L’enseignement des mathématiques dans l’enseignement secondaire maghrébin

The goal of this talk is to study the following questions. Does the mathematics teaching in the secondary schools in the Maghreb prepare to University studies and more specifically does it initiate students to modern science and technology? Is anyone able to understand mathematics or is mathematics only accessible to the happy few Is it a means of selection? Is mathematics omnipresent in our modern society? What relationship can one hope to find between mathematics and other disciplines? Has mathematics evolved to such an abstract and formal state that it seems difficult relate it to any other topic? All these questions are discussed in relationship with the particular problems in the Maghreb, namely the mathematics program as taught today in these countries.     

Applications of symmetry to problem solving

Symmetry is an important mathematical concept which plays an extremely important role as a problem-solving technique. Nevertheless, symmetry is rarely used in secondary school in solving mathematical problems. Several investigations demonstrate that secondary school mathematics teachers are not aware enough of the importance of this elegant problem-solving tool. In this paper we present examples of problems from several branches of mathematics that can be solved using different types of symmetry. Teachers' attitudes and beliefs regarding the use of symmetry in the solutions of these problems are discussed.     

The visibility of models: using technology as a bridge between mathematics and engineering

Engineering mathematics is traditionally conceived as a set of unambiguous mathematical tools applied to solving engineering problems, and it would seem that modern mathematical software is making the toolbox metaphor ever more appropriate. The validity of this metaphor is questioned and the case is made that engineers do in fact use mathematics as more than a set of passive tools— that mathematical models for phenomena depend critically on the settings in which they are used and the tools with which they are expressed. The perennial debate over whether mathematics should be taught by mathematicians or by engineers looks increasingly anachronistic in the light of technological change, and the authors suggest that it is more instructive to examine the potential of technology for changing the relationships between mathematicians and engineers, and for connecting their respective knowledge domains in new ways.     

Are middle school mathematics teachers able to solve word problems without using variable?

Many people consider problem solving as a complex process in which variables such as x,?y are used. Problems may not be solved by only using ‘variable.’ Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.     

基于概念的数学系统及其结构

随着科学技术的发展，应用定量分析的数学方法已从自然科学发展到社会科学、思堆科学．为了处理这些问题的需要，许多学者建立了多种数学模型和数学方法，这些模型和方法都直接或间接地涉及到概念，因此归纳并研究基于概念的数学方法显得很有必要。本文应用系统的方法，尝试络出数学系境的概念，并建立了基于概念的数学系统及其结构的一般方法，期望更多的学者予以关注和研究。     

Pregeometric concepts on graphs and cellular networks as possible models of space-time at the Planck-scale

Starting from the working hypothesis that both physics and the corresponding mathematics have to be described by means of discrete concepts on the Planck-scale, one of the many problems one has to face is to find the discrete protoforms of the building blocks of continuum physics and mathematics. In the following we embark on developing such concepts for irregular structures like (large) graphs or networks which are intended to emulate (some of) the generic properties of the presumed combinatorial substratum from which continuum physics is assumed to emerge as a coarse grained and secondary model theory. We briefly indicate how various concepts of discrete (functional) analysis and geometry can be naturally constructed within this framework, leaving a larger portion of the paper to the systematic developement of dimensional concepts and their properties, which may have a possible bearing on various branches of modern physics beyond quantum gravity.     

Students’ Activity in Computer-Supported Collaborative Problem Solving in Mathematics

The purpose of this study was to analyse secondary school students’ (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability of networked learning in mathematics. The network-based learning environment Knowledge Forum (KF) was used to support students’ collaborative problem solving. The data consist of 188 posted computer notes, portfolio material such as notebooks, and observations. The computer notes were analysed through three stages of qualitative content analysis. The three stages were content analysis of computer notesin mathematical problem solving, content analysis of mathematical problem solving activity and content analysis of the students’ metacognitive activity. The results of the content analysis illustrate how networked discussions mediated mathematical knowledge and students’ questions, while the mathematical problem solving activity shows that the students co-regulate their thinking. The results of the content analysis of the students’ metacognitive activity revealed that the students use metacognitive knowledge and make metacognitive judgments and perform monitoring during networked discussions. In conclusion, the results of this study demonstrate that working with the networked technology contributes to the students’ use of their mathematical knowledge and stimulates them into making their thinking visible. The findings also show some metacognitive activity in the students’ computer-supported collaborative problem solving in mathematics.     

