The need to catalyze change in high school mathematics

Berry, Robert Q.; Larson, Matthew R.

doi:10.1177/0031721719834027

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…The mathematics of data science — which includes statistics, probability, and algebra — is just as important and provides a different and equally valid pathway for students. Furthermore, the incorporation of data science works to address the many calls for change and updates to K-12 mathematics (see Berry & Larson, 2019, for a discussion of such calls for change) by giving students the ability to apply mathematics, statistics, and computer science concepts in meaningful and relevant contexts — using skills that have become increasingly urgent in our society (Engel, 2017).…”

Section: Carving a New Pathwaymentioning

confidence: 99%

The importance and emergence of K-12 data science

LaMar¹,

Boaler²

2021

Phi Delta Kappan

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The COVID-19 global pandemic has required everyone to make sense of data about community spread, levels of risk, and vaccine efficacy. Yet research shows that students are underprepared in data literacy. Tanya LaMar and Jo Boaler argue that data science education provides an opportunity to address this problem while providing much needed updates to the current mathematics curriculum. The integration of data science can provide a more equitable mathematics pipeline than the calculus-focused pathway that has excluded most students from a future in mathematics. Through data science, students can learn to answer questions that are relevant to their lives and communities, to be critical consumers of the data that surround them every day, and to wield the power of data analysis.

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Section: Carving a New Pathwaymentioning

confidence: 99%

The importance and emergence of K-12 data science

LaMar¹,

Boaler²

2021

Phi Delta Kappan

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“…National Council of Teachers of Mathematics (NCTM) menetapkan lima standar kemampuan matematis yang harus dimiliki oleh setiap individu, diantaranya adalah kemampuan pemecahan masalah, kemampuan komunikasi, kemampuan koneksi, kemampuan penalaran, dan kemampuan representasi (Berry & Larson, 2019). Berdasarkan hal tersebut dapat diartikan bahwa kemampuan setiap individu dalam menyelesaikan permasalahan matematika sangat dipengaruhi oleh kemampuan individu tersebut dalam memaknai matematika.…”

Section: Pendahuluanunclassified

Evaluasi Kemampuan Pemecahan Masalah Matematika Berdasarkan Gaya Belajar

Fitriatien

2020

jpm

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Tujuan penelitian ini adalah melakukan evaluasi terhadap kemampuan pemecahan masalah mahasiswa program studi pendidikan matematika UNIPA Surabaya semester lima yang telah mengampu mata kuliah operasional riset dengan kasus persamaan linier untuk tiga variabel. Penelitian kualitatif ini menggunakan dua subjek dengan kualifikasi yang memiliki tipe belajar divergen dan konvergen dari empat jenis tipe belajar mahasiswa berdasarkan gaya belajar Kolb. Penelitian ini dilakukan pada mahasiswa semester lima, subjek penelitian 1 sebagai subjek dengan tipe belajar divergen dengan perolehan skor AC-CE sebesar -7 dan AE-RO sebesar -12, sementara untuk subjek dengan tipe belajar konvergen diambil subjek penelitian 4 dengan perolehan skor AC-CE sebesar 8 dan AE-RO sebesar 3. Berdasarkan tipe gaya belajar antara divergen dan konvergen diperoleh gambaran bahwa untuk tipe belajar divergen memiliki ketelitian yang kurang dalam melakukan pemeriksaan kembali hasil pekerjaannya. Sementara itu, untuk subjek dengan tipe belajar konvergen mampu menjelaskan langkah-langkah yang digunakan sesuai dengan rencana dan terurut dan memiliki ketelitian yang lebih baik dalam mengerjakan dan memeriksa kembali. Dalam proses pembelajaran, subjek memiliki cara yang berbeda dalam memberikan reaksi ketika mendengarkan penjelasan dan mengungkapkan kembali pengetahuannya. Subjek dengan tipe divergen memiliki motivasi dan strategi dalam belajar yang lebih tinggi dibandingkan subjek dengan tipe belajar konvergen

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“…Yet, despite the natural connection between aesthetics and mathematics, K-12 (K-12 is a short form for the publicly supported school grades prior to college. These grades are kindergarten (K) and the 1st through the 12th grade (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)) education fails to acknowledge the relationship between mathematical inquiry, nature, and the arts [5] and lacks the meaningful, real-world connections required to foster a lifelong appreciation of the wonder, joy, and beauty of mathematics [10,11]. Therefore, researchers and teacher educators need to support practitioners by expanding their conceptualization of mathematics [12].…”

Section: Introductionmentioning

confidence: 99%

Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers

et al. 2022

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This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards.

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The need to catalyze change in high school mathematics

Cited by 9 publications

References 8 publications

The importance and emergence of K-12 data science

The importance and emergence of K-12 data science

Evaluasi Kemampuan Pemecahan Masalah Matematika Berdasarkan Gaya Belajar

Maker Math: Exploring Mathematics through Digitally Fabricated Tools with K–12 In-Service Teachers

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