Change In Mathematics Education Research Articles

A Research On The Digital Stories Prepared By Gifted Students About The History Of Geometry

Technological developments have made it necessary to make changes in mathematics education. These changes are not just students receiving information; It has made it important for them to grow up as individuals who can solve problems, produce, analyze-synthesise, think critically and creatively. Mathematics education and, accordingly, geometry has a great place in gaining these skills. It is thought that transferring the 21st century skills and the history of geometry to students through digital storytelling will be effective. Gaining these skills to gifted individuals, developing their talents, revealing their knowledge and capacities are of great importance for the society. Digital storytelling is among the applications that can be used in this context. In this study, it was tried to determine the reflections on the views of the gifted students included in the digital storytelling process on the nature of geometry and the formation of geometry knowledge. In the conducted research, the case study pattern, which is among the qualitative research methods, was used. The study group consists of 12 students from the Niğde Science and Art Center (BİLSEM). Each of the 12 students created a digital story about the history of geometry. This study data was collected through semi-structured interviews. Data were analyzed using the content analysis method. After the application of the digital storytelling method, it was observed that there was an increase in the categorization of these disciplines in the students' views on the sciences that geometry is related to, and their knowledge about geometry became clear. In this research, the digital storytelling process on the history of geometry was analyzed by the gifted students on the concept of geometry, the birth of geometry, what geometry contains, what kind of benefits it provides to people in real life and the branch of science related to the benefits it provides in real life, whether geometry can be learned by everyone and how it can be learned. It has been observed that the reflections have changed in a positive way. It is thought that including digital storytelling on the history of geometry in the mathematics education of gifted students is effective in keeping student motivation high and transferring information about mathematics education.

Growing mathematical learners

Results in the International Trends in Mathematics and Sciences Study, and the National Monitoring Study of Student Achievement, have meant there has been recent focus on mathematics education in New Zealand. As with previous iterations of assessment result reports, the quality of teachers, teaching, teacher education, professional learning, mathematics programmes and curriculum have been questioned by the media. It seems that change in mathematics education in New Zealand may, once again, be imminent. In this paper, there is a plea that any change needs to retain what is positive about mathematics education in New Zealand. Teachers need to be supported to grow their own mathematics content knowledge and pedagogical content knowledge so they can make autonomous and sound decisions for their own students’ needs, while retaining the ethic of care they already foster in their classrooms. Support needs to be in the form of rich, centrally managed yet locally adapted, non-divisive resources and professional learning.
 
 Furthermore, any change to mathematics education in New Zealand needs to be centred around students and teachers engaging in authentic mathematics practice. A challenging task approach is described that supports this practice, which has been successfully trialled with New Zealand teachers. In this approach, content is not pre-taught. Rather, teachers support the students to solve challenging tasks by moving through the phases of Launch, Explore, Summarise, and Reflect.

Polish mathematics education periodicals in times of educational reform after the collapse of the Warsaw Pact

In this paper we present a study of the most important Polish periodicals of the last 30 years that are related to mathematics education. Our research aim was to analyse how the changes in mathematics education that were caused by a new political situation in Poland were reflected in education journals. Journals that shaped Polish mathematics education varied significantly. We analysed both those journals that have a long history and those that arose spontaneously, thus reflecting the mood of this time of great change. Our analysis leads to the conclusion that journals, where the authors are mostly mathematics scientists or university lecturers, turned out to be in different to shifts in the educational system. A characteristic tendency reflecting the mood of times of change was the creation of new magazines, which were to be forums for sharing views on teaching mathematics. It turns out, however, that the journals created after 1990 had quite a short lifespan. Education journals that were directed to teachers for decades constituted a platform for discussion of new ideas and teaching styles, too. They offered a place to exchange opposing views. However, this situation slowly ceased to apply.

Towards Flipped Learning in Upper Secondary Mathematics Education

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

‘It’s getting me thinking and I’m an old cynic’: exploring the relational dynamics of mathematics teacher change

Actor-network theory is a way of describing and understanding the complexity of social change. This article explores its relevance to understanding teacher change in mathematics education by considering a single teacher change narrative. This is centred on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. The project had two foci: investigating forms of school-based collaborative professional development in the context of developing a dynamic approach to teaching and learning geometry. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyse features of this teacher narrative. These are relationality, translation and fluidity. Some implications are considered for developing accounts of, and actions for, mathematics teacher change.

