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Bussi, Maria G. Bartolini – For the Learning of Mathematics, 2018

In this paper, I wish to reply to the questions posed by Gascón & Nicolás (2017) about the (possibly) prescriptive nature of the research results in didactics of mathematics: To what extent, how, under which conditions can (or must), didactics set value judgments and normative prescriptions in order to provide criteria about how to organize…

Descriptors: Mathematics, Mathematics Instruction, Research

Geiger, Vince; Margolinas, Claire; Sträßer, Rudolph – For the Learning of Mathematics, 2017

This is a response to the collection of communications in 37(1), two of which cited Vince and Rudolf's article in 35(3). Vince and Rudolf have have been joined here by Claire Margolinas in order to provide a complementary (French) perspective to their Australian and German outlooks on this topic. The comments of the three of us can be grouped into…

Descriptors: Mathematics Education, Educational Research, Multilingualism

Peer reviewed

Hardy, Michael D. – For the Learning of Mathematics, 2000

Discusses whether verbal interaction is recognized as the source from which co-operative groups draw their power to facilitate mathematical learning. Reflects on a group in a mathematics course for prospective secondary teachers focused on problem solving where silence was commonplace. (ASK)

Descriptors: Cooperative Learning, Group Dynamics, Learning, Mathematics Education

Papademetri-Kachrimani, Chrystalla – For the Learning of Mathematics, 2012

In this paper I argue my opposition to the consensus which has dominated the literature that young children view shapes as a whole and pay no attention to shape structure and that geometrical thinking can be described through a hierarchical model formed by levels. This consensus is linked to van Hiele's weok by van Hiele-based research. In the…

Descriptors: Young Children, Geometric Concepts, Cognitive Processes, Mathematics Education

Peer reviewed

Schwartz, Judah; Yerushalmy, Michal – For the Learning of Mathematics, 1995

Contends that, though much attention is given in mathematics to the problem of sensitizing people to the need for identifying elements of a situation and representing them symbolically, little or no effort is devoted to the problem of helping them express the relationships among these elements. (11 references) (MKR)

Descriptors: Courseware, Elementary Secondary Education, Language Role, Mathematical Linguistics

Lockwood, Elise – For the Learning of Mathematics, 2014

In this article, I present the notion of a set-oriented perspective for solving counting problems that emerged during task-based interviews with postsecondary students. Framing the findings within Harel's "ways of thinking", I argue that students may benefit from this perspective, in which they view attending to sets of outcomes as…

Descriptors: Mathematics Instruction, Number Concepts, Postsecondary Education

Mason, John – For the Learning of Mathematics, 2010

Indulging in recounting a few salient memories of what seems now like a dim and distant past, I raise questions about the ebb and flow, the waxing and waning of salient themes in mathematics education. I mention some of the most inspirational influences on my thinking and on my behaviour with learners of all ages. I take the opportunity to ask…

Descriptors: Mathematics Education, Influences, Theory Practice Relationship

Khan, Steven – For the Learning of Mathematics, 2011

I argue that until ethnomathematical frameworks are explicitly used to investigate the specific mathematical practices in networks of powerful elites the term will continue to index that which is Other to "traditional" mathematics and run a risk of desubstantialization. I suggest that the field ally itself with disciplines and perspectives in…

Descriptors: Mathematics Education, Ethnology, Mathematics, Investigations

Inglis, Matthew – For the Learning of Mathematics, 2003

Gary and Tall (2001) recently suggested that mathematics can be split up into "three worlds": the embodied, the proceptual and the axiomatic. They claim that objects from each of these worlds are formed, and reasoned about, in significantly different ways. During the course of this article the author considers the three world's theory…

Descriptors: Mathematics Education, Cluster Grouping, Criticism, Educational Theories

Peer reviewed

Bishop, Alan – For the Learning of Mathematics, 1985

After describing his research interests and classroom perspectives, the author discusses the "social construction" frame in which he suggests that teaching and learning in the mathematics classroom be viewed. Along with the three constructs of activities, communication, and negotiation, social construction offers promise for research…

Descriptors: Classroom Communication, Educational Research, Educational Theories, Mathematics Education

Peer reviewed

Bouvier, Alain – For the Learning of Mathematics, 1985

Principles on which the teaching of mathematics is based are discussed. Sections concern the skill principle, the curriculum principle, and learning strategy, with many classroom illustrations. (MNS)

Descriptors: Classroom Communication, Cognitive Processes, Elementary Secondary Education, Learning

Peer reviewed

Hewitt, Dave – For the Learning of Mathematics, 2001

The third of three articles considers the necessary, which lies in the realm of awareness. Discusses the nature of awareness and its relationship to mathematics learning. (MM)

Descriptors: Elementary Secondary Education, Individual Development, Learning, Mathematics Education

Peer reviewed

Fauvel, John – For the Learning of Mathematics, 1991

Presents reasons advanced for using history in mathematics education, ways of using history in the mathematics classroom and the use of history in teaching mathematics. Provides distinctions between the latter two points. (MDH)

Descriptors: Classroom Techniques, Elementary Secondary Education, Integrated Curriculum, Mathematical Enrichment

Peer reviewed

Kieren, Thomas E. – For the Learning of Mathematics, 1997

Builds a case for possible connections between the discipline of mathematics education and the practice of mathematics education in the classroom. Focuses on constructivist, interactionist, and enactivist theorizing and research. Argues that this approach offers opportunities for divergent thinking. (DDR)

Descriptors: Classroom Environment, Constructivism (Learning), Divergent Thinking, Elementary Secondary Education

Peer reviewed

Boaler, Jo – For the Learning of Mathematics, 1993

Suggests that contexts may be useful in mathematics instruction in relation to learning transfer and that the factors that determine whether a context is useful are complex. Discusses the context effect, learning in context, how well students identify with tasks taken out of an adult world, and the effects of ethnomathematics. (MDH)

Descriptors: Cognitive Processes, Context Effect, Cultural Context, Elementary Secondary Education