Science topic

Mathematics Education - Science topic

Mathematics Education are researching best methods and reevaluating all so called established truths.
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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.
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You're welcome Mohammad A. Tashtoush and thanks for recommendation!
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Should we teach the definite or indefinite integral first?
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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 ?
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Thank you for sharing this research
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Journal suggestion
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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
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When you are writing "mathematicians cannot be wrong for 350 years" - is it some kind of weighty argument from your article?
Any term, such as, r^p is infinity^infinity, which can be represented in any way, as I had shown above, or in some other way.
The variants like r^3 or x^3 can also be the same as indicated above, but with certainty n=3, which greatly simplifies the problem for the proof.
"You cannot prove the general case from FLT for n=3, proved by Euler .." - These are completely different things: to have some kind of proof and the fact of recognition or non-recognition of this proof by specific persons at a specific point in time.
In the meantime, you are wasting your time.
You have no other chances, except for the one indicated by me. By the way, mayby it is better to use Pythagorean quadrupoles, than Ramanujan equation or all equations like term1+term2=term3.
By the way, it is interesting to know what you have understood from objections, which were show during last days? What was the reason for not accepting of this your attempt/article (as true proof) here in RG, when it was discussed in FLT thread and other threads?
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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?
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1) Moda
2) Igualdad supuestamente.
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I am interested in TPACK and mathematics education, can you share recent research articles on both topics here?
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Of course Yes, give me a little time
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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.
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Dear colleague,
I hope you find the following competence-based learning ideas useful:
With kind regards
Oksana
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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
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Have you got the answer?
I wonder about it.
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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.
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It is a good idea, congratulations
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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!
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Mathematics is a subject of data analysis and logical and reasoning apart from application skills to solve problems in New situations
All this procedure and process needs conceptual understanding concrete and abstract thinking abilities Mostly modern ALGEBRA Geometry and Higher mathematics
So Mathematical investigations need cognitive thinking levels
Definetelf Mathematical knowledge and skills help in improving cognitive abilities productive
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Terry Tao blogged about this unfortunate event. Kindly share among Mathematical community and increase awareness.
Thanks.
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Oke ... Thank
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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.
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Writing a literature review involves finding relevant publications (such as books and journal articles), critically analyzing them, and explaining what you found. There are five key steps:
  1. Search for relevant literature
  2. Evaluate sources
  3. Identify themes, debates and gaps
  4. Outline the structure
  5. Write your literature review
A good literature review doesn’t just summarize sources – it analyzes, synthesizes, and critically evaluates to give a clear picture of the state of knowledge on the subject.
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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.
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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
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Hello Luz,
I could not add all the files, as the message was sent after I added one file. My presentations are available in archive.org, you can find them by typing my name in the search box. My papers on the use of manipulatives, you can find in vidyaonline.net under classroom support mathematics. I am enclosing the one on the use of tangrams.
Harinder Mahajan
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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
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This link talk about:
What arguments can I give a high school student why mathematics is important?
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Hi, as part of my bachelor thesis on the design of programming languages for teaching mathematics in the 21st century, 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.
In 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
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YES Tobias ... do not forget paradigms ... they can help you in your investigations.
Precisely, look at the indexes of use of programming languages (tiobe index for example) ... the evolution of educational programming languages must be particularly interested in the paradigms of these programming languages.
How to explain the rank of the C language? (procedural paradigm ..) Why python is widely used? (object paradigm). is it the object paradigm that explains the use of this language !? or quite simply, it is more used by non-computer scientists where the principles of the object paradigm and strong typing are completely ignored?
Good luck !
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I realized that students do not understand integral conceptually.
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Before formalizing the concept of definite integral, from the graph of the speed of a mobile, I build rectangles whose area is the space traveled (remember that s = v.t), that allows me to properly introduce this concept. This class is in one of the presentations that I have uploaded, you can consult it.
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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.
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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.
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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?
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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). 
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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.
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Kevin Larkin, Nice Topic.
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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.
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Hi
Please check the following work. It describes the process in details. I believe it will help you.
Regards
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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
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Following.
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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.
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Good Luck Daniel Romano.
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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!
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Harshvardhan Singh , Thanks.
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True my dear Abdur Rahman Asari .
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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!
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I suggest this sit , http://smarterphysics.blogspot.com, Thanks Dr. Martín Monteiro.
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I am looking for creativity and creative problem solving tasks with a long history of application.
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So interesting discussion.Follow!
