Science topics: EducationMathematics Education

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# Mathematics Education - Science topic

Mathematics Education are researching best methods and reevaluating all so called established truths.

Questions related to Mathematics Education

What is the Conceptual Understanding of Systems of Linear Equations ? What its the Difficulties During Solving Applied Economics, Physics, Engineering Problems? Recently I am working a paper in this field, but I can't find any studies for this area.

Should we teach the definite or indefinite integral first?

Big data is a new trend in the Technology field, it has many applications in Education especially in analysis students performance if the teacher using LMS.

my question about how we can make Big dat benefit for us in Mathematics Education ?

My paper entitled: An elementary proof for Fermat's Last Theorem using Ramanujan-Nagell equation" has got published in Turkish Journal of Computer and Mathematics Education vide Vol12, No 14:( 2021) pp. 3631-3643. .link: https://turcomat.org/index.php/turkbilmat/article/view/10991/8183

STEM fue el tema principal de la conferencia internacional ASTE 2019, con al menos 8 pósteres, 27 presentaciones orales y 3 talleres que promovieron las

*aulas STEM, la instrucción/enseñanza STEM, las lecciones STEM, los campamentos de verano STEM, los clubes STEM y las escuelas STEM***sin proporcionar una conceptualización o definición operativa de lo que es STEM.**Algunas presentaciones defendían la integración de las disciplinas, pero el ejemplo proporcionado fue principalmente prácticas "indagatorias" y de "diseño de ingeniería" que de hecho no diferían del tipo de actividades en el aula**hands-on/minds-off**mal conceptualizadas y epistemológicamente incongruentes.Por lo tanto, vale la pena considerar:

(1) ¿Por qué lo llamamos STEM si no difiere de las prácticas aplicadas durante décadas (por ejemplo, indagación, actividades hands-on)?

(2) ¿Qué beneficios (si los hubiere) puede aportar esta mentalidad/tendencia de

**STEMinificación**a la educación científica y su investigación?I am interested in TPACK and mathematics education, can you share recent research articles on both topics here?

For instance:

Dear distinguished researchers, I recently developed an interest on studies on competency based learning, specifically on Mathematics Education, but I couldn't get any related published articles on the same in the web.

You suggestion and guidance would be much appreciated. Kindly drop links or websites that can help.

Thank you in advance.

Dear colleagues:

God morning. I am working on ancient classification of numbers: abstract numbers and concrete numbers. Also, on classification of concrete numbers in complex numbers and non complex numbers. For instance, complex numbers were "3 years 4 months 15 days" or "43 degrees 18 minutes 17 seconds". Please, could you say me who categorized numbers in abstact numbers and concrete numbers, and the last ones in complex numbers and non complex numbers? What references should I to consult?

Thank yoy for your answer. Regards from Peru

Luis

I would like to create a research group so that authors in Research in Mathematics Education for Community Colleges can identify with this group and list relevant research in this group as well as their home authorship. Thanks.

Teaching Mathematics at school to all students is commonly justified by the opinion that it improves their problem-solving skills and "makes them smarter" (whichever measure is implied by this). I wonder a few things about this:

1) If there is a clear empirical support for this opinion. Does that evidence answer the question of the causality direction between learning maths and cognitive ability? Recommendations on good literature about this would be appreciated too.

2) Do the abilities students develop improve performance for solving problems that are non explicitly mathematical. For example - learning volumes of 3D shapes could improve spatial navigation.

3) And importantly, are these improvements particularly due to teaching maths? E.g. for the previous example - wouldn't learning world maps in a geography class or spatial maze tasks develop spatial navigation more efficiently than learning calculation of volumes?

Thank you!

Terry Tao blogged about this unfortunate event. Kindly share among Mathematical community and increase awareness.

Thanks.

I'm new in the field of Academics. I am good with the theoretical aspects of Research but when it comes to implementations I find it very hard, especially in area of literature review. As an experts in the field, I seek your advice, guidance and support. Thank you in advance.

