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Journal articles on the topic 'Mathematics education'

To see the other types of publications on this topic, follow the link: Mathematics education.

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Liu, Shu Li. "Mathematical Literacy and College Mathematics Education." Advanced Materials Research 271-273 (July 2011): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1370.

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Mathematics, being an important part of human culture, plays a significant role in both spiritual life and material life of people. Mathematical literacy is one of the most basic scientific literacies, which is of far-reaching importance to cultivate mathematical literacy of students in college mathematics education. This paper elaborates the contents of mathematical literacy, discusses the necessity of cultivating mathematical literacy of college students, and proposes effective approaches of improving the literacy of college students.

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Hutauruk, A. J. B., and N. Priatna. "Mathematical Resilience of Mathematics Education Students." Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.

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3

Arseven, Ayla. "Mathematical Modelling Approach in Mathematics Education." Universal Journal of Educational Research 3, no. 12 (December 2015): 973–80. http://dx.doi.org/10.13189/ujer.2015.031204.

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Riyanto, B., Zulkardi, R. I. I. Putri, and Darmawijoyo. "Mathematical modeling in realistic mathematics education." Journal of Physics: Conference Series 943 (December 2017): 012049. http://dx.doi.org/10.1088/1742-6596/943/1/012049.

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Zheng, Yuxin. "Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education." Humanistic Mathematics Network Journal 1, no. 9 (February 1994): 32–41. http://dx.doi.org/10.5642/hmnj.199401.09.09.

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6

Bertol, Daniel Bonadiman, Amauri Jersi Ceolim, and Rosefran Adriano Gonçales Cibotto. "Modelagem Matemática na perspectiva da Educação Matemática Crítica e a Escola do Campo: algumas aproximações." Bolema: Boletim de Educação Matemática 37, no. 76 (2023): 479–99. http://dx.doi.org/10.1590/1980-4415v37n76a06.

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Resumo Este artigo traz resultados de uma pesquisa de mestrado e objetiva apresentar aproximações entre a Modelagem Matemática (MM) na perspectiva da Educação Matemática Crítica (EMC) e a Educação do Campo evidenciadas durante o desenvolvimento de atividades de MM em uma turma do 3° ano do Ensino Médio de uma Escola do Campo do interior do Paraná. Para isso, foi realizada uma pesquisa de natureza qualitativa, a partir do desenvolvimento de duas atividades de MM, conduzidas pelos casos 2 e 3 indicados por Barbosa (2004). Os dados foram coletados remotamente via internet por meio de observação, registrados utilizando ferramentas online e analisados de acordo com a Análise Textual Discursiva de Moraes e Galiazzi (2011). Os resultados apontam que a MM na perspectiva da EMC possibilitou fazer conexões com a Educação do Campo, uma vez que emergiram, por meio do diálogo, discussões democráticas e reflexões críticas a respeito de questões econômicas, ambientais, culturais e sociais, despertando a autonomia durante o desenvolvimento das atividades, cujos temas envolveram situações reais articuladas ao contexto e aos conhecimentos dos alunos.

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Simbolon, Rotua, Lukman El Hakim, and Tian Abdul Aziz. "Phenomenological Exploration in Mathematics Education." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 107–12. http://dx.doi.org/10.24114/paradikma.v16i1.45264.

