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Empirical Research in Statistics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319389677 9783319389684 Year: Pages: 37 DOI: 10.1007/978-3-319-38968-4 Language: English
Publisher: Springer Nature
Subject: Statistics --- Education --- Mathematics
Added to DOAB on : 2017-01-24 18:03:53
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This ICME-13 Topical Survey provides a review of recent research into statistics education, with a focus on empirical research published in established educational journals and on the proceedings of important conferences on statistics education. It identifies and addresses six key research topics, namely: teachers’ knowledge; teachers’ role in statistics education; teacher preparation; students’ knowledge; students’ role in statistics education; and how students learn statistics with the help of technology. For each topic, the survey builds upon existing reviews, complementing them with the latest research.

Transitions in Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319316215 9783319316222 Year: Pages: 34 DOI: 10.1007/978-3-319-31622-2 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-01-30 17:46:53
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This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319323930 9783319323947 Year: Pages: 38 DOI: 10.1007/978-3-319-32394-7 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-01-30 17:50:18
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This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap. The focus then shifts to classroom assessment and provides specific examples of assessment strategies, before examining the impact of large-scale assessment on curriculum, policy, instruction, and classroom assessment. The book concludes by discussing the challenges that teachers currently face, as well as ways to support them.The book offers a common language for researchers in assessment, as well as a primer for those interested in understanding current work in the area of assessment. In summary, it provides the opportunity to discuss large-scale and classroom assessment by addressing the following main themes:·Purposes, Traditions and Principles of Assessment·Design of Assessment Tasks·Classroom Assessment in Action·Interactions of Large-Scale and Classroom Assessment·Enhancing Sound Assessment Knowledge and PracticesIt also suggests areas for future research in assessment in mathematics education.

Early Algebra: Research into its Nature, its Learning, its Teaching

Authors: --- --- ---
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319322575 9783319322582 Year: Pages: 42 DOI: 10.1007/978-3-319-32258-2 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-01-30 17:53:39
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This survey of the state of the art on research in early algebra traces the evolution of a relatively new field of research and teaching practice. With its focus on the younger student, aged from about 6 years up to 12 years, this volume reveals the nature of the research that has been carried out in early algebra and how it has shaped the growth of the field. The survey, in presenting examples drawn from the steadily growing research base, highlights both the nature of algebraic thinking and the ways in which this thinking is being developed in the primary and early middle school student. Mathematical relations, patterns, and arithmetical structures lie at the heart of early algebraic activity, with processes such as noticing, conjecturing, generalizing, representing, justifying, and communicating being central to students’ engagement.

Interdisciplinary Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319422664 9783319422671 Year: Pages: 36 DOI: 10.1007/978-3-319-42267-1 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-03 18:15:42
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This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds, what “discipline” means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved.

History of Mathematics Teaching and Learning

Authors: ---
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319316154 9783319316161 Year: Pages: 40 DOI: 10.1007/978-3-319-31616-1 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-03 18:21:36
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This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields.• The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development.• The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective.• The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education.• Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.

Design Science and Its Importance in the German Mathematics Educational Discussion

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319435411 9783319435428 Year: Pages: 43 DOI: 10.1007/978-3-319-43542-8 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-03 18:24:17
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This ICME-13 Topical Survey reviews the state-of-the-art by first exploring the roots and scope of design science. Second, it presents two examples of current design science projects that focus on substantial learning environments including a student and a teacher perspective. Subsequently, the book elaborates on how empirical research can be conceptualised within design science. Lastly, it explores developments in design science from a national and international perspective, while also discussing current trends in design research. Within the German-language tradition, considering ‘mathematics education as a design science’ primarily draws on the works of Wittmann. The core of this approach constitutes designing and investigating learning environments that involve substantial mathematics.

Theories in and of Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319425887 9783319425894 Year: Pages: 51 DOI: 10.1007/978-3-319-42589-4 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-03 18:39:41
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This survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the two theoretical approaches in a case study of learning fractions, it clarifies the nature of the two theories, how they can be related to inform practice and renew TME-issues for mathematics education as a scientific discipline. Hans-Georg Steiner initiated the first of five international conferences on Theories of Mathematics Education (TME) to advance the founding of mathematics education as a scientific discipline, and subsequently German researchers have continued to focus on TME topics but within various theory strands.

Social and Political Dimensions of Mathematics Education: Current Thinking

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319296548 9783319296555 Year: Pages: 37 DOI: 10.1007/978-3-319-29655-5 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-15 18:19:37
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This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.

Current and Future Perspectives of Ethnomathematics as a Program

Authors: --- --- --- --- et al.
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319301198 9783319301204 Year: Pages: 45 DOI: 10.1007/978-3-319-30120-4 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-15 18:25:20
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This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education.

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