L'Huillier's theorem or calculation of spherical excess of "spherical triangle" formed between the unit vectors on unit sphere can find out the area, but how to explain this formula from purely plane trigonometry standpoint (i.e. without assuming any pre-requisite knowledge on spherical trigonometry)? The solid angle can be found by spherical trigonometry rules, and I am well aware of it. I want to introduce this problem to anyone with knowledge of plane trigonometry, but no knowledge of spherical trigonometry.

My name is Luz, I work in Instructional Technology for K12 public institutions in Mexico, I´m not a specialist in Math Education, but definitelly this is an important topic in our work. I look forward to learn more about it with your experiences and to contribute in terms of the use of technology to promote learning

The new Education Act (LOMLOE) that is now being prepared in Spain intends to make Mathematics an optional subject. The Mathematics Institute has issued a manifest that argues about the importance of Mathematics in society, and in favour of keeping Mathematics as a compulsory subject in high school. If you agree with this, please sign the manifest at the link below (the manifest is in Spanish; I don't remember if there is an English version):

There is also a petition at change.org:

Thank you very much in advance.

Hebert

Hi, as part of my bachelor thesis on the

*design of programming languages for teaching mathematics in the 21*, I have planned to discuss the evolution of (the) major programing languages which focus on the idea that computer programming could play an integral role in STEM education.^{st}centuryIn order to analyze different programming languages as a framework for teaching (primarily) mathematical concepts, I am currently searching for (citable) research projects providing insights into the historical development of educational programming languages. – Are you familiar with any research on the evolution of educational programming languages?

Many thanks in advance for your contributions,

Tobias

I realized that students do not understand integral conceptually.

We would like to follow the progress in students’ learning through the development of their mathematical skills and are looking thus for an appropriate classification of learners related to their achievements.

I am interested if there is a dictionary of the terms that are used for mathematics education, mathematics learning and/or mathematics teaching in academic level.

I'm looking for an empirical and / or theoretical framework for using a 0-99 chart instead of a 1-100 board. But I only found practical discussions. Who can give me an advice where I can find such a theoretical oder empirical basis?

I am working on parental beliefs about mathematics and it teaching and learning and want to investigate, in which ways parents support their children with their mathematics education. Therein I am focusing on early secondary school (11-12 year old students).

I am currently researching the attitudes towards mathematics of 8-12 year old students (upper primary school). I suspect that a decline in positive attitudes towards mathematics may correspond to a decline in the use of manipulatives by these students when compared to their level of use in the early years of schooling. It might also be the case that digital manipulatives are being used in upper school classrooms as a substitute for concrete manipulatives.

I am interested in reading any research which may have been conducted on this topic and also the opinion of ResearchGate members on the role of manipulatives in upper primary mathematics classrooms.

I want to conduct a qualitative research about math teaching and learning at pandemic Covid-19 in several specific area in my country. But i don't have any idea to start because i'm not good in qualitative research. It's kindly opened for join research.

Saya ingin melakukan penelitian kualitatif ttg KBM Matematika selama wabah Covid-19 di beberapa daerah di Indonesia. Tapi saya bingung dalam merancangnya krn minim pengalaman dalam penelitian kualitatif. Sangat terbuka untuk penelitian bersama.

Dear colleagues:

About truth value of logic conditional statement, in Mathematics Education, how to justifiy cases in which V=>F and F=>V without logical truth-tables?

Thank you. Best regards of Perú

Would mentioned associations should construct some instruments to encourage researchers in small academic community, such as for example the academic community in the Republic of Serbian (an entity and B & H) for more consistent research in mathematics education?

As one such good example is the intention of PME management gifts several print PME - Proceedings to this small community.

Another good example could be a collaboration of researchers from the powerful scientific societies with researchers of this small academic community.

I would like to hear opinions on this issues other researchers in mathematics education.