Teachers’ Views About Multiple Strategies in Middle and High School Mathematics

Despite extensive scholarship about the importance of teaching mathematics with multiple strategies in the elementary grades, there has been relatively little discussion of this practice in the middle and high school levels or in the context of introductory algebra. This article begins our exploration of this practice by addressing the following questions: (1) What do middle and high school Algebra I teachers describe as the advantages of instruction that includes a focus on multiple strategies?; and (2) What disadvantages to this practice do these teachers describe? Our analysis, based on the data from interviews (N= 13) and surveys (N= 79) conducted with experienced middle and secondary mathematics teachers, indicates that middle and secondary math teachers’ reported views surrounding multiple strategies appear to differ in important ways from those typically associated with teaching with multiple strategies in the elementary grades.     

Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra

Previous studies have produced several typologies of teacher questions in mathematics. Probing questions that ask students to explain are often included in the types of questions. However, only rare studies have created subtypes for probing questions or investigated how questioning differs depending on whether technology is used or not. The aims of this study are to elaborate on different ways of asking students to give explanations in inquiry-based mathematics teaching and to investigate whether questioning in GeoGebra lessons differs from questioning in other lessons. Data was collected by video recording 29 Finnish mathematics student teachers’ lessons in secondary and upper secondary schools. The lesson videos were coded for the student teachers’ probing questions. After this, categories for the types of probing questions were created, which is elaborated in this paper. It was found that the student teachers who used GeoGebra emphasized conceptual probing questions during the explore phase of a lesson slightly more than the other student teachers.     

融合现代科技理论和方法，优化高等数学课程体系

科学技术在不段发展，而高等数学的课程体系却一成不变，造成了数学教学的相对落后．本文分析了高等数学课程现状，介绍了本校在高等数学课程体系优化过程中融合现代科技理论和方法的实践．以适应现代教育的需求和发展．     

The relevance of advanced mathematics studies to expertise in secondary school mathematics teaching: practitioners’ views

This study investigates the different ways by which secondary school mathematics teachers view how advanced mathematics studies are relevant to expertise in classroom instruction. Data sources for this study included position papers and written notes from a group interview of 15 Israeli teachers who studied in a special master’s program, of which advanced mathematics courses comprise a sizeable share. Data analysis was iterative and comparative, aiming at identifying and characterizing teachers’ different perspectives. Overall, all participating teachers thought that the advanced mathematics studies in the program were relevant to their teaching of secondary school mathematics. Moreover, teachers specifically mentioned the importance of studying contemporary mathematics from research mathematicians. All teachers pointed out at least one specific feature that they viewed as relevant to their work: advanced mathematics courses (1) as a resource for teaching secondary school mathematics, (2) for improving understanding about what mathematics is, and (3) for reminding teachers what learning mathematics feels like.     

Ideal and reality: Cross-curriculum work in school mathematics in South Africa

Within various school mathematics dispensations in South Africa the intention for cross-curriculum work is expressed in the official documents describing the intended school mathematics curriculum. This paper traces this expressed intention from 1962 to the present. The view is adopted that textbook authors are the major interpreters of the intended curriculum and therefore the manifestations of the cross-curricular ideal in school textbooks for the various periods are described and commented on. Using the manifestation of the cross-curricular ideal in the South African situation as backdrop, the paper concludes by suggesting ways to deal with three issues that seemingly mitigate against the realisation of this ideal. It is argued that the applications of and modelling in mathematics should be treated as a distinet separate section in the school mathematics curriculum, that mathematics activities, should be designed so that learners with various levels of mathematical sophistication and expertise can deal with both the embedded context and the mathematics and that problems which use context only as a disguise for “pure” mathematics should not be summarily dismissed and written off as useless for the realisation of cross-curricular goals.     

Mathematical modelling at secondary school: the MACSI-Clongowes Wood College experience

In Ireland, to encourage the study of STEM (science, technology, engineering and mathematics) subjects and particularly mathematics, the Mathematics Applications Consortium for Science and Industry (MACSI) and Clongowes Wood College (County Kildare, Ireland) organized a mathematical modelling workshop for senior cycle secondary school students. Participants developed simple mathematical models for everyday life problems with an open-ended answer. The format and content of the workshop are described and feedback from both students and participating teachers is provided. For nearly all participants, this workshop was an enjoyable experience which showed mathematics and other STEM components in a very positive way.     

Conceptual mathematics: An application to education

This paper presents an alternative proposal concerning the teaching of mathematics. The present paper can be placed within the broader framework of the teaching of mathematics, but also within the more specific framework of category theory (CT). In other words, new ways will be investigated in which CT can be best developed within the broader framework of the teaching of mathematics. Following the research at the end of this paper, the outcome of this investigation is that CT can successfully be used as a background for the foundation and teaching of mathematics.     