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We don't know what will happen tomorrow. Yesterday is a memory, today is a reality and tomorrow is a hope. Who would have thought that the corona virus would become one of the elements forming a new life cycle not only for Indonesia but for the whole world. During the Covid-19 pandemic, Large-Scale Social Restrictions (PSBB) were implemented, this had an impact on the implementation of face-to-face (online) learning. Educational institutions must also change direction. Work from home. Going online is one way to stay afloat. Learners at all levels, learn online. Some are still not familiar with this method, especially those in regions or villages, so that in its implementation there are obstacles that result in the implementation of the learning process not being optimal. Those who live in cities experience different obstacles again. Learning that should be carried out face-to-face has changed to online. One of the differences that exist is seen from progress, namely those who live in cities and in villages have different difficulties. Not to mention the other variants. This article aims to find out the obstacles experienced by students during the implementation of online learning in Mathematics lessons. The approach used is a phenomenological approach. How does the exploration of phenomenology play a role in the mathematical approach. The hope is that with this approach you can get information regarding the implementation of the online learning process for learning Mathematics during the Covid-19 pandemic. Exploration of Mathematics Education is seen from a phenomenological attitude, which means that it starts with entering phenomena through practice. The exercises provided are designed so that participants are able to illustrate, mention, give directions and are able to associate meanings and differences. Actually someone gets something in learning more than one's intentions, it doesn't even matter whether a teacher teaches well. For this reason, a creative teaching method is needed in learning mathematics so that there is good interaction between students and teachers. Conclusion: The process of learning mathematics online was not optimal during the pandemic due to several factors that affected the smooth implementation of learning.

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Quatbayevich, Urinbayev Saginbay. "LEARNING OUTCOMES IN MATHEMATICS EDUCATION." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 160–63. http://dx.doi.org/10.37547/ijasr-04-03-29.

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The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

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Teodoro, Vítor Duarte, and Rui Gomes Neves. "Mathematical modelling in science and mathematics education." Computer Physics Communications 182, no. 1 (January 2011): 8–10. http://dx.doi.org/10.1016/j.cpc.2010.05.021.

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10

Beqqali, Nabila, Khalid Hattaf, and Naceur Achtaich. "Mathematical Biology in High School Mathematics Education." Journal of Educational and Social Research 13, no. 6 (November 5, 2023): 326. http://dx.doi.org/10.36941/jesr-2023-0168.

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Mathematical biology has made great progress in recent years, particularly in epidemiology during or even before the COVID-19 pandemic. Mathematical modeling has played a key role in this progress. In this paper, we examine whether the teaching and learning of mathematics in Moroccan high school takes into consideration specialty disciplines such as biology. To do this, we are looking for the applications of biology in the Moroccan mathematical programs in the second year of the baccalaureate option life and earth sciences. First, we analyze the pedagogical guidelines concerning mathematical applications in specialty disciplines. In addition, we analyze the textbooks concerning the second year of baccalaureate option life and earth sciences. The results show that mathematical applications in experimental sciences, especially in biology, for the mathematics program of the second year of the baccalaureate are still very limited in the Moroccan curriculum, whether in learning activities or exercises. Received: 21 September 2023 / Accepted: 20 October 2023 / Published: 5 November 2023

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11

Rickert, Neil W. "Mathematics Education." Science 238, no. 4826 (October 23, 1987): 447. http://dx.doi.org/10.1126/science.238.4826.447.c.

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Stein, James D. "Mathematics Education." Science 238, no. 4826 (October 23, 1987): 447. http://dx.doi.org/10.1126/science.238.4826.447.b.

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Moore, John W. "Mathematics Education." Journal of Chemical Education 85, no. 8 (August 2008): 1019. http://dx.doi.org/10.1021/ed085p1019.

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STEIN, J. D. "Mathematics Education." Science 238, no. 4826 (October 23, 1987): 447. http://dx.doi.org/10.1126/science.238.4826.447-a.

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RICKERT, N. W. "Mathematics Education." Science 238, no. 4826 (October 23, 1987): 447. http://dx.doi.org/10.1126/science.238.4826.447-b.

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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.

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17

Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.

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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.

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18

Bass, Hyman. "Mathematics, mathematicians, and mathematics education." Bulletin of the American Mathematical Society 42, no. 04 (June 23, 2005): 417–31. http://dx.doi.org/10.1090/s0273-0979-05-01072-4.

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19

Lerman, Stephen. "Constructivism, mathematics and mathematics education." Educational Studies in Mathematics 20, no. 2 (May 1989): 211–23. http://dx.doi.org/10.1007/bf00579463.

