Teaching Algebraic Expressions to Young Students: The Three‐day Journey of “a+ 2”

This classroom scholarship report is based on the teaching experience using Davydov's mathematics curriculum, which was developed in the former Soviet Union. While “from arithmetic to algebra” is the normally accepted instructional sequence in school mathematics, Davydov's curriculum is laid out “from algebra to arithmetic,” focusing on algebraic thinking from the very beginning of the elementary grades. The purpose of this report is not to provide a definitive conclusion about which curriculum or sequence is better nor to address which instructional strategy is right in all circumstances. Rather, it is to explore how primary grade students develop their own conceptual understanding while confronting difficulties met within a specific context. This report provides actual classroom episodes from working with a group of first graders and describes dynamic interactions between the teacher and children while they discuss the use of algebraic expressions and understand the meaning behind them.     

The development of school mathematics textbooks in China since 1950

This paper provides an account of the development of school mathematics textbooks in China since 1950, the year following the founding of the People’s Republic. This development can be divided into several major periods consisting of (a) translating and modifying textbooks from the Soviet Union, (b) writing and editing unified textbooks, and (c) developing multiple versions of textbooks under curriculum standards that emphasize students’ personal development. Over the last 60 years, there have been many changes in the structure and content of developed textbooks; textbooks from each period exhibit their own characteristics which relate to specific political and cultural conditions. The debates on reform of compilation principles and of textbook structure and content still intertwine within the development of school mathematics textbooks. This development has resulted in the launching of a cross-national comparative study on mathematics textbooks in China which is intended to promote the development of mathematics textbooks considering cross-national perspectives.     

Content and Organization of Teacher's Manuals: An Analysis of Japanese Elementary Mathematics Teacher's Manuals

In this paper, results from a study that analyzed the content and organization of teacher's manuals for elementary school mathematics from Japan and the United States are presented. Studies have shown that the nature of mathematics instruction in Japan is different from instruction commonly observed in the United States. Moreover, other scholars have noted that elementary school teachers, both in the United States and Japan, rely heavily on textbooks to teach mathematics. Thus, teacher's manuals accompanying textbook series may be a contributing factor to this difference. The results of the analysis showed that there are some significant differences in the way Japanese teachers' manuals are prepared from those of the US series. The findings suggest that curriculum developers should critically reflect on how to prepare teacher's manuals so that they become useful resources for teachers.     

A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base

Two questions are on the mind of many mathematics educators; namely: What is the mathematics that we should teach in school? and how should we teach it? This is the second in a series of two papers addressing these fundamental questions. The first paper (Harel, 2008a) focuses on the first question and this paper on the second. Collectively, the two papers articulate a pedagogical stance oriented within a theoretical framework called DNR-based instruction in mathematics. The relation of this paper to the topic of this Special Issue is that it defines the concept of teacher’s knowledge base and illustrates with authentic teaching episodes an approach to its development with mathematics teachers. This approach is entailed from DNR’s premises, concepts, and instructional principles, which are also discussed in this paper.     

Spaces to discuss mathematics: communities of practice on an online discussion board

In theories of learning that adopt a situated stance to knowledge the notion of identity is vital; how learners position themselves in relation to, and are mutually positioned by, the situation within which they are learning will have a strong bearing on the learning outcomes. One of the challenges for learning mathematics in school is that learners position themselves, and are positioned, as pupils rather than as mathematicians. This paper focuses on discussion boards designed for secondary school mathematics students, and we use Wenger's (1998) model of communities of practice, building on earlier work by the authors (Back and Pratt 2007; Pratt and Kelly 2007) in which ‘idealised communities’ are constructed and used, to consider a case study of one participant who engages in developing his identity as a mathematician doing mathematics, as well his identity as a learner and a teacher of mathematics.     

Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective

This study describes an elementary teacher's implementation of sociocultural theory in practice. Communication is central to teaching with a sociocultural approach and to the understanding of students; teachers who use this theory involve students in explaining and justifying their thinking. In this study ethnographic research methods were used to collect data for 4 1/2 months in order to understand the mathematical culture of this fourth‐grade class and to portray how the teacher used a sociocultural approach to teach mathematics. To portray this teaching approach, teaching episodes from the teacher's mathematics lessons are described, and these episodes are analyzed to demonstrate how students created taken‐as‐shared meanings of mathematics. Excerpts from interviews with the teacher are also used to describe this teacher's thinking about her teaching.     

Children's construction of mathematical knowledge in solving novel isomorphic problems in concrete and written form

The focus of this article is children's construction and analogical transfer of mathematical knowledge during novel problem solving, as reflected in their strategies for dealing with isomorphic combinatorial problems presented in “hands-on” and written form. Case studies of low- and high-achieving 9-year-olds in school mathematics serve to illustrate a general progression through three identified stages of strategy construction. The important role of domain-general strategies in this development is highlighted. Included in the study's findings is the fact that achievement level in school mathematics does not predict children's attainment of the third stage, as is evidenced by the low-achieving student's construction of sophisticated combinatorial knowledge and the high-achieving student's failure to do so. Children's ability to recognize structural correspondence between the two isomorphic problem sets and the extent to which this facilitates problem solution are also reported.     

