Challenges associated with the professional development of didacticians

This commentary paper focuses on challenges associated with the professional development of a particular group of mathematics educators: mathematics educators who work in the field of teaching development with practicing teachers. This group is termed in this themed issue didacticians. The paper offers a conceptual framework for addressing the challenges associated with the professional development of didacticians, and uses the framework to comment on the collection of the papers in this themed issue.     

The design of tasks that address applications to teaching secondary mathematics for use in undergraduate mathematics courses

This paper describes theoretical design principles emerging from the development of tasks for standard undergraduate mathematics courses that address applications to teaching secondary mathematics. While researchers recognize that mathematical knowledge for teaching is a form of applied mathematics, applications to teaching remain largely absent from curriculum resources for courses for mathematics majors. We developed various materials that contain applications to teaching that have been integrated into four standard undergraduate mathematics courses. Three primary principles influenced the design of the tasks that prepare future teachers to learn and apply mathematics in a manner central to their future work. Additionally, this paper provides guidance for instructors desiring to develop or implement similar applications. The process of developing these tasks underscores the importance of key features regarding the roles of human beings in the tasks, the intentional focus on advanced content connected to school mathematics, and the integration of active engagement strategies.     

The concept ‘model’ and its potential role in mathematics education

Under the general term ‘mathematical models’ is now subsumed a sufficiently diversified collection of distinct types of models to merit categorization and an attempt at a unified definition. In this study a broad ‘working definition’ for the concept ‘model’ is proposed; basic types of models are identified and illustrated, and the impact of conscious instruction of models on mathematics education is analysed.     

Developing expertise: how enactivism re-frames mathematics teacher development

In this article, we present a re-framing of teacher development that derives from our convictions regarding the enactive approach to cognition and the biological basis of being. We firstly set out our enactivist stance and then distinguish our approach to teacher development from others in the mathematics education literature. We show how a way of working that develops expertise runs through all mathematics education courses at the University of Bristol, and distil key principles for running collaborative groups of teachers. We exemplify these principles further through analysis of one group that met over 2 years as part of a research project focused on the work of Gattegno. We provide evidence for the effectiveness of the group in terms of teacher development. We conclude by arguing that the way of working in this group cannot be separated from the history of interaction of participants.     

History and Perspectives of Quantum Groups

The advent of Quantum Groups in the course of the working out the quantum analogue of the Inverse Scattering Method from the soliton theory gives an instructive example of interinfluence of different domains of mathematics. Here I give a rather personal account of this development. Leonardo da Vinci Lecture held on November 7, 2005 Received: June 2006     

Developing shift problems to foster geometrical proof and understanding

Meaningful learning of formal mathematics in regular classrooms remains a problem in mathematics education. Research shows that instructional approaches in which students work collaboratively on tasks that are tailored to problem solving and reflection can improve students’ learning in experimental classrooms. However, these sequences involve often carefully constructed reinvention route, which do not fit the needs of teachers and students working from conventional curriculum materials. To help to narrow this gap, we developed an intervention—‘shift problem lessons’. The aim of this article is to discuss the design of shift problems and to analyze learning processes occurring when students are working on the tasks. Specifically, we discuss three paradigmatic episodes based on data from a teaching experiment in geometrical proof. The episodes show that is possible to create a micro-learning ecology where regular students are seriously involved in mathematical discussions, ground their mathematical understanding and strengthen their relational framework.     

Using dynamic software in mathematics: the case of reflection symmetry

This study was carried out to examine the effects of computer-assisted instruction (CAI) using dynamic software on the achievement of students in mathematics in the topic of reflection symmetry. The study also aimed to ascertain the pre-service mathematics teachers’ opinions on the use of CAI in mathematics lessons. In the study, a mixed research method was used. The study group of this research consists of 30 pre-service mathematics teachers. The data collection tools used include a reflection knowledge test, a survey and observations. Based on the analysis of the data obtained from the study, the use of CAI had a positive effect on achievement in the topic of reflection symmetry of the pre-service mathematics teachers. The pre-service mathematics teachers were found to largely consider that a mathematics education which is carried out utilizing CAI will be more beneficial in terms of ‘visualization’, ‘saving of time’ and ‘increasing interest/attention in the lesson’. In addition, it was found that the vast majority of them considered using computers in their teaching on the condition that the learning environment in which they would be operating has the appropriate technological equipment.     