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Gauss, R., 1957. Eine für Mitteleuropa neue Proctotrupidenart. - Aus der Heimat 65: 215-218.
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OK, Good Luck.
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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
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Dear Juergen Henze , if you writ by English Language is better.
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Der Standort Marburg steh für eine Zusammenarbeit gern zur Verfügung.
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Dear Daniel Weber, Thank You, but we need the question by English langue.
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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?
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Views differed on induction, so there are those who place it within the direct approach, and there are those who place it within the types of discovery, according to the role of both the teacher and the learner. For you, you can look for a discovery-based induction or a combination of several types of discovery.
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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
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Thank you Professor Chol-Kyu Pak. I have sent several messages to the University, but I haven't received answer. Well, I'll continue writing them.
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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?
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Literature says that graphing calculators are helpful for students at the secondary level. But in some countries, students are not able to have their own graphing calculators because of the hefty price. I wanted to know if this has been addressed using alternative forms (i.e. Desmos, Grapes, etc) and are they as effective?
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Someone knows about any paper about Philosophy of Mathematics Education in a post-colonial perspective? Or knows any researcher working in something like that?
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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
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Not so much in the general theory of education as in the "didactics of mathematics" one finds hints that may be useful. In the course of the Sputnik Shock, set theory played a special role in the didactics of primary schools in Germany (and Europe) from the end of the sixties of the 20th century. As far as I know, the experiences have not yet been completely worked through. Today, however, the hopes placed on set theory in mathematics did not, or only partially, come true. Other collegues know more regarding this question.
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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.
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The attitudes of mathematics teachers are very important
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In your opinion based on your context, experiences and research, what are the most critical factors 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.
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This recent book might be useful as it examines "how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities":
Bartell, T. G. (Ed.) (2018). Toward Equity and Social Justice in Mathematics Education. Cham, CH: Springer.
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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?
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STEM was first conceived as a collective concept by the National Science Foundation in the USA about 30 years ago out of concerns for the quality of undergraduate education , leading to the establishment of Project Kaleidoscope (Elrod, 2010). This and other American funded initiatives have tended to focus on individual teaching enhancements based on the premise that many evidence-based individual improvements will lead to a collective change. However, this has generally not worked out the way these funders originally anticipated.
American interest in STEM education increased rapidly following the publication of Friedman’s (2005) analysis that China and India were on course to overtake the USA in the global economy by surpassing their STEM educational output. Subsequently, other Western countries have followed America’s lead, such as the UK which ran a National HE STEM Programme (2013) from 2009 to 2012. STEM educational reforms are therefore mainly driven by economic rather that pedagogical concerns, leading Fairweather (2008: 6) to describe them as, “solutions in search of a problem”.
References
Elrod, S. (2010) Project Kaleidoscope 2.0: Leadership for twenty-first-century STEM education. Liberal Education, 96(4), pp. 24-33.
Fairweather, J. (2008) Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Washington, DC: Board of Science Education, National Research Council, The National Academies.
Friedman, T. (2005) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.
National HE STEM Programme (2013) Enabling the HE sector to engage with schools, enhance curricula, support graduates and develop the workforce, http://www.hestem.ac.uk/.
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Dear Researcher Friends,
How can I perform variability test of a research instrument by R or R-studio software package?
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I assume you mean: how to test the "reliability". There are 3 kinds:
* Internal consistency reliability this is measured with the Cronbach's alpha.
*Test-retest measures the correlation between scores from one administration of an instrument to another, usually within an interval of 2 to 3 weeks.
* Inter-rater reliability checks the degree of agreement among raters (i.e., those completing items on an instrument).
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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
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I think the tittle should be "Development of fraction text book based on RME to improve students interest, motivation and achievement". You can use RME, but the problem is how to accomodate modelling, construction, and interactivity. RME as teaching methods need teacher as facilitator or mediator. You have to decide and disign the teacher role in the book. The important is student grap how to solve fraction addition, subtraction (same or different denominator), multiplication and division by he/herself without teacher explanation.
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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?
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Mathematics is a science that creates, models, describes, explains, applies, and of course its areas of research are always new. Ask about a branch in recent development and of interest to the scientific community is to prepare to find countless answers. Of course, the investigator's self-interest will guide him to appropriate topics.
I have read some answers to this question, published in this medium and I am surprised. They do not do science a favor with them.
What is the reason for writing " Physics will beat mathematics — look at my reform! " . What reform? Somebody knows about that reform?
Physics is a great science, and from its observations mathematics has developed very serious theories (Fourier - Heat, Gauss - sound). They were times of illustration. And conversely, Physics has found that without the development of mathematics there are many observations that could not be modeled.