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Görgüt, Rahime Çelik, and Yüksel Dede. "Mathematics teachers’ assessment of mathematical understanding." Studies in Educational Evaluation 75 (December 2022): 101190. http://dx.doi.org/10.1016/j.stueduc.2022.101190.

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21

Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (December 4, 2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.

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Fatra, Maifalinda, Lilis Marina Angraini, and M. Anang Jatmiko. "Ability of Mathematical Generalisation Thinking of Mathematics Education Students." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 69–75. http://dx.doi.org/10.15408/tjems.v6i1.12315.

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AbstractThe main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of 5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample. The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of 61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia.AbstrakTujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia. How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019). Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6(1), 69-75. doi:10.15408/tjems.v5i1.12315.

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Avci, Bulent. "Critical Mathematics Education: A Dialogic Approach to Mathematics Education." Journal of Educational Studies in Science and Mathematics 1, no. 1 (December 29, 2022): 95–107. http://dx.doi.org/10.29329/jessm.2022.498.5.

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Prior, Vic, and Alan J. Bishop. "Mathematical Enculturation: A Cultural Perspective on Mathematics Education." Mathematical Gazette 74, no. 467 (March 1990): 100. http://dx.doi.org/10.2307/3618904.

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Grégoire, Jacques. "Understanding Creativity in Mathematics for Improving Mathematical Education." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 24–36. http://dx.doi.org/10.1891/1945-8959.15.1.24.

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Mathematical creativity is rooted in the intellectual abilities and personality traits of each individual, in which the direct influence of education is only moderate. However, education could have more influence on three important components of creativity: expertise, original thinking, and intrinsic motivation, which underlie individual creative potential. At school, the development of the students’ creative potential should start from the teachers’ mathematical education. Only expert and creative teachers can provide the appropriate environment for developing students’ creativity. To develop their original thinking, students should have the opportunity to work with ill-posed and open-ended problems, to go wrong and make mistakes, and to find different solutions to the same problems. Through these experiences, associated with positive emotions, students should develop an intrinsic motivation for creativity in mathematics.

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Wewe, Melkior, and I. Wayan Juliawan. "Developing Mathematical Devices with Characteristics Realistic Mathematics Education." Al-Jabar : Jurnal Pendidikan Matematika 10, no. 1 (June 13, 2019): 1–10. http://dx.doi.org/10.24042/ajpm.v10i1.3884.

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This research aims to generate a mathematics learning media characterized by valid and realistic mathematics education, describes the practicality of the learning media, and measures the results of the learning media toward the students’ learning outcome. This study uses the ADDIE Model which consists of five stages, namely: analysis, design, development, implementation, and evaluation. The final products of this research are the lesson plan (RPP) and student worksheet (LKS) which are characterized by realistic mathematics education. Based on the results of the study, the validity analysis of the developed lesson plan and students’ worksheet that is categorized as valid and in accordance with the classification of a good lesson plan and students’ worksheet. After an assessment and revision of the learning media had been conducted, the implementation of the learning media was carried out. Based on the results of the analysis, the practicality of the product obtains an average score of 88.45% with the highly practical criteria. The analysis of students’ responses toward the worksheet obtains an average score of 4.08 and has fulfilled the practical criteria. The analysis of the teacher’s responses toward the worksheet obtains an average score of 4.58 and has fulfilled the practical criteria. The results of the pretest and posttest analysis show that the developed products have met the effective criteria because the percentage of students' completeness in the pretest was 58.65% and posttest was 81.9% which increased by 23.25%.

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Abtahi, Yasmine, and Richard Barwell. "Mathematical Morality Tales: Mathematics Education in Canadian Newspapers." Canadian Journal of Science, Mathematics and Technology Education 19, no. 1 (February 26, 2019): 48–60. http://dx.doi.org/10.1007/s42330-019-00042-0.