The constructive completion of the space 𝒟(ℝ)

We prove in the framework of Bishop's constructive mathematics that the sequential completion $ \tilde {\cal D} $(?) of the space ??(?) is filter‐complete. Then it follows as a corollary that the filter‐completeness of ??(?) is equivalent to the principle BD‐?, which can be proved in classical mathematics, Brouwer's intuitionistic mathematics and constructive recursive mathematics of Markov's school, but does not in Bishop's constructive mathematics. We also show that $ \tilde {\cal D} $(?) is identical with the filter‐completion which was provided by Bishop. (© 2004 WILEY‐VCH Verlag GmbH & Co. KGaA, Weinheim)     

Mediated action in teachers’ discussions about mathematics tasks

This paper presents analyses of teachers?? discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ??didactic triangle?? form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathematics has the role of a mediating artefact. Subject content in the didactic triangle is thus displaced by the task and learning mathematics may be relegated to a subordinate position.     

Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

In this paper we explore two teachers' views on the role(s) of parents, the local community and children's home lives in the learning of mathematics in primary school. We use Moll and Greenberg's concept of ‘funds of knowledge’ and apply it to the case studies of two teachers working in the UK context. Issues of teachers' professional experience, ethnicity, class and gender emerge as significant in examining similarities and differences in the teachers' beliefs, understandings and practices in the area of linking home and school. We end with a discussion of some implications for teacher education and professional development.     

Mathematics and Dialectics in the Soviet Union: The Pre-Stalin Period

During the 1920s, Soviet Marxist theorists paid less attention to developments in mathematics in their own country than to various manifestations of “mathematical idealism” in the West. Their criticism concentrated on set-theoretical studies, the theory of probability, mathematical logic, and the foundations of mathematics. Because of their disunity, the Marxist scholars did not present an obstacle to the work of mathematicians, dominated by the much-heralded Moscow school of mathematics, strong in the theory of functions of a real variable and its applications to topology and several other branches of mathematics. The end of the decade was marked by the beginning of Stalinist pressure to establish full ideological control over all branches of mathematics.Copyright 1999 Academic Press.MSC 1991 subject classifications: 01A60; 01A72; 01A74; 01A80.     

Mathematics Reform: Looking for Insights from Nineteenth Century Events

In the nineteenth century, Warren Colburn defended understanding as the avenue to learning arithmetic and questioned the memorization method in use since the seventeenth century. Colburn's work was appreciated by educators in the common school era, and his book is still considered an important one in the history of mathematics education. Many criticisms of Colburn's ideas, however, emerged during his time, and teaching for understanding never fully reached nineteenth century mathematics classrooms. This episode in the history ofmathematics education raises questions about the success of contemporary attempts to reform school mathematics.     

Gender justice,human rights and measurement in the mathematics classroom

In line with international trends, the new South African mathematics curriculum implores mathematics educators to realize a pedagogy in their classrooms that is more practical, activity-oriented, and connected to their learners' lives. Drawing on data from a larger study that explores theory–practice relations in mathematics education, this paper shows how such progressive practices, when interpreted with respect to the teaching of measurement which required learners to use different measuring instruments for measuring the school grounds in learning about length and perimeter, were found to be deeply gendered. In two different contexts of an ‘African' township school and a predominantly ‘Indian' suburban school, girls in a grade 6 mathematics classroom faced direct sexism as they struggled to take the opportunity to participate in the activity and learn how to measure – an important mathematical competence and everyday knowledge and skill. The article analyses the data with reference to the human rights imperatives of the new national curricula and approaches to addressing disadvantage and discrimination for girls in mathematics classrooms.     

The Road to Reform: A Grounded Theory Study of Parents' and Teachers' Influence on Elementary School Science and Mathematics

Though elementary teacher educators introduce new, reform‐based strategies in science and mathematics methods courses, researchers wondered how novices negotiate reform strategies once they enter the elementary school culture. Given that the extent of parents' and veteran teachers' influence on novice teachers is largely unknown, this grounded theory study explored parents' and teachers' expectations of children's optimal science and mathematics learning in the current era of reform. Data consisted of semi‐structured, open‐ended interviews with novice teachers (n = 20), veteran teachers (n = 9), and parents (n = 28). Researchers followed three stages of coding procedures to develop a logic model connecting participants' discrete designations of the landscape, regulating phenomena, contextual orientation, and desired outcomes. This logic model helped researchers develop propositions for future research on the interactive nature of parents' and teachers' influential role in elementary science and mathematics education. Implications encourage science and mathematics teacher educators—as well as school administrators—to explicitly develop and support novice teachers' ability to initiate and sustain parent/family engagement in order to create a school climate where teachers and parents are synergistically motivated to change.     

