Mathematical Knowledge for Teaching in the Netherlands
Ronald Keijzer2012
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
12th International Congress on Mathematical Education Program Name XX-YY-zz (pp. abcde-fghij) 8 July – 15 July, 2012, COEX, Seoul, Korea
Related papers
Mathematics: Teaching, Theory & Applications Abstracts: 10th Annual International Conference
2016
This abstract book includes all the abstracts of the papers presented at the 10th Annual International Conference on Mathematics: Teaching, Theory & Applications, 27-30 June 2016, Athens, Greece, organized by the Athens Institute for Education and Research. In total there were 21 papers and 24 presenters, coming from 14 different countries (Australia, Burkina Faso, Canada, Czech Republic, China, India, Ireland, Mexico, Nigeria, Poland, Romania, Spain, Taiwan and USA). The conference was organized into seven sessions that included areas of Mathematics. As it is the publication policy of the Institute, the papers presented in this conference will be considered for publication in one of the books and/or journals of ATINER.
Teaching and Learning Mathematics Part 2. Perspectives 34
1987
DOCUMENT RESUME SE 050 299 Ernest, Paul, Ed. Teaching and Learning Mathematics Part 2. Perspectives 34. Exeter Univ. (England). School of Education. ISBN-85068-095-6 Nov 87 83p.; For part 1, see SE 050 298. Drawings may not reproduce well.
Inquiry in University Mathematics Teaching and Learning: The PLATINUM Project
2022
Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.
Mathematics: Teaching, Theory & Applications Abstracts: 11th Annual International Conference
2017
This book includes the abstracts of all the papers presented at the 11th Annual International Conference on Mathematics, 26-29 June 2017, organized by the Athens Institute for Education and Research (ATINER). In total 29 papers were submitted by 32 presenters, coming from 16 different countries (Armenia, Australia, Austria, Brazil, Colombia, Israel, Italy, Mexico, Romania, Saudi Arabia, South Korea, Spain, Taiwan, Thailand, Turkey and USA). The conference was organized into 9 sessions that included a variety of topic areas such as mathematics theory, statistics, and teaching. A full conference program can be found beginning on the next page. In accordance with ATINER’s Publication Policy, the papers presented during this conference will be considered for inclusion in one of ATINER’s many publications.
National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education
2020
use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
2020
thinking and bilingualism: Impact on learning mathematics 1770 Leila Salekhova and Nail Tuktamishov Teaching mathematics in an international class: Designing a path towards productive disposition 1778 Marc Sauerwein Which factors coincide with mathematical learning gains in bilingual classrooms? German language proficiency and mixed language use 1786 Alexander Schüler-Meyer, Susanne Prediger, and Henrike Weinert Publishing as an English non dominant language author. First results from a survey of support offered by mathematics education journals 1794 Rudolf Sträßer Variations in students’ reading process when working on mathematics tasks with high demand of reading ability 1802 Frithjof Theens Generalizing distributive structures in primary school 1810 Annika Umierski and Kerstin Tiedemann TWG10: Diversity and Mathematics Education: Social, Cultural and Political Challenges 1818 Introduction to the work of TWG10: Diversity and Mathematics Education: Social, Cultural and Political Ch...
IDENTIFIERS National Council of Teachers of Mathematics; NCTM; Research Reports
2016
This document is a compilation cf abstracts of 28 research papers presented at the 52nd Annual Meeting of the National CounCil of Teachers of Mathematics. The major portion of the reports concerned methods of instruction; nine were related to college mathematics, ten on secondary school mathematics, and two at the elementary school mathematics level. Fife reports involved research on learning theories and two dealt with teacher education. (JF) I IA a
Introduction to the papers of TWG14: University mathematics education
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, 2015
The 15 th International Congress on Mathematical Education Sydney, 7
QUALITY STANDARDS FOR UNIVERSITY PROGRAMS WHICH AIM TO FOSTER MATHEMATICAL GIFTEDNESS OF DEAF LEARNERS, 2024
In this paper we wish to focus on the identification and fostering of creativity and giftedness of pupils who are deaf and use sign language as their main mode of communication. Taking into account quality standards for inclusion (Becker 2012) and new research findings in Deaf pedagogy (Skyer 2023) we will describe certain conditions under which mathematical talents and interests of the deaf pupils can emerge. Our theoretical considerations will be specified and exemplified by presenting the Bonn Matheclub as a project where we sought to implement theoretical knowledge and experience from Humboldt-University and also to go beyond this knowledge by developing and implementing additional criteria of quality, concepts and materials in sign language and trying to implement them not only for deaf pupils with high mathematical abilities but also for their hearing peers. Our suggestions can be seen not only as a proposal for the inclusion of deaf pupils but also as an invitation to implement Deaf pedagogy in the enrichment projects at universities for all students. Our paper can be seen as an invitation for constructive criticism. We suggest concrete steps for implementation of sign language pedagogy in enrichment programs with a focus on mathematics. We thus demonstrate how mathematical giftedness can be fostered by the implementation of sign language and signed mathematics in university projects for deaf and hearing pupils.