A brief history of mathematics education in Turkey: K-12 mathematics curricula

In this study, we survey the history of mathematics education in Turkey starting with its historical roots in the foundation of the republic. The changes in mathematics education in Turkey over the last century are investigated through an analysis of changes in curricular documents for K-12 schools. We consider the factors and reasons affecting curriculum developments, changes in philosophy and structure in terms of standards, objective and instructions. This article utilizes archival research techniques by examining original sources and illustrates the nature of the changes benefiting from a historical perspective. As a result of such analysis of the aforesaid sources, we have seen that the main reasons for changing mathematics curricula are: to build up a modern civilization in Turkey; the reports of John Dewey and the recommendations of Kate Wofford, William C. Varaceus and Watson Dickerman; the desire to become a member of the European Union; international factors and political situations.

The gap between expectations and reality: integrating computers into mathematics classrooms

As a result of dramatic changes in mathematics education around the world, in Turkey both elementary and secondary school mathematics curriculums have changed in the light of new demands since 2005. In order to perform the expected change in newly developed curriculum, computer should be integrated into learning and teaching process. Teachers’ beliefs play a key role in this integration process. Negative beliefs against using computer in mathematics teaching may lead to failure of this process. With the help of this study, it is aimed to detect mathematics teachers’ beliefs concerning Computer Assisted Mathematics Instruction (CAMI). Within the scope of this aim, the conducted questionnaire (The opinions of teachers about using computer in Mathematics Instruction) has been carried out on 91 mathematics teachers in the city of Trabzon. The acquired results have shown that mathematics teachers have developed negative opinions against CAMI. This state has revealed that there is a huge inconsistency between curriculum’s positive expectations arising from computer usage and teachers’ convictions.

A Critical Discourse Analysis of a Real-World Problem in Mathematics: Looking for Signs of Change

The concepts of ‘access’ and ‘relevance’ feature prominently in the discourse of change in mathematics education in South Africa. One way in which these concepts have been played out in mathematics classrooms is in the use of mathematical problems with real-world contexts. This paper presents a Critical Discourse Analysis of one such problem, selected from a first-year university access course in mathematics at a higher education institution in South Africa. Fairclough's three-dimensional model for the Critical Discourse Analysis is used to identify traces of different texts within this problem. The author argues that, in spite of evidence of texts that point to recent reforms in mathematics education and some possible signs of change, the mathematics text and the text of the school mathematical word problem remain dominant, and position the student in a particular way. The results of this analysis challenge some of the prevalent assumptions about ‘access’ and ‘relevance’ in mathematics education. The paper also highlights the potential for using Critical Discourse Analysis in mathematics education research.

A Critical Discourse Analysis of a Real-World Problem in Mathematics: Looking for Signs of Change

The concepts of ‘access’ and ‘relevance’ feature prominently in the discourse of change in mathematics education in South Africa. One way in which these concepts have been played out in mathematics classrooms is in the use of mathematical problems with real-world contexts. This paper presents a Critical Discourse Analysis of one such problem, selected from a first-year university access course in mathematics at a higher education institution in South Africa. Fairclough's three-dimensional model for the Critical Discourse Analysis is used to identify traces of different texts within this problem. The author argues that, in spite of evidence of texts that point to recent reforms in mathematics education and some possible signs of change, the mathematics text and the text of the school mathematical word problem remain dominant, and position the student in a particular way. The results of this analysis challenge some of the prevalent assumptions about ‘access’ and ‘relevance’ in mathematics education. The paper also highlights the potential for using Critical Discourse Analysis in mathematics education research.

Working in Partnership: Continuing Professional Development for Teachers of Mathematics and the role of the National Centre for Excellence in the Teaching of Mathematics (NCETM)

I am very pleased to be able to write as the Director of the National Centre for Excellence in the Teaching of Mathematics (NCETM). I joined the organisation at what was a very exciting time: at the end of its first year when we planned to work hard to engage with a still wider group of teachers across all sectors. It was also a time of some positive change in mathematics education more generally, with a 7% rise in A Level entries, and 8% rise in entries to Further Mathematics – Further Mathematics was the fastest growing subject. Earlier this year, it was announced that in the latest Comprehensive Review of Government Spending, there will be £140m available over the next three years (20082011) to improve mathematics and science teaching, an amount that includes continued funding for the NCETM. This long term funding is evidence of Government support for mathematics as at the heart of so much of education across all phases, and recognition of the importance of professional development for teachers of mathematics. It is within this context that I believe the National Centre can have considerable impact on the teaching of mathematics in our schools and colleges, and on the engagement and enjoyment of learners. I am delighted with the progress we have made together, while being only too aware of the challenges we face if we are to achieve our aims.

Connecting Research to Teaching: Addressing the Equity Principle in the Mathematics Classroom

The publication of Curriculum and Evaluation Standards (NCTM 1989) marked the beginning of a period of significant change in mathematics education. However, that document and many contemporaneous calls for reform lacked a clear focus on equity (Meyer 1989). A decade later, Principles and Standards for School Mathematics (NCTM 2000) began to address that shortcoming.

