Exploiting Unexpected Situations in the Mathematics Classroom

Foster, Colin

doi:10.1007/s10763-014-9515-3

Cited by 19 publications

(14 citation statements)

References 27 publications

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“…If pupils are to find their math's lessons interesting, the math's teacher needs to show them how mathematics is interconnected with various day-to-day situations. In his paper, Foster (2015) from The University of Nottingham, England, notes that it is essential for math's teachers to improvise during math's lessons and for them to be able to react to all sorts of their pupils' contributions. How to determine the level of knowledge reached when it comes to the teaching of Numerical Mathematics at the Jan Perner Transport Faculty, University of Pardubice, Czech Republic is discussed by Kulička and Berková (2015) and Kulička (2014).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

Jehlička

Rejsek

2018

EURASIA J MATH SCI T

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The submitted article supports the multidisciplinary approach to STEM (Science, Technology, Engineer, Mathematics) teaching. Pupils in many countries are showing a reduced interest in STEM studies. Should we wish to increase their interest in STEM studies, then we must increase their interest in the study of mathematics. This article concentrates on providing an illustrative demonstration of the interdisciplinary relations between mathematics and information and communication technology (ICT) that can readily be used in teaching these two subjects at primary and secondary schools. The interdisciplinary teaching approach described promotes not only a better understanding of the study of mathematics but it also develops pupils' logical reasoning and critical thinking. The need to interconnect mathematics and ICT in teaching is documented through specific examples. Attention is focused on number translation between individual numerical systems and entering numbers in the memories of computers and calculators.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

Jehlička

Rejsek

2018

EURASIA J MATH SCI T

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“…A teacher may also need to be alert to respond to students' intellectual needs as they arise (Foster, 2015). For example, when the student offered his alternative, easier computational definition this might have been an opportune time to briefly deviate from the intended lesson plan and discuss the historical origin of the scalar product definition in relation to mechanical work.…”

Section: Resultsmentioning

confidence: 99%

The definition of the scalar product: an analysis and critique of a classroom episode

Foster

Villiers

2015

International Journal of Mathematical Education in Science and

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Foster, Colin and de Villiers, Michael (2015) The definition of the scalar product: an analysis and critique of a classroom episode. A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractIn this paper we present, analyse and critique an episode from a secondary school lesson involving an introduction to the definition of the scalar product. Although the teacher attempted to be explicit about the difference between a definition and a theorem, emphasizing that a definition was just an arbitrary assumption, a student rejected the teacher's definition in favour of his own alternative. With reference to this particular case, we seek to explore some ways in which teachers can introduce mathematical definitions to students so as to support, rather than attempt to circumvent, their mathematical sense making. In this regard, we believe that it is important to develop learning opportunities for students that help them to gain some appreciation of important structural and historical reasons that underpin the definitional choices made. Keywords Definitions Scalar productSense making 2

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“…Even though students proceeded in a way that leads to unexpected situations (cf. [61]), it was found that learning to link conceptual and procedural knowledge could be organized successfully within this framework.…”

Section: Facilitating Learners' Construction Of Conceptual Knowledge mentioning

confidence: 94%

Reappraising Learning Technologies from the Viewpoint of the Learning of Mathematics

Haapasalo¹,

Samuels²

2017

TMCS

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Within the context of secondary and tertiary mathematics education, most so-called learning technologies, such as virtual learning environments, bear little relation to the kinds of technologies contemporary learners use in their free time. Thus they appear alien to them and unlikely to stimulate them toward informal learning. By considering learning technologies from the perspective of the learner, through the analysis of case studies and a literature review, this article asserts that the expectation of these media might have been over-romanticised. This leads to the recommendation of five attributes for mathematical learning technologies to be more relevant to contemporary learners' needs: promoting heuristic activities derived from human history; facilitating the shift from instrumentation to instrumentalisation; facilitating learners' construction of conceptual knowledge that promotes procedural knowledge; providing appropriate scaffolding and assessment; and reappraising the curriculum.

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Exploiting Unexpected Situations in the Mathematics Classroom

Cited by 19 publications

References 27 publications

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

The definition of the scalar product: an analysis and critique of a classroom episode

Reappraising Learning Technologies from the Viewpoint of the Learning of Mathematics

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