Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems

Nicol, Cynthia

doi:10.1007/978-3-319-72170-5_24

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…to imaginable contexts using learners' funds of knowledge and experience with a view to enhancing children's engagement, thereby creating more equitable education (Gutstein, 2006;Civil, 2007;Nicol, 2018;van den Heuvel-Panhuizen, 2020). An emphasis on imaginative and real-world contexts is backed up by a growing eld of research that recognizes the importance of multidisciplinary learning, in which mathematics is taught with science, technology, engineering and the arts, known as STEAM activities (Quigley and Herro, 2016).…”

Section: 4mentioning

confidence: 99%

Foundations of academic knowledge

Bonte¹,

Ivinson²,

Merkley³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter assesses the acquisition of academic knowledge and skills in domains including literacy, numeracy, sciences, arts and physical education. It examines how learning trajectories arise from complex interactions between individual brain development and sociocultural environments. Teaching literacy and numeracy to all students is a goal of most school systems. While there are some fundamental skills children should grasp to succeed in these domains, the best way to support each student's learning varies depending on their individual development, language, culture and prior knowledge. Here we explore considerations for instruction and assessment in di erent academic domains. To accommodate the ourishing of all children, exibility must be built into education systems, which need to acknowledge the diverse ways in which children can progress through learning trajectories and demonstrate their knowledge.

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Section: 4mentioning

confidence: 99%

Foundations of academic knowledge

Bonte¹,

Ivinson²,

Merkley³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

View full text Add to dashboard Cite

show abstract

“…This view is against the problem-posing instructional strategy weakening the students' cultural bond in the classroom (Nicol, 2018). Before discussing the participants' views on a child-friendly learning environment, we share a quotation:…”

Section: Participant Narrativementioning

confidence: 99%

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

et al. 2021

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The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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“…In a recent study, Nicol (2018) suggested to use place-based or community-based education for teaching mathematics and emphasized using local and social problems in mathematics education. In the study of Nicol (2018), logging and food production practices in the Haida Gwai region were used as a context for teaching mathematics subjects, which were data collection, data analysis, reading graph and communicating with the data. The author indicated how to integrate local and global sustainability problems into mathematics teaching.…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…Sürdürülebilirlikle ilgili konular gerçek yaşamdan örnekler verilerek matematik derslerinin öğretiminde kullanılabilir (Hamilton & Pfaff, 2014;Renert, 2011). Özellikle son yıllarda sürdürülebilirlik ve matematik öğretimi arasında nasıl bağlantı kurulabileceği üzerine araştırmaların artmaya başladığı söylenebilir (örn., Barwell, 2018;Hamilton & Pfaff, 2014;Hauge & Barwell, 2017;Nicol, 2018;Serow, 2015 (Saldaña, 2009), yalnızca araştırma sorularını ilgilendiren kodlara odaklanmak için kullanılmıştır. Verilerin analizinde kodlama güvenirliği için ikinci araştırmacı da rastgele seçilen dört görüşmeyi kodlamış, kodlar karşılaştırılmış ve güvenirlik %80 olarak bulunmuştur.…”

Section: Recommendations and Limitationsunclassified

Untitled

2020

EJER

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This study aims to examine the learning strategies of university students concerning various variables. Method: The population of this study, which was a quantitative research method, included students studying at Sarikamis Vocational College of Kafkas University in the fall semester of 2018-2019 academic year. The sample of this study consisted of 341 students selected by a simple random sampling method. As data collection tools, "Personal Information Form" and "Learning Strategies Determination Scale" (LSDS) developed by Guven (2004) were used. As a result of the analyzes

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Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems

Cited by 6 publications

References 20 publications

Foundations of academic knowledge

Foundations of academic knowledge

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

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