But, returning to the initial question, I think you should look for an answer, and in that I agree with @ Mirjana Vukovic , if your interest is in pure or applied mathematics.
Greetings from Venezuela
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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)?
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Thanks for your answers, all great recommendations. I was wondering if you have used a story that was particularly well received by your students? Could you share details?
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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.
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Doing a statistic analysis on the student answers to test questions can tell you what portions of the curriculum that the students are not grasping well. This can be used as a tool to strengthen those areas in you lessons.
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Just searching for Scopus Indexed Journals for math education or math teaching with cheaper publivation fee.
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Thanks all.
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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?
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GeoGebra software is an example of "dynamic geometry" software that has been available since the mid 1990s. As such, it has been widely researched. An example of a systematic review and meta-analysis that analyses the impact found by studies published up to 2014 is:
Chan, K. K., & Leung, S. W. (2014). Dynamic geometry software improves mathematical achievement: Systematic review and meta-analysis. Journal of Educational Computing Research, 51(3), 311-325.
As I concluded in my own review some years ago, "Overall, existing research indicates that DGS cannot provide a self-contained environment and that the software itself does not necessarily mean that students will learn geometry theory. Research also suggests that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors in determining the efficacy of student learning.", see:
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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.
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Below are some examples of current work in Psychology (rather than in, say, Education). These use 'measures', if that what you are interested in.
This paper looks at pupil motivation in general:
Mantzicopoulos, P., Patrick, H., Strati, A., & Watson, J. S. (2018). Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness. The Journal of Experimental Education, 86(2), 214-232. https://doi.org/10.1080/00220973.2016.1277338
These two studies focus on mathematics in particular:
Halliday, S. E., Calkins, S. D., & Leerkes, E. M. (2018). Measuring preschool learning engagement in the laboratory. Journal of experimental child psychology, 167, 93-116.
Wang, A. H., & Byrnes, J. P. (2018). Making Connections to Realize Learning Potential in Early Childhood Mathematics. In Forging Connections in Early Mathematics Teaching and Learning (pp. 213-238). Springer.
An example of earlier work in Psychology is:
Wu, S., Amin, H., Barth, M., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3, article 162.
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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.
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I think many people whose native language is English would want to avoid collaborating on an English-language textbook with someone whose written English is ungrammatical or unidiomatic since that usually means extra work and frustration for the native speaker. A math text per se should not be a problem, but a text that has a lot of verbal explanation to accompany the formalisms might be.
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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.
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You are asking about millions of mathematical application in our life, like calculation of area, volume, velocity, acceleration ....etc.
Regards, Emad
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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?
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STEM is a buzzword that was created by the National Science Foundation during the period of directorship of the microbiologist Rita R. Colwell (August, 1998 - February, 2004).
I asked your same question to Michael Apple in a lecture given here in Hong Kong. He said that the emphasis on STEM was a necessary step for the American education where certain racial and social groups' youth had problems in those subjects with direct impact on their social mobility.
But, then, STEM became a globalized ideology and educational policy. Many countries embraced it uncritically. It is rather ridiculous to see that even those countries in Asia that have for decades given importance and nagged their youth with emphasis on STEM subjects are now pushing further this imported agenda. And I am talking about countries with highest scores in related subjects in OECD PISA. Non sequitur.
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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!
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In Russian, the best answer to the question posed is the article by I.V. Arnold (the father of Academician V.I. Arnol'd) "The principles of selection and compilation of arithmetic problems." To intrigue the reader, I will inform you that in this article, among other things, a selection of 24 non-standard problems is given, each of which is solved by the same action: 3-2 = 1.
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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? 
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Jair, 
Science - Non Mother tongue teachers
The only barrier that may exist is students not being able to understand the teacher  because of the language linguistic difference. I have personally witness this and it can be frustrating to students who have difficulties reading and writing. Otherwise, the science classroom is no longer the science teacher lecturing in front of the class but utilizing the 5E Model, with interactive smart board games and experiments, and PhET simulations.
Robin Ruiz
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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.
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There is a wide range of selection criteria amongst senior high schools with STEM offerings because there is also a wide range in the quality of education being provided by different senior high schools.  The selection criteria also depends on the number of students competing for entry into the program.  The more students applying for a certain senior high, the more stringent the selection criteria will be.  This phenomenon is also observable in the selection criteria of different colleges and universities.