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Sarumaha, Yenny Anggreini, and Ilham Rizkianto. "PROMOTING MATHEMATICAL JUSTIFICATION THROUGH REALISTIC MATHEMATICS EDUCATION CLASSROOM." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 2 (December 30, 2022): 83–94. http://dx.doi.org/10.30598/jupitekvol5iss2pp83-94.

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The importance of mathematical justification in all classrooms is emphasized by reform movements in mathematics education. However, previous studies reveal that encouraging justification in mathematics classes is troblesome for mathematics teachers at all school levels. This present study is aimed to find out how justification help students to develop their mathematical understandings. To answer this question, we first determined the role of justification in teaching and learning process and how good students in justifying their answers. Design research was chosen as an appropriate mean to achive that goal. The study was conducted in a state university in Yogyakarta involving four students from fifty-one students as our focus group and one of researchers as a lecturer. Justification was the focus on this study and to promote it we chose RME as an approach that served as a learning environment. In this study, all data collected from classroom observation, group observation, students’ works, video recordings, field notes during teaching experiment, and students’ final writen test. Students’ works then analyzed using a justification rubric and describe thoroughly by considering other data collected during teaching learning process. The study revealed that there were some roles of justification in RME classroom, namely encouraged conceptual understanding, supported mathematical skill, promoted long lasting skill, and influenced social relationship. In this study, most students in our focus group have already made a good justification which was assessed by the points in the CLEAR rubric. Students wrote their solutions equipped by signs or simbols, made labels, used a complete sentence to answer the question, and elaborated procedures throroughly

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Friantini, Rizki Nurhana, Rahmat Winata, and Sugiharto. "Mathematical Anxiety Profile of New Mathematics Education Students." Hipotenusa: Journal of Mathematical Society 6, no. 1 (June 26, 2024): 21–30. http://dx.doi.org/10.18326/hipotenusa.v6i1.1809.

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This research is a descriptive qualitative study which aims to describe the mathematical anxiety of new students of the Mathematics Education Study Program at Palangka Raya University both classically and in terms of gender. The subjects of this research were 34 Mathematics Education students at Palangka Raya University, consisting of 21 female students and 13 male students who were selected based on a saturated sampling technique. The technique for collecting data in this research is using a questionnaire. The results of this research can be classically concluded that the majority of new students in the Mathematics Education Study Program at Palangka Raya University have mathematical anxiety. When viewed from gender, the average percentage of mathematical anxiety between female students is greater than that of male students.

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Weber, Keith, Paul Dawkins, and Juan Pablo Mejía-Ramos. "The relationship between mathematical practice and mathematics pedagogy in mathematics education research." ZDM 52, no. 6 (June 13, 2020): 1063–74. http://dx.doi.org/10.1007/s11858-020-01173-7.

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Omer, Faruk CET N. "Mathematics education and democracy education." Educational Research and Reviews 10, no. 5 (March 10, 2015): 566–76. http://dx.doi.org/10.5897/err2015.2081.

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Widyastuti, Ratna, and Kunti Eliyen. "Pengembangan Exercise Matematika Berbasis WEB Dengan Pendekatan Realistic Mathematic Education (RME)." JURNAL PETIK 8, no. 1 (March 11, 2022): 19–26. http://dx.doi.org/10.31980/jpetik.v8i1.1228.