Dear colleagues

I am researching about contradiction, cognitive conflict or contradiction in teaching-learning process about triangle inequality. Are there any research about this feature?

Thank you.

Best regards of Peru!

Math helps us exercise smartly.

On the internet, we find several options of smartphones & tablets apps for playing games with physics and mathematical concepts. Which ones have you already used and would recommend for the use in the basic & high schools?

Some researchers on 'Science Education' have been studying their use already and have made public some of their presentations about these works. Would you have some recommendation of researchers to be contacted that have been working on this topic?

Thanks in advance!

I am looking for creativity and creative problem solving tasks with a long history of application.

Gauss, R., 1957. Eine für Mitteleuropa neue Proctotrupidenart. - Aus der Heimat 65: 215-218.

Lieber Kollege Birkelbach,

Ich sitze gerade an einer Arbeit zum Thema "Interkulturelle Kompetenz" und fand dabei Ihren Beitrag von 2005, sehr schöner Beitrag, Glückwunsch, da in ihm verschiedene Diskurselemente vorhanden sind, die bis heute unverändert ungelöst verhandelt werden. Ist der Text an anderer Stelle als unter der URL veröffentlicht worden? Ich frage zur Sicherheit, weil ich in der Tat keine anderen Nachweis finde.

Ich danke Ihnen herzlich und wünsche eins chönes Wochenende,

Jürgen Henze

HU Berlin

Der Standort Marburg steh für eine Zusammenarbeit gern zur Verfügung.

I have been looking at different types of inductive teaching for mathematics. These include inquiry-based, discovery, problem-based, project-based, case-based, just-in-time, and a hybrid of project and problem-based.

Is there an inductive teaching approach or curriculum that uses everyday topics and students learn the mathematics needed to understand different pieces of it? For example, a class is discussing gardening. So the students learn how to calculate area of their garden. Then they look at mixture problems (fertilizer and soil). Then they see how Fibonacci plays into petals and seed patterns.

It doesn't quite fit one of the inductive teachings exactly. I think it is a combination of several.

Who has done research on this? Who/what should I be looking for?

Dear colleagues:

Good morning. It's common to get biased information on North Korean educacional system from official sources from South Korea. Please, could you suggest me papers or books which are reliable about actual status of Mathematics Education un DPR Korea?

Thank you for your answer. Best regards from Perú.

Luis

In a country where Graphing Calculators are still out of reach by secondary level students and considering the positive effects of the use of graphing calculators in facilitating understanding of math concepts , what alternatives are being used in teaching and learning of mathematics? Are they as effective as using actual graphing calculators?

Someone knows about any paper about Philosophy of Mathematics Education in a post-colonial perspective? Or knows any researcher working in something like that?

Good afternoon.

I am studying on the nexuses between general theory (or theories) of Education and particular theory (or theories) in Mathematics Education. Please, could you point out if it is appropriate to consider them in this way? Could you recommend me papers or books about my topic?

Thank you for your answer. Regards from Perú.

Luis

Niess et al (2009, p. 18-19) presented a theoretical integration of TPACK in Mathematics teaching/learning, "Mathematics TPACK", organized, with similarity to that proposed by AMTE Technology Committee (2009), in around four areas:

1- Designing and developing digital-age learning environments and experiences – Teachers design and develop authentic learning environments and experiences incorporating appropriate digital-age tools and resources to maximize mathematical learning in context.

2- Teaching, learning and the Mathematics curriculum – Teachers implement curriculum plans that include methods and strategies for applying appropriate technologies to maximize student learning and creativity in Mathematics.

3- Assessment and evaluation – Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

4- Productivity and professional practice – Teachers use technology to enhance their productivity and professional practice.