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This scale (or questionnaire) is in accordance with university students, 
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there is many scales related to measure attitude towards mathematics for students in general education level , as TIMSS and PISA included in the students questionnaires some sub-scales deal with attitudes and motivations towards math in general as I mentioned.
with regard to calculus, based on my knowledge I think there is no popular scale that specified for universities students.
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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!
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May I suggest that you remove any reference to age:  It is a bias in the current cultures which a target person in the genre will usually object to. 
Ask yourself, why is it important that you “call” someone or something with an adjective that indicates what demographic group you are targeting?  Alternately try using action words to indicate what activity happens for someone or at a place.  If you’re meeting in the library to discuss a current topic just say so.  If you are having an exercise session aimed at persons with arthritis then say so.  Concentrate on what you are doing or where. 
Better to avoid the age prejudice altogether.  As for me?  You may call me Sir or Mr. Frech and if you are my friend you may use my first name.
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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.
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To a great extent it depends on the class.  Graph theory, linear algebra, generating functions, logic, set theory, and some basic number theory as well as basic probability theory will  help a lot. Especially if you want to go on for graduate school. If you are interested in crypto for instance some group theory and more advanced probability is needed. Machine learning is all about probability and statistics. Formal methods and programming languages require abstract algebra and lots of logics.
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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).
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?
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Poincaré's idea continue to hold interest within the philosophy of mathematics more widely, and philosophy of the geometry more particularly. For examples of the latter, see:
Torretti, R. (2012). Philosophy of geometry from Riemann to Poincaré. Springer.
Sinigaglia, C., & Brozzo, C. (2011). The enactive constitution of space. In C. Bartocci, L. Boi & C. Sinigaglia (Eds), New Trends in Geometry: Their Role in the Natural and Life Sciences. Imperial College Press.
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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 ? 
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To build on what Thomas said, teachers can utilize formative assessments to inform the next step in instruction.  One way to encourage students who make errors in calculations is to adopt the practice of "my favorite no."  The teacher looks through student errors and finds the one (either the most common or the one which lends itself best to clearing up confusion, and presents it to the class as "my favorite no," pointing out what the student did well and then where their thinking took a wrong turn. (The student is not identified).  By utilizing mistakes in this manner, the entire class learns from the error.  They can look at their own work and examine where their thinking took them in approaching the problem. The other benefit of this practice is that teachers begin to see patterns in student responses and know how to change their instruction to anticipate common errors.  
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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. )
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You might find the following series of articles to be useful:
Perks, P., & Prestage, S. (2006). The ubiquitous isosceles triangle part 1: Constructions. Mathematics in School, 35(1), 2-3.
Perks, P., & Prestage, S. (2006). The Ubiquitous Isosceles Triangle. Part 2—Circles. Mathematics in School, 35(2), 27-29.
Perks, P., & Prestage, S. (2006). The Ubiquitous Isosceles Triangle Part 3: From Paper Folding To... Mathematics in School, 35(3), 9-11.
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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. 
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Define Thinking.  
I do so in my dissertation titled: A Grounded Theory Investigation of Thinking and Reasoning with Multiple Representational Systems for Epistemological Change in Introductory Physics
Moreover, I provide definitions of, and ways to measure: Thinking, Reasoning, and Understanding in terms of the way that concepts are actually constructed.  It is called the TRU Learning Theory.
Given that it took an entire dissertation to explain, I would gladly provide guidance or even collaboration on a study using the theory and its models.  Even if you choose not to use the theory, my literature review of thinking and reasoning will provide some useful articles for how to capture student thinking.
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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
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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!
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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.
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Conceptual understanding is the ability to reason in settings involving the careful application of concept definitions, relations, or representations of either.
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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.
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Have you read Deborah Ball and Maria Teresa Tatto? University of Michigan SoE. Both have good research on preparing Math teachers. 
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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. 
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There are quite a few measures of math anxiety and of variations on math self-efficacy (confidence, etc.). Most, however, were designed with children in mind. Some target adolescents or college students. It occurs to me that it would be pretty easy to adapt one of the latter for people completing teacher training. I'm attaching copies of a few such measures, along with the basic references. (I do not have those articles, however; you'll need to obtain them elsewhere.)
There may not be a "self-efficacy for teaching math" scale; this could become a major piece of your project. But their confidence vs. anxiety about math in general should be pretty predictive. There also are teacher self-efficacy scales, though I don't know much of anything about them. For example:
Teacher efficacy: A construct validation.
Gibson, Sherri; Dembo, Myron H.