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Abstract - Mathematics is one of the compulsory subjects in basic education, because mathematics has an important role both in everyday life and in the development of science and technology. In the world of education, mastery of mathematical competencies is known as mathematical literacy skills. In order to help teachers to provide understanding to students, it is necessary to apply Realistic Mathematic Education (RME), In the implementation of RME, a web-based exercise book was developed so that students could use it in learning mathematics by solving problems in real life mathematically so that students' mathematical literacy skills could be improved. The result of this research is a web-based application using waterfall method that contains exercises in mathematics according to the RME approach which can be used as a medium for learning mathematics. Keywords – Mathematic, Realistic Mathematic, Exercise, Web Application Abstrak - Matematika merupakan pelajaran wajib dalam jenjang pendidikan dasar. Matematika mempunyai peran penting baik dalam kehidupan sehari-hari maupun dalam pengembangan ilmu pengetahuan dan teknologi. Dalam dunia pendidikan, penguasaan kompetensi matematika dikenal dengan istilah kemampuan literasi matematika. Dalam rangka membantu pengajar untuk memberi pemahaman kepada siswa maka perlu diterapkan pembelajaran dengan mendesain soal tipe Realistic Mathematics Education. Dalam implementasi RME dikembangkan suatu exercise yang berbasis web agar dapat digunakan siswa dalam mempelajari matematika dengan menyelesaikan masalah dalam kehidupan nyata secara matematis sehingga kemampuan literasi matematika siswa dapat ditingkatkan. Hasil dari penelitian ini adalah aplikasi berbasis web yang memuat latihan soal metematika tipe soal Realistic Mathematics yang dapat digunakan sebagai media pembelajaran matematika. Aplikasi dibangun dengan menggunakan teknologi berbasis web dengan metode penelitian pengembangan waterfall. Pengguna sistem adalah siswa dan guru sebagai admin. Kata Kunci – Matematika, Realistic Mathematic Education, Exercise Book, Aplikasi Web

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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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seyed agha Banihashemi, Saied. "Co-existence of History of Mathematics and Education of Mathematics." American Journal of Educational Research 2, no. 8 (July 24, 2014): 592–94. http://dx.doi.org/10.12691/education-2-8-5.

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Corwin, Rebecca B. "Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture." Arithmetic Teacher 40, no. 6 (February 1993): 338–41. http://dx.doi.org/10.5951/at.40.6.0338.

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Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge

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Escultura, Edgar E. "Creative Mathematics Education." Creative Education 03, no. 01 (2012): 45–54. http://dx.doi.org/10.4236/ce.2012.31008.

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Howson, Geoffrey, and Hans Freudenthal. "Revisiting Mathematics Education." Mathematical Gazette 76, no. 477 (November 1992): 411. http://dx.doi.org/10.2307/3618403.

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Nataro, S. Leigh. "Promoting Mathematics Education." Mathematics Teacher: Learning and Teaching PK-12 114, no. 11 (November 2021): 890–91. http://dx.doi.org/10.5951/mtlt.2021.0168.

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Gervasoni, Ann, and Andrea Peter-Koop. "Inclusive mathematics education." Mathematics Education Research Journal 32, no. 1 (February 21, 2020): 1–4. http://dx.doi.org/10.1007/s13394-020-00315-0.

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STEEN, L. A. "Response: Mathematics Education." Science 238, no. 4826 (October 23, 1987): 447–48. http://dx.doi.org/10.1126/science.238.4826.447-c.

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Molina, J. A. López, and M. Trujillo. "Mathematica Software in Engineering Mathematics Classes." International Journal of Mechanical Engineering Education 33, no. 3 (July 2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

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Damarin, Suzanne K. "Review: The Mathematics of Popular Consumption." Journal for Research in Mathematics Education 27, no. 2 (March 1996): 241–43. http://dx.doi.org/10.5951/jresematheduc.27.2.0241.

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Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised in mathematics as a body of knowledge have not been significantly altered within the community of researchers and teachers who study. practice, and teach malhematics. the philosophy of mathematics, or mathematics education.

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Jungić, Veselin, and Andrijana Burazin. "On Experimental Mathematics and Mathematics Education." American Mathematical Monthly 128, no. 9 (October 21, 2021): 832–44. http://dx.doi.org/10.1080/00029890.2021.1964275.

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Haris, Denny. "USING VIRTUAL LEARNING ENVIRONMENT ON REALISTIC MATHEMATICS EDUCATION TO ENHANCE SEVENTH GRADERS’ MATHEMATICAL MODELING ABILITY." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (June 28, 2022): 152–59. http://dx.doi.org/10.24114/sejpgsd.v12i2.35387.

