On Teaching and Learning Mathematics from a Cultural-Historical Perspective

Radford, Luis; Miranda, Isaias; Lacroix, Gilbert

doi:10.1007/978-3-319-92390-1_4

Cited by 8 publications

(13 citation statements)

References 3 publications

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“…The study chose the socio-cultural theory as its theoretical framework (Cobb, 1994;Cobb & Yackel, 1996;Radford et al, 2018;Roth & Walshaw, 2015;Rowlands, 2010;Vygotsky, 1978). Creswell (2013) argued that knowledge is a product of humans; and it is socially constructed.…”

Section: The Theoretical Frameworkmentioning

confidence: 99%

Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

Pourdavood

Song

2021

IJLTER

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Many pre-service and in-service mathematics teachers have reflected vulnerabilities and unpreparedness for online teaching during the period of the COVID-19 pandemic. They searched for supports and resources to enhance their knowledge, skills, and dispositions relative to online teaching and learning. However, there is no clear path towards reaching these goals. This qualitative and interpretive research focuses on 48 pre-service and in-service teachers’ online teaching and learning experiences; while they were engaged in a semester-long mathematics-method course. The findings of this study suggest that factors, like interactions, communication, and peer support impact the pre-service and the in-service mathematics teachers’ beliefs and practices toward online teaching and learning. The findings also suggest that social and cultural factors, such as knowing and understanding students’ cultural background, access and equity in mathematics education, learners’ social and emotional development, and parents’ involvement influence mathematics teachers’ practices regarding online teaching and learning. The findings indicate that the transformation from in-person to online learning requires the enhancement of pre-service and in-service mathematics teachers’ online preparations, particularly in the areas of technology, pedagogy, communication skills, and classroom management.

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Section: The Theoretical Frameworkmentioning

confidence: 99%

Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

Pourdavood

Song

2021

IJLTER

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“…The propositions of the chapter of Ab ū Kāmil's treatise contain problems regarding regular pentagons and decagons inscribed in or circumscribing a circle (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11), the triangles and squares in which figures are inscribed (12)(13)(14)(15) and regular pentagons and decagons and how to determine the length of their sides when the area is known (16)(17)(18)(19)(20).…”

Section: From the Editing Of Ab ū Kāmil To The General Formulation Of...mentioning

confidence: 99%

“…The same choice of Ab ū Kāmil's proposition is also motivated by the fact that the teaching and learning of mathematics are favorably affected by a programming that takes into account the social context in which they develop [12,13]. A further motivation is given from the cultural elements [14][15][16] that can suggest suitable communicative means of the mathematical concepts and can address towards adequate choices of specific contents [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

A Synergy between History of Mathematics and Mathematics Education: A Possible Path from Geometry to Symbolic Algebra

Florio

2020

Education Sciences

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This paper proposes an experimental path aimed at guiding upper secondary school students to overcome that discontinuity, often perceived by them, between learning geometry and learning algebra. This path contributes to making students aware of how the algebraic language, formalized in the most powerful form by Descartes, grafts itself onto the geometric language. This is realized by introducing a problem included in a text written by Abū Kāmil before the year 870. This awareness acquired by the students, when accompanied by some semiotic considerations, allows the translation of the problem from “spoken” algebra to “symbolic” algebra, and it represents the background for a possible use of the same problem within the framework of analytic geometry. This proposition manifests a didactic and popular efficacy that supports and favors the recognition of the object it is talking about in different contexts, helping to create a unitary vision of mathematics.

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“…Precisamente, Radford (1997) sostiene que, pensando a la Matemática como una manifestación semiótica, se puede considerar que la simbolización de los objetos matemáticos es responsable de la instauración de representaciones sintácticas y semánticas. Consecuentemente, el lenguaje simbólico, podría considerarse equivalente al lenguaje coloquial que utiliza la persona humana para comunicarse.…”

Section: Introductionunclassified

Símbolos Matemáticos y Sumas Térmicas

Cañibano,

Aleandro,

Eliseo D´Andrea

2023

ECOMATEMATICO

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En este trabajo se presenta una propuesta didáctica que brinda al estudiante de la carrera de Agronomía la oportunidad de hacer uso del símbolo sumatoria (Ʃ), símbolo utilizado en Matemática para denotar sumas generalizadas. Se desarrollan algunas propuestas didácticas sobre problemas matemáticos aplicados a la Agronomía relacionados con aspectos del clima, que involucran la utilización del símbolo mencionado. En el trabajo se presentan algunas situaciones didácticas para que el estudiante tenga la oportunidad de apropiarse del símbolo sumatoria y paralelamente pueda observar algunas aplicaciones prácticas en problemáticas de naturaleza agronómica. Se busca con problemas simples y de aplicación directa que los alumnos se familiaricen con el uso del símbolo sumatoria y con la notación correspondiente a las variables donde aparecen subíndices. Por otro lado, se hace notar que no siempre se cuenta con contenidos al inicio de la carrera, que permitan el desarrollo y adaptación de estructuras matemáticas abstractas para su comprensión.

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On Teaching and Learning Mathematics from a Cultural-Historical Perspective

Cited by 8 publications

References 3 publications

Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

A Synergy between History of Mathematics and Mathematics Education: A Possible Path from Geometry to Symbolic Algebra

Símbolos Matemáticos y Sumas Térmicas

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