Related papers
Introduction to the Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education(CERME11)
HAL (Le Centre pour la Communication Scientifique Directe), 2019
Introduction to the Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)
HAL (Le Centre pour la Communication Scientifique Directe), 2022
HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
Teaching and Learning Mathematics Part 1. Perspectives 33
1987
Nov 87 81p.; For part 2, see SE 050 299. Drawings may not reproduce well.
Proceedings of the 2008 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2008 du Groupe Canadien d'Etude en Didactique des Mathematiques (32nd, Sherbrooke, Quebec, Canada, May 23-27, 2008)
2009
Art, culture et mathematiques en pays d'Islam (IX e-XV e s.
Bibliography of readings in mathematics education research from our seminar, 2010-2014, classified by topic.
Topics include: teachers, elementary level, secondary level, undergraduate and graduate level, workplace mathematics, experts' perspective and practice, theory in mathematics education, research techniques in mathematics education.
The 14 th International Congress on Mathematical Education Shanghai, 12 th -19 th
Project was a four year national project in Australia that aimed to develop evidence-based learning progressions in algebraic, geometric and statistical reasoning for students in the middle years of schooling (10-16 years of age, Years 5-9). This paper focuses on the development of the Learning Progression for Algebraic Reasoning framed by three big ideas: Equivalence, Pattern and Function, and Generalisation. Once the Learning Progression for Algebraic Reasoning was developed, Teaching Advice was prepared to inform teachers on how to move their students along the progression using a targeted teaching approach.
Making Progress on Mathematical Knowledge for Teaching
The Mathematics Enthusiast, 2016
Although the field lacks a theoretically grounded, well-defined, and shared conception of mathematical knowledge required for teaching, there appears to be broad agreement that a specialized body of knowledge is vital to improvement. Further, such a construct serves as the foundation for different kinds of studies with different agendas. This article reviews what is known and needs to be known to advance research on mathematical knowledge for teaching. It argues for three priorities: (i) finding common ground for engaging in complementary studies that together advance the field; (ii) innovating and reflecting on method; and (iii) addressing the relationship of such knowledge to mathematical fluency in teaching and to issues of equity and diversity in teaching. It concludes by situating the articles in this special issue within this emerging picture.
A Spotlight on Mathematics Education in the Netherlands and the Central Role of Realistic Mathematics Education
National Reflections on the Netherlands Didactics of Mathematics, 2020
In this introductory chapter I give a preview of the landscape of issues concerning mathematics education in the Netherlands and the role of Realistic Mathematics Education (RME) that one can come across in this volume, which contains the reflections of twenty-eight Dutch mathematics didacticians on teaching and learning mathematics in the Netherlands. Although all chapters have their own focus and mostly only discuss one particular aspect, together they provide a rich inside view into what is worth knowing of Dutch mathematics education and RME. The preview highlights some significant topics from these chapters, such as what tasks are preferred in RME to elicit students' mathematical thinking, RME's focus on the usefulness of mathematics, the role of common sense and informal knowledge, changes over time in the content of the mathematics curriculum, aspects of the Dutch educational system, including teacher education and assessment, the implementation of RME, and the context of developing RME. 1.1 Introduction The 13th International Congress on Mathematical Education (ICME-13) held in Hamburg, Germany, in 2016, and in particular the ICME-13 Thematic Afternoon session "European Didactic Traditions," was a trigger for Dutch mathematics didacticians to reflect on what is typical for mathematics education in their country. In this session, the Dutch approach to teaching and learning mathematics in school, in research, and in development was presented, together with the approaches in France, Italy, and Germany. The aim of the session was to delve into what the four countries M. Van den Heuvel-Panhuizen (B)
Being Mathematical, Holding Mathematics: Further Steps in Mathematical Knowledge for Teaching
2009
Discussion, theorising and research in the area of mathematical knowledge for teaching began by asking what level of mathematical qualification teachers need. We have moved on considerably since then, using concepts such as pedagogical content knowledge, and frameworks such as those from Deborah Ball in Michigan or, more recently, Tim Rowlands in Cambridge or Alan Schoenfeld in Berkeley. Some lovely
The Teaching and Learning of Mathematics
1996
This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.