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Many research studied that realistic mathematics education (RME) can be an alternative solution to students’ difficulties in learning mathematics. Various forms of technology additionally are further employed to support students' mathematical achievements. However, research on the implementation of virtual learning environments (VLE) with the RME approach is still lacking. The main goals of this research were to create an instructional process of virtual learning environments on realistic mathematics education to improve seventh graders' mathematical modeling abilities and to examine the effect of designs on mathematical modeling ability. Theory of realistic mathematics education and virtual learning environment literature were integrated. The design model developed was verified by experts to be tested. The pre-test / post-test test method was carried out to see the effectiveness of the design. The sixty-seventh graders from a secondary school in North Sumatera were selected as samples. The instructional process developed consists of four stages, namely (1) purposing contextual problems, (2) defining situations from contextual problems, (3) solving problems individually or in groups, and (4) reviewing and comparing solutions. The developed virtual learning environment consists of 5 components, namely (1) users management, (2) content and activities management, (3) resources management, (4) visualization and communication management, and (5) evaluation and assessment management. The mathematical modeling ability concerning experimental group students is significantly higher after being taught through a realistic mathematics education instructional process via a virtual learning environment. Comparison of the experimental group with the control group also showed the same results.

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Bayrak, Alp, and Seher Aslanci. "Realistic Mathematics Education: A Bibliometric Analysis." Shanlax International Journal of Education 10, no. 4 (September 1, 2022): 52–62. http://dx.doi.org/10.34293/education.v10i4.5174.

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The aim of the study is to conduct a bibliometrical analysis on the published articles related to RME. Accordingly, Scopus database was scanned using the keywords “realistic mathematics education” or “realistic mathematic education” or “realistic maths” or “realistic mathematical education” and a total number of 1190 articles published on RME between 1986 and 2021 were obtained and anayzed bibliometrically. The data gathered was then analyzed utilizing “biblioshiny”, which is a web interface app in the bibliometric R-Studio program package. The analyses were conducted in order to find out the sample of the articles’ annual distributions; their 3-D area chart; the list of the journals that published the highest number of related articles; the authors and their institutions; source clusters obtained through Bradford’s Law, the scientific productivity of the authors by years and their citation burst scores; the scientific productivity of the countries; the word cloud and word tree patterns of these articles; co-word analysis of the concepts, the collaboration networks of the authors and the conceptual structure mapping. The findings obtained as a result of the conducted analyses indicate that there has been an increase in the interest in RME research after 2016 and the journal with the highest number of published articles on RME is Journal on Mathematics Education. Also, the authors with the highest numbers of publications are Z. Zulkardi, S. Suparman and R. I. I. Putri, respectively, while Utrecht University has the highest number of publications on the topic. The countries with the highest rates of productivity in terms of publications on RME are found to be the USA, Indonesia, and the Netherlands, respectively. In addition, the most frequently used keyword by the researchers is found to be “realistic mathematics education”, while “mathematics” is the most frequently utilized word in the titles of the analyzed articles. The overall findings of the study point out the need for further studies on RME as realistic mathematics education is considered to be a significant method in finding solutions to the problems in the field of mathematics education. Further theoretical contributions are also thought to be crucial as they could provide fundamental references for future research.

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Matic, Ljerka Jukic. "Mathematical Knowledge of Non-mathematics Students and Their Beliefs about Mathematics." International Electronic Journal of Mathematics Education 9, no. 1 (February 2, 2014): 13–24. http://dx.doi.org/10.29333/iejme/278.

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Kwon, Na Young, Jukyung Park, Sheunghyun Yeo, and Jinho Kim. "Discussion on Microteaching in Korean Mathematics Education." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 4 (November 30, 2023): 1083–109. http://dx.doi.org/10.29275/jerm.2023.33.4.1083.