A Note on the Characterizing Conceptual Change in Mathematics Education : In the Case of Development from Discrete to Continuous Quantity

A Note on the Characterizing Conceptual Change in Mathematics Education : In the Case of Development from Discrete to Continuous Quantity

Emotion, identity and teacher learning: becoming a primary mathematics teacher

Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non‐specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional relationships with mathematics, in particular what motivates teachers to persevere with professional learning. We examine the case of a primary teacher who developed an identity as a teacher of mathematics. We argue that emotion has both individual and social elements and consider the implications for teacher education.

Reconsidering the 1980s: What Should Not Be in the Algebra and Geometry Curricula of Average College-Bound Students?

This article gives a retrospective view on major changes in mathematics education the last 25 years. It notes increased enrollment in higher mathematics courses, earlier grade levels at which algebra and geometry are taken, multiplicity of standards and assessments. The author looks back on his recommendation given in 1980 and presents his assessment of their validity under current conditions.

Implementing change in mathematics education

This paper outlines the results of a survey into the effects, during the 2 years following publication, of an official report--Improving Mathematics Education 5-14--on teaching and learning mathematics in Scottish schools. The purpose of the survey was to examine how the process of implementation worked its way down to the classroom and pupil level, to document the effect (at least in the short term) the report had on classroom organization, classroom methodology, and pupil learning and attitude, and to provide a snapshot of curriculum development at work in a particular educational, geographical, and time context. The survey revealed that the process of this curriculum change was a mixture of central direction and local individuality, and that the main thrust of the changes was accepted by teachers with little overt dis-sent. The survey also provided further evidence that curriculum change in Scotland tends to proceed without much consideration of general questions of purpose and motivation.

The status and context of change in mathematics education in Malawi

This article analyses the context and status of mathematics education reform in Malawi. It describes four interrelated developments in the reform of secondary education in general, and mathematics education in particular, in Malawi. These developments are concerned with attempts to increase access to secondary education for a majority of Malawians and to provide a mathematical education that is relevant to the needs of the current society. Although these are promising developments in line with the political context of Malawi, and although they aim at developing a more suitable curriculum for Malawi, I suggest that they are limited in two ways. First, participation in these reform processes has involved only a few individuals and neglected teachers and students from distance education centres who comprise the majority of participants in secondary education in Malawi. Secondly, the reform processes have proceeded with little empirical justification and qualitative understanding of the realities of schooling in general, and mathematics education in particular, in Malawi. The analysis in this article suggests that these limitations in the reform process are a function of an inadequate understanding of the social-contextual aspects of mathematics learning and what it means to provide an education that more broadly recognizes its democratic nature.

The story of ESM

This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines, in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators.

Forces for Change in Mathematics Education—: The Case of TIMSS

The results of the Third International Study in Mathematics and Science Education (TIMSS) were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.

Assessing National Curriculum Mathematics in England: Exploring Children's Interpretation of Key Stage 2 Tests in Clinical Interviews.

This paper initially discusses recent changes in mathematics education and assessment in England and Wales against the background of research on mathematics performance and assessment. It then reports findings from qualitative research with 10–11 year olds undertaken with the object of exploring the validity of the pilot pencil and paper tests in mathematics developed as part of the assessment programme for the English and Welsh National Curriculum in 1993 and 1994. Fifteen children from across the 'ability' range were asked to work through a selection of items in the situation of an individual clinical interview. This enabled in-depth data to be collected about their interpretation of and performance on the items. This paper focuses in particular on items where the ambiguity of the boundary between everyday knowledge and mathematics might be expected to lead to problems for children in interpreting the tasks required of them by the test items. The results show that the nature of the items might well have prevented some of these children, in the context of a paper and pencil testing situation, from demonstrating mathematical capacities and understandings they seem to have possessed. Their initial performance does not always seem to have reflected their underlying competence as demonstrated in the extended interview.

It Doesn't Add Up: African American Students' Mathematics Achievement

Mathematics education has been heralded for its leadership role in the U.S. school reform effort (Stein, Grover,&Henningsen, 1996; Grant, Peterson, & Shojgreen- Downer, 1996). Prominent in the reform of mathematics education is the call for students not merely to memorize formulas and rules and apply procedures but rather to engage in the processes of mathematical thinking, that is, to do what mathematicians and other professional users of mathematics do. The revamped mathematics education program is based on engaging students in problem posing and problem solving rather than on expecting rote memorization and convergent thinking. These changes in mathematics education suggest that mathematics teaching must build on students' learning and on their ability to pose and solve problems previously considered too difficult for their age-grade levels (Carpenter&Fennema, 1988; Fennema, Franke, Carpenter,&Carey, 1993).