How some research mathematicians and statisticians use proof in undergraduate mathematics

The paper examines the roles and purposes of proof mentioned by university research faculty when reflecting on their own teaching and teaching at their institutions. Interview responses from 14 research mathematicians and statisticians who also teach are reported. The results suggest there is a great deal of variation in the role and purpose of proof in and among mathematics courses and that factors such as the course title, audience, and instructor influence this variation. The results also suggest that, for this diverse group, learning how to prove theorems is the most prominent role of proof in upper division undergraduate mathematics courses and that this training is considered preparation for graduate mathematics studies. Absent were responses discussing proof's role in preparing K-12 mathematics teachers. Implications for a proof and proving landscape for school mathematics are discussed.     

Mathematics standards and curricula in the Netherlands

This paper addresses the question of what mathematics Dutch students should learn according to the standards as established by the Dutch Ministry of Education. The focus is on primary school and the foundation phase of secondary school. This means that the paper covers the range from kindergarten to grade 8 (4~14 years olds). Apart from giving an overview of the standards, we also discuss the standards' nature and history Furthermore, we look at textbooks and examination programs that in the Netherlands both have a key role in determining the intended mathematics curriculum. In addition to addressing the mathematical content, we also pay attention to the way mathematics is taught. The domain-specific education theory that forms the basis for the Dutch approach to teaching mathematics is called “Realistic Mathematics Education” Achievement scores of Dutch students from national and international tests complete this paper. These scores reveal what the standards bring us in terms of students' mathematical understanding. In addition to informing an international audience about the Dutch standards and curricula, we include some critical reflections on them.     

Middle‐School Mathematics Teachers' Beliefs in NCTM's Vision

This study examined the extent to which seventh‐ and eighth‐grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in these documents. Quantitative data were collected through the Mathematics Standards Belief Survey (MSBS), a survey specifically designed to measure teachers' overall belief in NCTM's vision as well as in certain philosophical tenets of NCTM. Of the 82 seventh‐ and eighth‐grade mathematics teachers in the identified school district of Nevada, 73 (89.0%) participated in this study. The data revealed that, among seventh‐ and eighth‐grade mathematics teachers, secondary‐certified teachers had significantly higher MSBS scores than elementary‐certified teachers. A number of other findings were made, including significant differences among mean belief scores in the philosophical tenets of NCTM.     

Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated, problem-based mathematics program in their middle school into a high school mathematics program that emphasized procedural fluency. We conducted an average of two interviews per year for two and a half years with participants and engaged in participant-observation at their high school. In this study, we illustrate an analytic process for detecting discontinuities between settings from participants' perspectives. We determined that students experienced a discontinuity if they reported meaningful differences between settings (frequent mention, in detail, with emphasis terms) and concurrently reported a change in attitude. Additionally, these students' experiences illustrate two opportunities to learn during boundary-crossing experiences: identification and reflection.     

From formal standards to everyday practice of mathematics learning

This paper uses the example of six Japanese teachers and their mathematics lessons to illustrate how clear, high standards for mathematics instruction are combined with teachers' holistic concern for students. We draw upon data from the Third International Math and Science Study Case Study Project in Japan that was designed to elucidate the context behind the high achievement of Japanese students. Using everyday examples of classroom practice, we illustrate both flexibility in teachers' approach to teaching and adherence to Monbusho's (Ministry of Education, Science, Sports, and Culture)Course of Study. Our purpose is to emphasize how flexibility and attention to individual needs by Japanese teachers combine with quality mathematics instruction based on the detailed Japanese curricula. Six teachers' characteristics and lessons (two teachers at each educational level—elementary, junior high, and high school) are described in order to show the variety of teachers who exist in Japan. These teachers use their understanding of theCourse of Study and are supported by their school environment to enhance their students' conceptual understanding of the fundamentals of mathematics. Characteristics of their teaching include: 1) involving the whole class in learning. 2) using extremely focused curriculum guidelines that expect mastery of concepts at each grade level, 3) thoroughly covering mathematics units in an organized and in-depth manner, 4) leading classes as facilitators or guides more often than as lecturers, and 5) focusing on problem solving with the primary goal of developing students' ability to reason, especially to reason inductively. The examples in this paper show how these methods develop in individal classrooms.     

A survey of advanced mathematics topics: a new high school mathematics class

The number of students pursuing undergraduate degrees in mathematics is decreasing. Research reveals students who pursue mathematics majors complained about inadequate high school preparation in terms of disciplinary content or depth, conceptual grasp, or study skills. Unfortunately, the decrease in the number of students studying advanced mathematics occurs at a time when the world's technological drive demands students have improved critical thinking and problem-solving skills. This paper suggests one solution for this alarming problem: a high school class offered to seniors as a means of preparing them for the rigours of college level mathematics while simultaneously increasing their motivation to pursue advanced mathematics. This paper provides the course scope, goals, structure, and analysis of how the curriculum aligns to professional standards. Although this programme has not currently been field tested, the authors are convinced of its impact. Once implemented and properly taught, the proposed Survey of Advanced Mathematics Topics class could increase the quantity and quality of students pursuing studies in mathematics at the university level.