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Su, Hui Fang Huang; Ricci, Frederick A.; Mnatsakanian, Mamikon – International Journal of Research in Education and Science, 2016
A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible…
Descriptors: Mathematics, Mathematics Instruction, Critical Thinking, Metacognition
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Lai, Mun Yee; Murray, Sara – International Journal for Mathematics Teaching and Learning, 2012
In mathematics education, there has been tension between deep learning and repetitive learning. Western educators often emphasize the need for students to construct a conceptual understanding of mathematical symbols and rules before they practise the rules (Li, 2006). On the other hand, Chinese learners tend to be oriented towards rote learning…
Descriptors: Mathematics Education, Mathematics Achievement, Symbols (Mathematics), Rote Learning
Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin – Principal Leadership, 2013
A whirlwind of activity surrounds the topic of teaching and learning mathematics. The driving forces are a combination of changes in assessment and advances in technology that are being spurred on by the introduction of content in the Common Core State Standards for Mathematical Practice. Although the issues are certainly complex, the same forces…
Descriptors: Principals, Administrator Role, Mathematics Instruction, Student Evaluation
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Brown, Margaret – Curriculum Journal, 2011
Inferences from recent international comparative data on mathematical attainment, frequently quoted as justification for curriculum change, are critically examined, and the implications are contrasted with expressed curricular aims. Using characterisations by Ball (1990) and Ernest (1991), positions of key actors are analysed in relation to…
Descriptors: National Curriculum, Mathematics Curriculum, Curriculum Development, Cultural Background
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Hill, Heather C.; Charalambous, Charalambos Y. – Journal of Curriculum Studies, 2012
This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As expected, it was found that both MKT and curriculum materials matter for instruction. The contribution of MKT was more prevalent in…
Descriptors: Case Studies, Instructional Effectiveness, Mathematics Activities, Educational Policy
Artigue, Michèle – Mathematics Education Research Group of Australasia, 2012
Mathematics education seen both as a field of research and as a field of practice is a multicultural field. For a while, this essential characteristic of the field has been underestimated but this is no longer the case. Both theoretical frameworks and empirical research help us today better approach this phenomenon, understand its impact on the…
Descriptors: Mathematics Education, Educational Research, Educational History, Foreign Countries
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Winsor, Matthew S. – Mathematics Teacher, 2007
In this article, the author describes how he created an approach that he terms "Mathematics as a Second Language" (MSL) for teaching ELL students mathematics. The main components of MSL are vocabulary activities, journals, group work, and projects. He used MSL to teach prealgebra to ELL students, as well as to native English speakers, for two…
Descriptors: Action Research, Mathematics Instruction, Limited English Speaking, English (Second Language)
Stacey, Kaye – Journal of Science and Mathematics Education in Southeast Asia, 2010
PISA, the OECD's international program of assessment of reading, scientific and mathematical literacy, aims to assess the knowledge and skills that students have acquired at school and their ability to use them in everyday tasks and challenges. It also uses questionnaires to gather data on students' attitudes to learning and the conditions of…
Descriptors: International Education, Student Attitudes, International Programs, Scientific Literacy
Sriraman, Bharath – Journal of Secondary Gifted Education, 2005
At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, "creative" mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the…
Descriptors: Academically Gifted, Creativity, Mathematics, Elementary Secondary Education
Inprasitha, Maitree – Journal of Science and Mathematics Education in Southeast Asia, 2011
In Thailand, the Center for Research in Mathematics Education (CRME) has been implementing Japanese Lesson Study (LS) since 2002. An adaptive feature of this implementation was the incorporation of four phases of the Open Approach as a teaching approach within the three steps of the LS process. Four phases of this open approach are: 1) Posing…
Descriptors: Evidence, Mathematics Education, Discussion, Lesson Plans
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Dewar, Jacqueline; Larson, Suzanne; Zachariah, Thomas – PRIMUS, 2011
We describe our approach to incorporating a civic engagement component into a quantitative literacy (QL) course and the resulting gains in student learning, confidence, and awareness of local civic issues. We revised the existing QL course by including semester-long group projects involving local community issues that students could investigate…
Descriptors: Numeracy, Algebra, Citizenship Education, Group Activities
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Mamona-Downs, Joanna – International Journal of Mathematical Education in Science and Technology, 2010
An account is made of the relationship between the convergence behaviour of a sequence and the accumulation points of the underlying set of the sequence. The aim is to provide students with opportunities to contrast two types of mathematical entities through their commonalities and differences in structure. The more set-oriented perspective that…
Descriptors: Cognitive Processes, Comparative Analysis, Thinking Skills, Calculus
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Fishman, Barry; Konstantopoulos, Spyros; Kubitskey, Beth W.; Vath, Richard; Park, Gina; Johnson, Heather; Edelson, Daniel – Journal of Teacher Education, 2014
This article represents a response to the authors' "Journal of Teacher Education" ("JTE") article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). The authors believe that Moon et al. have properly identified both the value in their study and the importance of moving beyond not only their study, but…
Descriptors: Faculty Development, State Standards, Academic Standards, Electronic Learning
Simon, Martin A. – International Group for the Psychology of Mathematics Education, 2003
I present a theoretical distinction that may prove useful in conceptualizing mathematics teacher education (and graduate education) and research on mathematics teacher education. Further, the distinction can contribute to developing frameworks on the design of mathematics curricula. The distinction between empirical activity and…
Descriptors: Graduate Study, Mathematical Concepts, Mathematics Teachers, Teacher Education
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Tremblay, Carol Horton; Tremblay, Victor J. – Journal of Economic Education, 2010
Monotone methods enable comparative static analysis without the restrictive assumptions of the implicit-function theorem. Ease of use and flexibility in solving comparative static and game-theory problems have made monotone methods popular in the economics literature and in graduate courses, but they are still absent from undergraduate…
Descriptors: Game Theory, Textbooks, Economics Education, Policy Analysis
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