Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms

Litster, Kristy; MacDonald, Beth L.; Shumway, Jessica F.

doi:10.54870/1551-3440.1499

Cited by 8 publications

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“…Effective use of open math projects by math teachers was possible with the correct kind of direction, training, and support. The problemsolving abilities of future teachers-in-training were developed in active learning environments thanks to the utilization of open mathematics tasks (Litster et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

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Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

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Section: Discussionmentioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

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“…Teachers' efforts to offer opportunities have been identified as a crucial factor in students' participation in math classes (Kronenberg et al, 2010;Teoh et al, 2021). Starting specific activities and putting student learning concerns into practice, such as learning from mathematics examples, are two alternatives (Litster, 2020). The idea was for students to be able to take an active role in their education.…”

Section: Discussionmentioning

confidence: 99%

Creating Engagement Opportunity for Math Learning

Hoon¹,

Mohamed²,

Mohd³

et al. 2022

IJTech

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Mathematics has traditionally been regarded as an important topic for the fundamental development of skills since it necessitates language and thinking. With these required skills, students with less mathematics experience rely largely on learning opportunities. Providing mathematics learning opportunities for children may encourage them to study. Students are more likely to participate in learning when teachers provide additional support. Previous research has concentrated on both effective teaching and learning as well as student challenges. Despite this, the current challenging circumstances have resulted in fewer options for students to explore. As a result, this research aims to determine how teachers and parents in a rural mathematics community in Malaysia create opportunities for students to participate in mathematics education. Teachers, parents, and students make up the community. A case study was used to obtain qualitative data via interview. This study included four teachers and two parents. Purposive sampling was used to select the samples, with participants agreeing to be involved. The findings revealed that the teachers and parents were equally concerned about their children's education and focused on mentoring them. To help their children, the parents relied on technology. This study provides input on strategies used to engage students in mathematics education.

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“…Activities of active learning are diverse: modeling (finding a mathematical representation for a non-mathematical object or process; Freeman et al, 2014), seeking analogies (e.g., a triangle in a plane is analogous to a pyramid in space), providing/finding examples and counterexamples, independent solving of open problems (insight into problem situations and asking questions; Litster et al, 2020), experimenting, conducting measurements in the classroom or nature (Freeman et al, 2014), collecting data using models to reflect mathematical knowledge, presenting concepts with diagrams, models, drawings, estimation, independent source searching, finding similarities, differences, and connections between concepts and facts.…”

Section: Problem-based Learningmentioning

confidence: 99%

Mathematics education: What was it, what is it, and what will it be?

Cotič,

Doz,

Jenko

et al. 2024

INT ELECT J MATH ED

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The evolution of mathematics coincided with advancements in its teaching. The 19<sup>th</sup> and 20<sup>th</sup> centuries marked a pedagogical revolution in mathematics education. This paper argues that Bruner’s (1966) model, Gagné’s (1985) taxonomy, innovative teaching methods emphasizing research and problem-solving, and the inclusion of data analysis topics have shaped modern mathematics education. Additionally, the paper explores transformative trends, emphasizing mathematics literacy and the integration of virtual reality (VR) and artificial intelligence (AI) in education. This evolution emphasizes practical, contextually relevant approaches. VR enhances engagement and comprehension of abstract concepts, while AI offers personalized learning experiences, fostering deeper understanding and skill development.

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Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms

Cited by 8 publications

References 0 publications

Classification of open mathematical problems and their role in academic achievement and motivation of students

Classification of open mathematical problems and their role in academic achievement and motivation of students

Creating Engagement Opportunity for Math Learning

Mathematics education: What was it, what is it, and what will it be?

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