Evolving Communities of Mind-In Which Development Involves Several Interacting and Simultaneously Developing Strands

Lesh, Richard; Yoon, Caroline

doi:10.1207/s15327833mtl0602_7

Cited by 49 publications

(32 citation statements)

References 4 publications

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“…These pedagogical strategy components were supported by the previous studies (Bracke & Geiger, 2011;Galbraith & Clatworthy, 1990;Ikeda & Stephens, 2001;Lesh &Yoon, 2004). Lesh and Yoon (2004) stated that using small groups with three or four students in the implementation of mathematical modeling activities give chance to learners in order to develop, describe, explain, manipulate the model and control important conceptual systems and also offered by Bracke and Geiger (2011) that modeling teams should consist of three to four students. Besides, a variety of studies have shown that working in small groups, support the development of modeling competencies (e.g., Galbraith & Clatworthy, 1990;Ikeda & Stephens, 2001).…”

Section: Discussionmentioning

confidence: 91%

Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling

Yenmez¹,

Erbaş²,

Alacaci³

et al. 2017

International Journal of Education in Mathematics, Science and Technology

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Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students" mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers" knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers" pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.

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Section: Discussionmentioning

confidence: 91%

Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling

Yenmez¹,

Erbaş²,

Alacaci³

et al. 2017

International Journal of Education in Mathematics, Science and Technology

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“…Lesh and Yoon (2004) suggested that "the development of ideas occurs in the presence of diversity, selection, reproduction, and communication" (p. 226) and may involve multiple concept strands that interact and simultaneously develop. The National Council of Teachers of Mathematics (2000) identified five process standards for acquiring and using mathematical content: (a) problem solving, (b) reasoning and proof, (c) communication, (d) connections, and (e) representations.…”

Section: Component B: Mathematical and Cognitive Processesmentioning

confidence: 99%

Cognitive Demands and Second-Language Learners: A Framework for Analyzing Mathematics Instructional Contexts

Campbell¹,

Adams²,

Davis³

2007

Mathematical Thinking and Learning

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The issues involved in teaching English language learners mathematics while they are learning English pose many challenges for mathematics teachers and highlight the need to focus on language-processing issues related to teaching mathematical content. Two realistic-type problems from high-stakes tests are used to illustrate the complex interactions between culture, language, and mathematical learning. The analyses focus on aspects of the problems that potentially increase cognitive demands for second-language learners. An analytical framework is presented that is designed to enable mathematics teachers to identify critical elements in problems and the learning environment that contribute to increased cognitive demands for students of English as a second language. The framework is proposed as a cycle of teacher reflection that would extend a constructivist model of teaching to include broader linguistic, cultural, and cognitive processing issues of mathematics teaching, as well as enable teachers to develop more accurate mental models of student learning.Correspondence should be sent to Anne E. Campbell,

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“…The use of interactive software is based on the user's existing knowledge, which will influence the medium, and the medium will influence the user. Therefore, it is important to allow students to express, present, test, refine and adjust their thinking during their tasksolving process (Hoyles, Noss, & Kent, 2004;Lesh & Yoon, 2004). During such activities, the learner often needs to analyse properties of mathematical objects, and a support for that is visual mathematics representations such as geometric figures, graphs and algebraic expressions (Sedig & Sumner, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

Olsson

2017

Int J of Sci and Math Educ

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This study investigates how students' reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.

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Evolving Communities of Mind-In Which Development Involves Several Interacting and Simultaneously Developing Strands

Cited by 49 publications

References 4 publications

Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling

Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling

Cognitive Demands and Second-Language Learners: A Framework for Analyzing Mathematics Instructional Contexts

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

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