Journal of Educational Psychology, Vol 76(4), Aug 1984, 569-582.
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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
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You might take a look at the chapter on proof in the recently-published second PME research handbook; see
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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.
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Thank you all for replying. The purpose of this research is to measure mathematics competency among graduated/ professional electrical/ electronic engineers. Thus to research for the deficiencies in the mathematics teaching and learning at graduate level and compare the mathematics learning potential among different Asian countries (a comparative study).I have prepared a questionnaire to be filled or interviewed from professional engineers. I can surly share that with you all (those who have replied and those following). And though I have already collected few responses from my country, Pakistan but any changes in that questionnaire are welcomed.  
I think it will be a better idea if we can formally make this research group with all the interested members, target a conference or indexed journal and work accordingly and productively.  We need to make this group private. I don't know how to do this at research gate but we can easily do this if we have email contacts of each other and formally know the members. My idea is that we can do that using google groups. I have once used it before. my gmail id is ikramekhuda@gmail.com. If you all have any other idea then plz do share.
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Currently working a research on identifying teachers' cognitive abilities in mathematics as part of a general curricular development for graduate mathematics education schools
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A Nice Question  Best Tools for Rubric design You Should Learn and Search More About It An other Best Tool For The regarding Cognitive abilities Are Bloom's Taxonomy...
Thanx
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 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.  
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Mehraneh,
Define difficulty as the mean observed score for an item (in your example, between 1-4).  Higher mean = easier task.
Define discrimination as Pearson correlation between item score and total score.  If you want to be a bit more precise, subtract item score from the total score first (so-called corrected item-total correlation).  Classical discrimination indices are all some variation on how well item scores relate to some larger criterion (e.g., total score).
You can, of course, use Qasim's approach, but that requires an extra step of first computing total scores for all respondents, then disaggregating cases into 'high' and 'low' scoring groups.
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looking for sources of survey instruments on teachers` perceptions on technology integration when going through a professional development program.
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Thank you very much  for the  sources and suggested websites. I am busy on the sites and are proving to be very useful
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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. 
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It is a challenging job. I think answer to your question is partially present in the question itself. When you say you are analyzing mathematical language in the pre and post interview, it means that you have a understanding of what mathematical language is. As suggested earlier here go through the commognition paper by Sfard, and then go through the pre-interview (you will need verbatim transcript) and highlight all the terms (words, phrases) that you consider mathematical. Use this first listing of phrases to define what are the mathematical language terms present in students' discourse. [Go through grounded theory approaches if you haven't read about them yet.] Now use this definition and some the terms identified in the code form to analyze the post-interview transcript. Hope this helps, there are some resources that you can use while process of coding.
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Need to prepare following concentrations: 2000, 1000, 500, 100, 10 and my starting concentration is 700 mg/1 ml
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Hello Hicks,
I guess you need concentration in ug as you have ur stock in mg. For the above concentrations you need to take following volume and dissolve in 1ml of culture media (you need to make dilutions in media now as this concentration will be used directly to treat cells)
for  conc, 1-  2000ug/ml- 350ul stock + 650ul media
Now for conc.2, ie 1000ug/ml you can take 500ul of conc. 1 + 500ul media
For conc. 3, ie. 500ug/ml you can take 500ul of conc. 2 + 500ul media
for conc. 4, 100ug/ml you can take 200ul of conc. 3 + 800ul media
for conc. 5, 10ug/ml you can take 100ul of conc. 3 + 900ul media...
But let me suggest you that treating cells in ug or mg concentrations is not a good idea. Best way is to treat in molar concentrations like millimolar or micromolar and so on. That will be best when you are comparing treatment by more than one compounds. When you communicate your paper, then reviewers also like to see concentration in molars instead of grams and you might need to repeat this experiment at that time but if it's a single compound and you are not comparing it then conc. in grams can also work fine but  it's always better that you use molar concentrations and for that you just need molecular weight of the compound and you can do all your calculation part in "Molarity calculator" which is freely available on internet.
Hope it helps !
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What are the dominant factors that enable students to solve higher order thinking skills mathematics problem solving questions from your experience?
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Read the works of Prof. Carol Dweck of implicit theory.
Implicit theory means the one believes about his own ability: either fixed for developed. If he believes that his ability (intelligence) is fixed, then he will see no meaning to face challenging tasks more than his "fixed ability". This will grow to make him avoid new tasks after any successful challenge (including learning new things).....
Please refer to Prof. Carol Dweck's work. Her works are full of supporting evidences, in specifically in mathematics.
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