Truth versus validity in mathematical proof

In mathematics education, it is often said that mathematical statements are necessarily either true or false. It is also well known that this idea presents a great deal of difficulty for many students. Many authors as well as researchers in psychology and mathematics education emphasize the difference between common sense and mathematical logic. In this paper, we provide both epistemological and didactic arguments to reconsider this point of view, taking into account the distinction made in logic between truth and validity on one hand, and syntax and semantics on the other. In the first part, we provide epistemological arguments showing that a central concern for logicians working with a semantic approach has been finding an appropriate distance between common sense and their formal systems. In the second part, we turn from these epistemological considerations to a didactic analysis. Supported by empirical results, we argue for the relevance of the distinction and the relationship between truth and validity in mathematical proof for mathematics education.     

The Impact of Enacted Mathematics Curriculum Models on Prospective Elementary Teachers' Course Perceptions and Beliefs

This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the instructor and text in the textbook section and the prospective teachers in the curriculum materials section. After one semester, teachers in the curriculum materials section (n= 34) placed significantly more importance on classroom group work and discussions, less on instructor lecture and explanation, and less on textbooks having practice problems, examples, and explanations. They valued student exploration over practice. In the textbook section (n= 19), there was little change in the teachers' beliefs, in which practice was valued over exploration. These results highlight the positive impact of experiences with innovative curriculum materials on prospective elementary teachers' beliefs about mathematics instruction.     

USES OF UNISON RESPONSES IN MATHEMATICS CLASSROOMS

In this paper I look at the roles of unison response in the teaching and learning of mathematics. The early part of the paper is based on a collection of field-data from mathematics lessons in Cape Town. A variety of purposes are identified as being used for unison responses. I examine these in relation to their mathematical meanings, to assumptions about oral traditions and to further uses of chorused response described by Tahta and others.     

Observing student working styles when using graphic calculators to solve mathematics problems

Some research studies, many of which used quantitative methods, have suggested that graphics calculators can be used to effectively enhance the learning of mathematics. More recently research studies have started to explore students’ styles of working as they solve problems with technology. This paper describes the use of a software application that records the keystrokes made by students as they use calculators, in order to enable researchers to gain better insights into students’ working styles. The recordings obtained from this software can be replayed to observe how students have actually used their calculator in tackling a problem. The paper describes three pilot studies from quite different contexts, in which the software reveals how the calculators have been used by the students. In all of these studies the software provides insights into the working that would have been very difficult to obtain without the record of the keystrokes provided by the software.     

Music as Embodied Mathematics: A Study of a Mutually Informing Affinity

The argument examined in this paper is that music – when approached through making and responding to coherent musical structures,facilitated by multiple, intuitively accessible representations – can become a learning context in which basic mathematical ideas can be elicited and perceived as relevant and important. Students' inquiry into the bases for their perceptions of musical coherence provides a path into the mathematics of ratio,proportion, fractions, and common multiples. Ina similar manner, we conjecture that other topics in mathematics – patterns of change,transformations and invariants – might also expose, illuminate and account for more general organizing structures in music. Drawing on experience with 11–12 year old students working in a software music/math environment, we illustrate the role of multiple representations, multi-media, and the use of multiple sensory modalities in eliciting and developing students' initially implicit knowledge of music and its inherent mathematics. This revised version was published online in July 2006 with corrections to the Cover Date.     

n-closure systems and n-closure operators

It is very well known and permeating the whole of mathematics that a closure operator on a given set gives rise to a closure system, whose constituent sets form a complete lattice under inclusion, and vice-versa. Recent work of Wille on triadic concept analysis and subsequent work by the author on polyadic concept analysis led to the introduction of complete trilattices and complete n-lattices, respectively, that generalize complete lattices and capture the order-theoretic structure of the collection of concepts associated with polyadic formal contexts. In the present paper, polyadic closure operators and polyadic closure systems are introduced and they are shown to be in a relationship similar to the one that exists between ordinary (dyadic) closure operators and ordinary (dyadic) closure systems. Finally, the algebraic case is given some special consideration. This paper is dedicated to Walter Taylor. Received March 10, 2005; accepted in final form March 7, 2006.     