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This study conducted a literature review to scrutinize the landscape of microteaching-related research within the field of mathematics education in South Korea. The research data were collected by searching for keywords such as microteaching, teaching demonstrations, and simulated rehearsal on RISS until July 2023. The final research data consisted of 28 empirical studies, including only those published in academic journals. For data analysis, the study delved into the purposes of microteaching, the specific grade levels being targeted, and the diverse methodologies employed in microteaching. The findings illuminated that a predominant focus of the studies was on secondary preservice teachers, with microteaching being implemented primarily for the purpose of observing teaching behaviors. Qualitative research methodologies prevailed, with a notable prevalence of studies utilizing video recordings to encapsulate the intricacies of the teaching process. Furthermore, it was a customary practice to facilitate peer feedback sessions following the teaching sessions. Finally, a comprehensive discourse was engaged to elucidate the underlying rationales driving the observed trends in these findings.

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Ratumanan, Tanwey Gerson, Carolina Selfisina Ayal, and Pieter Z. Tupamahu. "MATHEMATICAL REPRESENTATION ABILITY OF MATHEMATICS EDUCATION STUDY PROGRAM STUDENTS." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 1 (June 30, 2022): 50–59. http://dx.doi.org/10.30598/jupitekvol5iss1pp50-59.

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This research is descriptive because it aims to describe students' mathematical representation ability. Mathematical representation is related to ways of expressing mathematical ideas. Mathematical representation is divided into verbal, visual/pictorial, and symbolic representations. The subjects of this study were 40 new Mathematics Education study program students. Data were collected using test and interview techniques. Furthermore, the data were analyzed using descriptive and qualitative statistics. The results showed that only 10% of the students had the mathematical representation ability in the good category, 12.5% in the moderate category, 10% in the poor category, and 67,5% in the very poor category. In detail, for verbal skills, there is 2.5% in the very good category, 7.5% in the good category, 17.5% in the moderate category, 15% in the poor category, and 55% in the very poor category. For the ability of visual/pictorial representation, there is 2.5% in the very good category, 7.5% in the good category, 12.5% in the moderate category, 7.5% in the poor category, and 70% in the very poor category. Furthermore, for the symbolic representation ability, 10% is in a good category, 10% in the moderate category, 7.5% in the poor category, and 72.5% in the very poor category. Based on the classroom observation and interview, the low mathematical representation ability is caused by two main things, namely (1) relatively low prerequisite knowledge and (2) mathematics learning, which is dominated mainly by teachers; learning does not provide opportunities for students to develop mathematical representation skills

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Toom, André. "Between Childhood and Mathematics: Word Problems in Mathematical Education." Humanistic Mathematics Network Journal 1, no. 20 (July 1999): 25–44. http://dx.doi.org/10.5642/hmnj.199901.20.19.

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Li, Na, Ida Mok, and Yiming Cao. "The Evolution of Mathematical Thinking in Chinese Mathematics Education." Mathematics 7, no. 3 (March 24, 2019): 297. http://dx.doi.org/10.3390/math7030297.

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Mathematical thinking (MT) has been one of the most important goals for mathematics education as it can support sustainable mathematics learning. Its role in school mathematics has recently been explicitly identified as one of “Four Basics” in the latest national curriculum standard for compulsory education, which is seen as one of the prominent features of Chinese mathematics education. This paper reviewed definitions, descriptions, and explanations from a historical perspective and aimed to provide a comprehensive and contemporary conceptualization for MT in a Chinese context, which can be applied as a comparison to MT in English works. To achieve this, document analysis was applied in this study. Major official documents, papers, and books were reviewed to see the process of MT conceptualization given by the policy makers and researchers. Results indicated that MT places more emphasis on the process of mathematical methods application in problem solving, such as the method of combination of symbolic and graphic mathematics. Mathematical thought is also recommended by Chinese researchers to help students think like mathematicians. Another major characteristic is that the classification of major types of MT is usually focused on that which can make the concept more understandable.

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