In your opinion based on your context, experiences and research, what are the most

**critical factor**s in improving**equity**in**mathematics education**across a broad range of groups? Please feel free to cite specific research or give examples from your practice.STEM was the main topic at the 2019 ASTE international conference, with at least 8 posters, 27 oral presentations and 3 workshops promoting

*STEM classrooms, STEM instruction/teaching, STEM lessons, STEM summer camps, STEM clubs,*and*STEM schools***without providing an operational conceptualization or definition of what STEM is**. Some oral presentations advocated for disciplines integration, but the example provided were mainly "inquiry based" and "Engineering Design Process" practices which in fact did not differed from the overly used, poorly conceptualized and epistemologically incongruent**hands on/minds off**type of classroom activities.Therefore, it is worth considering:

(1) Why do we call it STEM if it does not differ from practices being implemented for decades (e.g. inquiry, hands on activities)?

(2) What benefits (if any) can this

**STEMification**mentality/trend bring to science education?Dear Researcher Friends,

How can I perform variability test of a research instrument by R or R-studio software package?

my proposal tesis subtitle is peningkatan bahan ajar pecahan berbasis pendekatan Realistic Mathematic Education untuk peningkatan minat, motivasi dan hasil belajar siswa kelas IV SD.

is Variabel suitable prof? according prof article variabel is pemikiran mathematis

Mathematics has been always one of the most active field for researchers but the most attentions has gone to one or few subjects in one time for several years or decades. I'd like to know what are the most active research areas in mathematics today?

Is anyone working, has worked, or knows about research/practice with using narratives or stories to teach mathematics at the undergraduate level (not for little children)?

I would like to know if it makes sense to perform a statistical analysis to evaluate how to improve the learning process and the teaching process during teaching. When teaching physics, chemistry or mathematics, does it have any utility to evaluate additional data to test scores and to the fulfillment of the program in class?
How does the teaching process in the best teaching centers, the statistics that work for them, make sense, or is it simply a matter of quality in the knowledge and appropriate strategies?
Greetings.

Just searching for Scopus Indexed Journals for math education or math teaching with cheaper publivation fee.

Geogebra software has been used in teaching mathematics. But, people could be so enthusiastic or so negative. What do you thing about this software and its impact in teaching and learning mathematics? Do you know about real scientific results about its use?

I am trying to measure aspects of motivation and engagement in Year 2 to 6 students (specific to mathematics) but of course, vocabulary is an issue. If anyone is aware of tools or instruments that have been used with some success, I would be very grateful.

In my long career, I have always had difficulty finding collaborators to design a common science text. This particularly applies to texts within the domain Research in Mathematics Education.

It would be good if there is a way to enable interested researchers from different academic backgrounds to find out how to collaborate on the design of common scientific texts. I am convinced that people behave unnecessarily restrained. I am convinced that the cooperation of authors from different academic areas can significantly contribute to raising the quality of the prepared text.

One of the possibilities that came to mind is that RG offered such a platform. There are no more 'Articles in progress' options. It could be expanded by opening the possibility for the author to express his desire to get this text profiled in cooperation with another interested researcher. Openness of the option could be valid in a certain real time interval, according to the bidders' selection.

**Some of students ask me to give the applications of mathematics in real life. What are some of the interesting applications of mathematics in real life? Could you please share your knowledge about this issue.**

**Thank you very much in advance for your cooperation.**

A man walks into a pizza restaurant - there is no tag line here. He wants to get to the bottom of the pedophile conspiracy engulfing Hilary Clinton and uses a semi-automatic as leverage. Donald Trump is all over the fake news, recycled cash for comment with economic and pecuniary underpinnings hailing from obscure Eastern European Websites. Humbug he says.... Here in Australia .... we have a STEM agenda in our education system. We are becoming politically and economically STEMTIMENTAL, building STEM temples and centres and offering $81M AUD in funding for STEM champions in Queensland schools to rival Obama's US STEM Corps.

When it comes to fake news .... size matters! But what is the real narrative here? Who is behind the voices of STEM and do teachers - the reluctant champions - actually speak the language?