The hidden mathematics of the mars exploration rover mission

Conclusions  A lot of the mathematics of MER is hidden and not only from the public but even from the applied scientists working on the mission. As briefly sketched above, for the scientists, this could be disastrous in a worst-case scenario. The hiding of mathematics, both in our everyday life and within science itself, is a matter not often discussed in public —which in itself is a disaster, taking into account the consequences the hiding of mathematics might have for the public. We like to think that this article may help let in some light. Another question raised by our work is that of beliefs in mathematics. Only occasionally are the beliefs of mathematicians discussed. We found repeatedly that mathematical elements of MER are not actually considered to be mathematics among the applied scientists themselves, not on first hand anyway. Is this due to the fundamentally different views of what mathematics is between applied scientists (including engineers) and pure scientists of the 20th century? We do not know. Finally, we comment on the nature of the mathematics involved in MER. Because of the extreme nature of a Mars mission, one might expect “extreme” mathematics, mathematics developed for the sole purpose of this mission.     

What are We Developing? A Case Study of a College Mathematics Program

Over one‐third of all college mathematics enrollments are in courses considered to be developmental. While such courses have been the subject of a large body of research, one question that seems not to have been studied empirically is the alignment of the content of developmental and college level mathematics courses. This paper gives the results of such a study, conducted at a medium sized public liberal arts university. While the content of the developmental mathematics courses was used subsequently in the Precalculus course, most of the content of the Intermediate Algebra course was not used in other college level mathematics courses. It is hoped that the results of this paper will serve as a catalyst for other institutions to examine carefully and define the mission of both their developmental and college level mathematics courses.     

Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican students

In this paper the results of a comparative longitudinal study investigating changes in girls’ and boys’ attitudes towards mathematics, and self-confidence in mathematics are presented. A 5-point Likert scale, AMMEC, was used to measure attitudes towards mathematics (AM), computer-based mathematics (AMC), and self-confidence in mathematics (CM). A total of 430 students using technology for mathematics and 109 students not using it were monitored for 3 years. At the beginning of the study, the participants were aged about 13 years. The statistical analyses of the data showed few gender differences in the way students’ attitudes and self-confidence changed over the 3 years. Significant gender differences favouring boys were found in attitudes towards mathematics in grades 8 and 9 for the group using technology. For the group using technology, significantly more boys than girls got high scores in attitudes towards computer-based mathematics in grade 7. Significantly, more girls using technology than girls not using it got high scores in grade 8. The use of technology did not have a positive impact on students’ self-confidence. Regardless of whether they used computers or not, from grades 7 to 9, there was a decrease in the self-confidence in mathematics of both boys and girls. To enrich these results and detect possible gender differences in the way attitudes were constructed, 12 girls and 13 boys were interviewed at the end of the study. The analysis of the arguments they presented to explain and justify their attitudes towards mathematics, computer-based mathematics, and their self-confidence in working in mathematics provided evidence of important gender differences in the ways in which boys and girls construct their attitude, indicating how their constructions reflect the gender stereotypes within Mexican society.     

Control decisions and personal beliefs: their effect on solving mathematical problems

The main purpose of this paper is to discuss how college students enrolled in a college level elementary algebra course exercised control decisions while working on routine and non-routine problems, and how their personal belief systems shaped those control decisions. In order to prepare students for success in mathematics we as educators need to understand the process steps they use to solve homework or examination questions, in other words, understand how they “do” mathematics. The findings in this study suggest that an individual’s belief system impacts how they approach a problem. Lack of confidence and previous lack of success combined to prompt swift decisions to stop working. Further findings indicate that students continue with unsuccessful strategies when working on unfamiliar problems due to a perceived dependence of solution strategies to specific problem types. In this situation, the students persisted in an inappropriate solution strategy, never reaching a correct solution. Control decisions concerning the pursuit of alternative strategies are not an issue if the students are unaware that they might need to make different choices during their solutions. More successful control decisions were made when working with familiar problems.     

A Look at Examinations

This paper discusses various aspects of mathematics examinations and gives the results of some experiments which highlight the discrepancies that arise between the marks obtained in two equivalent mathematics examination papers.