“What is Mathematics?” and why we should ask, where one should experience and learn that, and how to teach it

Ziegler, Günter M.; Loos, Andreas

doi:10.1007/978-3-319-62597-3_5

Cited by 18 publications

(9 citation statements)

References 9 publications

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“…We encounter math in our daily lives, yet, in the classroom, students tend to close up their minds to the idea that mathematics is a difficult subject (Langoban, 2020). Throughout the world, mathematics is one of the essential and exciting subjects (Ziegler & Loos, 2017). As a fundamental learning course, mathematics can be integrated into various fields such as engineering, social sciences, arts, and even the medical field (National Research Council, 2013).…”

Section: Introductionmentioning

confidence: 99%

The mediating effect of students’ attitude to student career aspiration and mathematics achievement

Oracion

Abina

2021

J. Res. Adv. Math. Educ

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Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.

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Section: Introductionmentioning

confidence: 99%

The mediating effect of students’ attitude to student career aspiration and mathematics achievement

Oracion

Abina

2021

J. Res. Adv. Math. Educ

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“…It is used in daily activities such as shopping, playing, cooking, arranging something, etc. As described by Ziegler & Loos (2017), mathematics was developed from counting, calculation, measurement and the systematic study of the shapes and motions of physical objects. From the beginning, mathematics was considered as the science of quantity, or numbers.…”

Section: Components Of Effective Mathematics Instructionmentioning

confidence: 99%

Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents

Kunwar

2021

Dristikon

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Dyscalculia is a term that affects the ability to acquire arithmetical skills. It is one of the important areas of a specific learning disorder in mathematics covering the areas particularly, number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning. It is estimated that about 3-6 percent of the population is facing problems associated with dyscalculia. This paper explores the theoretical consideration of dyscalculia in learning mathematics and outlines the ways of employing effective pedagogy to address dyscalculic students. The study is based on theoretical and descriptive methods. It focuses on the theoretical concern about learning mathematics, dyscalculia, its meaning and concept, types, causes, common difficult areas and impacts on mathematics learning. It also draws out the way of effectively delivering content and provides support for the dyscalculic learner. This article concludes that dyscalculic learners are facing various difficulties due to their weak number sense, low basic mathematics fluency, reasoning and accurate arithmetic calculation. Thus it is essential to provide specialized instruction as well as extra support to uplifts and retain the skills and performance of the dyscalculic learner in mathematics. Otherwise, the arithmetic inability can lead the learner to more difficult circumstances that may be beyond the classroom learning context.

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“…For example, we could analyze tests taken through a computer and how such tests are verified by the same method. Supposing a teacher could name his or her work as "current research topics", it would also be changed within ten or twenty years (Ziegler;Loos, 2015). Ziegler and Loos (2015) say that discussions about the classification of mathematics show the difficulty in "cutting" a science into "pieces", and it is even arguable if there is any sense in separating applied research from pure mathematics, for instance ["school mathematics", a third category, could also be included here].…”

Section: About the Knowledge Produced By Experts In Education -Mathemmentioning

confidence: 99%

Theoretical-methodological Approach of Research on the Production of New Mathematical Knowledge by Education Experts

Morais

2020

PEDAGOGICAL RES

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This paper aims at making theoretical-methodological contributions to investigations that analyze the production and systematization of knowledge about teacher training and teaching by experts in education. To do so, we consider studies in the fields of History of Education and History of Mathematics Education. Our research work is justified, in the historiographical field, through the nature of the knowledge we intend to analyze, that is, the knowledge systematized by experts in regulations, decrees, teaching manuals, textbooks, school notebooks, etc.The study of such knowledge is interested in 1) enabling the understanding of the processes and dynamics of the constitution of knowledge in training and in teaching from a historical perspective; and in 2) highlight on the education expert`s role in the production process of such knowledge, which are considered here as "mathematics to teach" and "mathematics for teaching", which are, respectively, a teacher's object of work and working tools. Our investigation supports the hypothesis that "the different types of mathematics" change over time, and that education experts are the bringers of such change.

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“What is Mathematics?” and why we should ask, where one should experience and learn that, and how to teach it

Cited by 18 publications

References 9 publications

The mediating effect of students’ attitude to student career aspiration and mathematics achievement

The mediating effect of students’ attitude to student career aspiration and mathematics achievement

Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents

Theoretical-methodological Approach of Research on the Production of New Mathematical Knowledge by Education Experts

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