One of the aspects of our current research with a colleague in Mathematics Education requires the definition of what should/could be called a "non-standard" mathematics problem. One of the ways to go around this is to define non-standard problems as those which are not standard, in which case we need to define what is meant by a "standard" mathematics problem.

Your suggestions on either of definitions (standard or non-standard problems) are most welcome.

Thank you in advance for your contribution!

As a Brazilian Portuguese native speaker, I am teaching since the last 3 years Mathematics and Physics in German (I am currently at the level C1/C2) in the city of Berlin. What I have noticed so far: most of the fast learners did not feel the impact of my accent and in few times the lack of native language expressions to explain a certain topic from my side was quickly complemented by these students. They are the minority in all classes I have been teaching. However, the slow learners gave up very quickly and used as an excuse for it the fact of a small lack of my languages skills, even if some of them had already a history of deficiency in their learning processes. I would be interested in quantitative studies that compares the impact of a foreign language teacher teaching in the mother language of children. Is there something remarkable on it to pay attention?

I need some info from different country regarding their nationwide scheme or system by which students are properly guided in their choice of STEM track in their senior high school. I can speak for one country like in Papua New Guinea!, whee i taught for 16 months, that a test was given to the Grade 10 students so that they will be classified onto what track they should be. This is like an aptitude test and mental ability test given nationwide and students compete for slots in the university. But some countries may have unique system in place other than a test. This is what i need to know from as mqny countries possible. Thank you very much.

This scale (or questionnaire) is in accordance with university students,

Is there someone working on this topic and could give me some advice for literature or research projects about this topic?

Thank yo in advance!

Arbeitet hier jemand an der Thematik wie sich ältere Menschen selbst gern nennen beziehungsweise benannt werden möchten und kann mir hierfür Literatur oder Forschungsprojekte nennen?

Ich suche auch nach (zitierbaren) Definitionen für junge Ältere, Senioren/-innen, ältere Erwachsene und ältere Menschen und ebenso nach Einführungstexten ins Thema 3. und 4. Generation. Freue mich auf Vorschläge, Danke!

Danke!

Are there any researches about mathematic competencies needed in upper classes computer science yet? And which of those competencies are not taught in school?

Auf Deutsch: Meine Bachelorarbeit soll sich mit folgender Thematik befassen:

"Strategien zur Überbrückung von im Informatikunterricht der gymnasialen Oberstufe erforderlichen mathematischen Kompetenzen"

Bisher habe ich dazu leider keine Literatur gefunden, es scheint sich niemand mit der Thematik auseinandergesetzt zu haben. Die Frage stelle ich nun hier, um einen Überblick zu bekommen, welche Probleme überhaupt im Informatikunterricht durch fehlendes mathematisches Wissen/ fehlende Methoden auftauchen können. Also Dinge, die innerhalb des Informatikunterrichts erklärt werden müssen, obwohl sie eher Inhalt des Mathematikunterrichts sein sollten, oder aber den Informatikunterricht generell einschränken.

The ideas of Poincaré, geometrical reasoning and mathematics textbook

We follow the ideas of the great classic Poincaré related to human experience and the establishment of geometry, the relation between geometrical and physical space, and an understanding of space through a balance between the knowledge of geometric space and intuitive understanding of space (Poincaré, 1905). An increasing number of mathematics curricula focuses on the development of spatial reasoning through instruction supported by the mathematics textbook. Therefore, the important issues we are dealing with are the concept of space and spatial reasoning (Clements & Battista, 1992), which also implies an important standpoint on the teaching of geometry. Researchers in mathematics education emphasize the importance of textbooks from the perspective of research on geometrical thinking as an important tool in teaching and learning. It is, therefore, important to encourage the use of textbook for the development of geometrical thinking, i.e. for the development of children’s ‘mental routine’ for geometric reasoning that leads to a systematic way of thinking (Diezmann et al., 2002; Gutierrez et al., 2005; Hershkowitz, 1998; Steen, 1999).

