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1.
Ole Skovsmose 《ZDM》1998,30(6):195-203
The relationship between mathematics education and democracy is discussed in terms of citizenship, mathematical archaeology, mathemacy and deliberative interaction. The first issue concentrates on the learner as a member of society, the second on the social functions of mathematics and on how to get to grips with mathematics in use, the third refers to an integrated kind of competence including different forms of reflection (mathematics-oriented, model-oriented, context-oriented and lifeworld-oriented reflections), the fourth issue considers the classroom as a micro-society and deals with the nature of the teaching-learning process. These four issues are discussed with reference to an example of educational practice. “Our Community”, carried out among sixteen-year-old students as an interdisciplinary project including a one-week trainee service. Finally, it is indicated that a discussion of mathematics education and democracy is essential to a further development of social theory, as the notions of citizenship, mathematical archaeology, mathemacy and deliberative interaction become part of the discussion about modemity, reflexive modemity and other constructs from recent social theory.  相似文献   

2.
Gerald Kulm  Yeping Li 《ZDM》2009,41(6):709-715
Curriculum, as a cultural and system-specific artifact, outlines mathematics teaching and learning activities in school education. Studies of curriculum and its changes are thus important to reveal the expectations, processes and outcomes of students’ school learning experiences that are situated in different cultural and system contexts. In this article, we aim to propose a framework that can help readers to develop a better understanding of curriculum practices and changes in China and/or the USA that have been reported and discussed in articles published in this themed issue. Going beyond the selected education systems, further studies of curriculum practices and changes are much needed to help ensure the success of educational reforms in the different cultural and system contexts.  相似文献   

3.
This paper reports the similarities and differences in how “expert mathematics teacher” is conceptualized by mathematics educators in Hong Kong and Chongqing, two cities in China which share similar but different cultural and social backgrounds. Thirty-seven mathematics education researchers, school principals with mathematics education background, and mathematics teachers were interviewed on their perceptions of expert mathematics teacher. It is found that in both cities an expert mathematics teacher should have a profound knowledge base in mathematics, teaching, and students; strong ability in teaching; and a noble personality and a spirit of life-long learning. As for differences, an expert mathematics teacher should have the ability to conduct research, mentor other teachers, and have profound knowledge of examination and educational theories in Chongqing. These attributes were not found in Hong Kong. These similarities and differences are discussed, and relevant social and cultural factors in the two contexts are examined.  相似文献   

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Socioeconomic status (SES) has been widely used as a determining factor to explain educational processes and outcomes such as mathematics academic achievement. Research has documented the links between SES and mathematics academic achievement. However, further understanding the complex relationship between contextual factors, such as policy, and its implications for these processes within an ideologically patriarchal society is paramount. After decades of United States school policy and reform—with the most recent focus on Common Core Standards—there continue to be inconsistent notions of what the “real” issues are and how to address those issues. This paper sets out to explore one specific case—House Bill 2281 (HB 2281) and, in effect, the banning of the Mexican–American Studies program in one school district in the US—in understanding the implications of policy in the shaping of the public education system. Implications for mathematics education research are explored.  相似文献   

6.
Socio-cultural theories in mathematics education field recently emphasize the importance of the collective argumentation within small-group work. Since mathematical modelling tasks require a process in which students search for a solution for real life problems through small-group work, the arguments in this process become an issue of concern. This study examines the arguments constructed within the mathematical modelling cycle by considering the participants’ modelling processes. In this context, four primary pre-service mathematics teachers worked on a modelling task and their arguments were explained through the components of Toulmin’s argumentation schema. Findings revealed that the data and the claims of most of the arguments corresponded to the starting and ending points of the modelling transition in which the current arguments constructed. The existence of the arguments corresponded through warrant-claim originated from inquiring the assumptions in the modelling cycle. In addition, the participants made assumptions as warrants to support their arguments and as rebuttals to show the degree of certainty of claims in intra-group challenging situations. Both the warrants and the backings depended on modelling context as well as mathematics context.  相似文献   

7.
Heinz Steinbring 《ZDM》1998,30(5):161-167
The problem of “defining” mathematics education as a proper scientific discipline has been discussed controversely for more than 20 years now. The paper tries to clarify some important aspects especially for answering the question of what makes mathematics education a specific scientific discipline and a field of research. With this aim in mind the following two dimensions are investigated: On the one hand, one has to be aware that mathematics is not “per se” the object of research in mathematics education, but that mathematical knowledge always has to be regarded as being “situated” within a social context. This means that mathematical knowledge only gains its specific epistemological meaning within a social context and that the development and understanding of mathematical knowledge is strongly influenced by the social context. On the other hand the specificity of the theory-practice-problem poses an essential demand on the scientific work in mathematics education.  相似文献   

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In this commentary paper to the special issue on “Cognitive Neuroscience and Mathematics Education”, we reflect on the connection between cognitive neuroscience and mathematics education from an educational research point of view. The current issue highlights that cognitive neuroscience offers a series of tools, methodologies and theories to investigate cognitive processes that take place during mathematical thinking and learning. This might complement and extend our knowledge that has been obtained on the basis of behavioral data only, the common approach in educational research. At the same time, we note that the existing neuroscientific studies have investigated mathematical performance in relative isolation from the educational context. The characteristics of this context have, however, a large influence on mathematical performance and its correlated brain activity, an issue that should be addressed in future research. We contend that traveling back and forth from cognitive neuroscience to mathematics education might yield a better understanding of how mathematical learning takes place and how it can be influenced.  相似文献   

10.
Oğuzhan Doğan  Çiğdem Haser 《ZDM》2014,46(7):1013-1023
Within the last three decades, critical educators have highlighted that all components of education are under great pressure from neoliberal ideologies. These educators underline the close relation between neoliberal projects in education and inequality in educational opportunities and outcomes. Turkey is no exception to this trend. The view that education is simply another market commodity has become normalized in policy and public discourses, and business discourse that relies on only profit-making has a growing place in curriculum and newly defined education goals. Emphasizing that mathematics education is one of the main targets of this neoliberal attack, this paper focuses on how neoliberal and neo-conservative tendencies have affected mathematics education in Turkey. These effects are examined through revealing profit-driven business discourse and nationalist discourse in elementary mathematics education texts. Bourdieu’s cultural capital is instrumentalized to clarify neoliberal policies’ impacts on the reproduction of social and educational inequalities. The discourse analyses of elementary mathematics curriculum, textbooks, workbooks, and teacher’s guide books imply that elementary mathematics discourse (a) orients students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare and (b) fosters nationalism via ignoring ethnic minority and non-Muslim groups living in Turkey.  相似文献   

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