Are beginning calculus and engineering students adequately prepared for higher education? An assessment of students’ basic mathematical knowledge

Are students transitioning from the secondary level to university studies in mathematics and engineering adequately prepared for education at the tertiary level? In this study, we discuss the prior mathematical knowledge and skills demonstrated by Norwegian engineering (N?=?1537) and calculus (N?=?626) university students by using data from a mathematics assessment administered by the Norwegian Mathematical Council. The assessment examines students’ conceptual understanding, computation skills and problem solving skills on the basis of the mathematics curriculum of lower secondary education. We found that calculus students significantly outperformed engineering students, but both student groups struggled to solve the test, with the calculus and engineering groups scoring an average of 60% and 46%, respectively. Beginning students who fail to master basic skills, such as solving arithmetic and algebra problems, will most likely face difficulties in their further courses. Although few female students enrol in calculus and engineering programmes compared with male ones and are thus underrepresented, male and female students at the same ability level achieved comparable test scores. Furthermore, students reported high levels of intrinsic and extrinsic motivation, and a positive relationship was observed between intrinsic motivation and achievement.     

E-learning in secondary–tertiary transition in mathematics: for what purpose?

Mathematics is a challenging subject for many science freshmen, and failing mathematics exams is a major factor in university dropout rates. Many factors, including metacognitive, affective and linguistic ones, play a role in students?? difficulties in mathematics. Starting from this perspective, we conducted a theoretical exploration of the potential of online environments in helping students counteract the mathematical difficulties they face in the transition from secondary school to university. Although this secondary?Ctertiary transition and the use of technology are both widely researched issues in mathematics education, the potential of technology in helping students in the ??rite of passage?? to tertiary education has not yet been researched. This paper reports on the developed theoretical framework and on the preliminary findings from the implementation of an e-learning course that we designed with the aim of supporting students in the critical phase of transition from secondary school to university.     

Active learning: a case study of student engagement in college Calculus

This paper presents a case study for strategic engagement of students in a Calculus course in order to produce increased learning in the classroom. Since it has been shown that active learning can promote greater comprehension for students in science, technology, engineering, and mathematics (STEM) courses, the researcher utilized many types of active learning techniques to enhance classroom instruction. The key components implemented are presented as a model of enhanced learning through developed classroom engagement. This course redesign model entitled, Strategic Engagement for Increased Learning (SEIL), has the potential to (1) contribute to the body of knowledge on ways to improve mathematics skills for college students, (2) identify successful teaching strategies and technologies that will promote the retention of STEM students, (3) increase the success rate of students taking Calculus, and (4) help produce more STEM graduates needed for the STEM workforce in the United States of America.     

On the shoulders of technology: calculators as cognitive amplifiers

This article presents teaching ideas designed to support the belief that students at all levels (preservice teachers, majors, secondary and elementary students) need exposure to non-routine problems that illustrate the effective use of technology in their resolution. Such use provides students with rapid and accurate data collection, leading them to sound conjectures, which is a precursor to learning mathematical proof. Students will therefore learn that while technology can be an effective tool for investigating problems, the onus of providing convincing arguments and proofs of their conjectures rests squarely on their shoulders. The paper describes how a diverse group of students took advantage of the power of the TI-92 to enhance their chances of reaching this final stage of proof. A series of mathematical problems are presented and analysed with a keen eye on the appropriate integration of the TI-92. A student survey was used to inform the results. To conclude, several challenging, yet accessible, non-routine problems were completed by students as undergraduate research projects, all using the TI-92 as a laboratory. Although most of the problems presented here have a discrete mathematics flavour, the authors' message is independent of the mathematical topic chosen.     

Test sets of integer programs

This article is a survey about recent developments in the area of test sets of families of linear integer programs. Test sets are finite subsets of the integer lattice that allow to improve any given feasible non-optimal point of an integer program by one element in the set. There are various possible ways of defining test sets depending on the view that one takes: theGraver test set is naturally derived from a study of the integral vectors in cones; theScarf test set (neighbors of the origin) is strongly connected to the study of lattice point free convex bodies; the so-calledreduced Gröbner basis of an integer program is obtained from a study of generators of polynomial ideals. This explains why the study of test sets connects various branches of mathematics. We introduce in this paper these three kinds of test sets and discuss relations between them. We also illustrate on various examples such as the minimum cost flow problem, the knapsack problem and the matroid optimization problem how these test sets may be interpreted combinatorially. From the viewpoint of integer programming a major interest in test sets is their relation to the augmentation problem. This is discussed here in detail. In particular, we derive a complexity result of the augmentation problem, we discuss an algorithm for solving the augmentation problem by computing the Graver test set and show that, in the special case of an integer knapsack problem with 3 coefficients, the augmentation problem can be solved in polynomial time.Supported by a Gerhard-Hess-Forschungsförderpreis of the German Science Foundation (DFG).