that inauthenticating the everyday is an unavoidable strategy by which the everyday considerations are silenced and not necessarily teachers' lack of empowerment, as it is sometimes claimed. (Contains 1 figure.) [For complete proceedings, see ED496851.]

Published
2005

2. EdMedia + Innovate Learning: World Conference on Educational Media and Technology (New York, New York and Online, June 20-23, 2022)

Author

Association for the Advancement of Computing in Education and Bastiaens, Theo

Abstract

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.

Published
2022

3. Student Teachers' Engagement with Re-Contextualized Materials: A Case of Numerical Approximation

Author

Brijlall, Deonarain and Bansilal, Sarah

Abstract

This paper reports on an exploration of students' learning derived from the implementation of learning materials developed in a previous collaborative project. The purpose of the study was to examine the development of third-year students' understanding of the Reimann Sum. These concepts were taught to undergraduate teacher trainees wishing to specialize in the teaching of mathematics in the FET (further education and training) school curriculum. The learning materials were developed by mathematics teacher educationists from the University of Witwatersrand, the UKZN (University of KwaZulu-Natal) and the Nelson Mandela Metropolitan University. A group of 31 students participated in the project. The study adopted the APOS (action-process-object-schema) approach within constructivism, as a theoretical framework. Data were generated from students' responses to the collaborative tasks. A genetic decomposition of the Reimann Sum is offered and used as a basis for the analysis. This paper, specifically, reports on the investigation of students' responses based on a learning theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the concepts in a collaborative way. Appended is "The Worksheet with Instructional Tasks." (Contains 5 tables.)

Published
2011

4. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1

Author

International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop

Abstract

The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.)

Published
2007

5. Middle School Students' Thinking about Variability in Repeated Trials: A Cross-Task Comparison

Author

Shaughnessy, J. Michael, Canada, Dan, and Ciancetta, Matt

Abstract

This paper summarizes the thinking of 84 middle school mathematics students' about variability in three stochastics tasks that involve repeated trial. Differences in students' acknowledgment of variability were found, depending on whether the task was from a sampling environment, or a probability environment. Students tended to neglect variability in the probability environment. We conjecture that the way that probability is normally introduced to students is part of the cause of this phenomenon. (Contains 1 table.) [For complete proceedings, see ED500860.]

Published
2003

6. The Relationship between Motivational Pattern, Conceptual Level of the Course, and Academic Achievement.

Author

Scott, Mechaela

Abstract

This study sought to determine whether the motivational patterns of first-year university students differed between courses of varying difficulty levels, and the nature of the interactions between self-efficacy, attributional style, and academic achievement. A total of 509 students majoring in history, physical education, mathematics, and private law at an independent, rural South African university were surveyed. A two-part subject-specific questionnaire was developed for each of the four courses of study to assess how students in the specific majors rated their self-efficacy, goal-orientation, attributional choice, and attributional style. The results indicated a relationship between motivational pattern and course difficulty, but not between motivational variables and academic achievement. Based on the results, it would seem that students need to have an adaptive motivational pattern before they would accept the challenge of a difficult course of study such as mathematics or private law. (Contains 28 references.) (MDM)

Published
1993