Retrieved from our research paper: https://www.researchgate.net/publication/281240517_THE_EFFECTS_OF_RME_AND_INNOVATIVE_TEXTBOOK_MODEL_ON_4TH_GRADE_PUPILS%27_REASONING_IN_GEOMETRY

Is the work of great mathematician and philosopher Poincaré from 'Science and Hypothesis' from the beginning of XX century and his idea of human experience and the establishment of geometry well-known among researchers from mathematics education? Is there a published research paper?

Conference Paper THE EFFECTS OF RME AND INNOVATIVE TEXTBOOK MODEL ON 4TH GRAD...

Misconceptions and errors identified from learners should inform the preparation of the teacher for the next lesson. how best can this phenomenal be use as a developmental tool for teachers ?

in Geogebra (for instance), given two points A and B, students (grades 6 to 8) may be asked to plot points M such as MA=MB, vs angle MAB=angle MBA (such as MBA is isosceles. Measures of angles are shown vs measures of lenghts. My hypothesis is that trying to drag point M in order to equalize lenght is easier. (Or that considering isosceles triangles is easier if considered as two equal lenght. )

I would like to study students' thinking processes in solving mathematical problems. I will choose one or two students only. I will give a mathematical problem to solve. During the problem solving period, I will ask the student(s) to think aloud, and after that, I will conduct interview sessions to identify their thinking processes.

What would you suggest to make this a better qualitative study?

Thanks in advance.

I was wondering if you could help me in this endeavour. I have to give a short talk about how the theories of mathematics education could help teachers to make their job more proficiency. I'd like to know if there are research studies or investigations about it. On the other hand, some examples might be useful for my purpose.

Thank you in advance

I'm conducting an action research project on the impact of IBL on elementary students' achievement in math and comparing outcomes from classes that use current math textbooks only with classes that only use IBL.

My secondary questions are: What impact does IBL have elementary students' motivation and engagement in math? How does IBL effect students' perception of mathematics?

If anyone has a great survey for self-efficacy, self-regulation and/or motivation of mathematics in elementary students, please include them as well. I would be very much appreciative.

Thank you!

i want to research about the quantitative reasoning in high school students.

I did a comparative study of learning methods to the quantitative reasoning abilities of students.

How to measure the the quantitative reasoning ability?

What are the components measuring the quantitative reasoning ability?

Hopefully you can help me.

I am looking for an Instrument to use to judge if Pre-service teachers' have changed the way they think mathematics should be taught after experiences in classroom teaching.

I am in the process of beginning a series of research projects that require measuring pre- and in-service teachers Math Anxiety levels, as well as their self-efficacy for teaching mathematics.

So far, i have not been successful in acquiring an actual measure for any of those constructs.

Dear colleagues:

I am studying about cognitive conflict or contradiction (even uncertainty) as a motors of need to prove in Mathematics Education. Are there new papers about this issue?

Best regards of Peru

Luis

I am looking for a collaborative research on mathematics competence among engineers in Asian countries. For this purpose I have prepared a survey questionnaire and interested to have it filled from other countries too. Could anybody help me in this regards? Please text me. We can make our research group in this regards.

Currently working a research on identifying teachers' cognitive abilities in mathematics as part of a general curricular development for graduate mathematics education schools

In order to score students' responses to 6open-ended mathematics questions, I am going to use a 4 scale rubric. The total score for each student per each question would be between 4 to 16. please advise me to find the formula for calculating the difficulty and discrimination indexes for non-multiple choice questions. thank you.

looking for sources of survey instruments on teachers` perceptions on technology integration when going through a professional development program.

I am working on research which investigates if children's mathematical language improves through involvement in cooperative group work. I have transcribed and coded my transcripts and I am struggling to decide on which direction I should go for the analysis and results.

Need to prepare following concentrations: 2000, 1000, 500, 100, 10 and my starting concentration is 700 mg/1 ml

What are the dominant factors that enable students to solve higher order thinking skills mathematics problem solving questions from your experience?