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Relevant bibliographies by topics / Math Pedagogy

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Journal articles

Academic literature on the topic 'Math Pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Math Pedagogy"

1

Peck, Robert W. "Mathematical music theory pedagogy and the “New Math”." Journal of Mathematics and Music 8, no. 2 (2014): 145–50. http://dx.doi.org/10.1080/17459737.2014.927115.

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Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.

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Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online busco

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Fisher, Sara P., and Christopher Hartmann. "Math through the Mind's Eye." Mathematics Teacher 99, no. 4 (2005): 246–50. http://dx.doi.org/10.5951/mt.99.4.0246.

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This paper considers recommendations from the Principles and Standards for School Mathematics (PSSM) in relation to pedagogy for the visually impaired. The authors present three examples of ways that mathematics instruction for blind learners can employ representations in ways that are consistent with PSSM. In reflecting on these examples, the authors identify lessons for all mathematics teachers. The nature of these accommodations provide a new perspective on the recommendations in the PSSM.

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Stearns, Clio. "Show your work: math curricula, knowledge, and rehumanizing pedagogy." Pedagogy, Culture & Society 28, no. 2 (2019): 299–315. http://dx.doi.org/10.1080/14681366.2019.1635191.

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Matusov, Eugene. "Nikolai N. Konstantinov’s Authorial Math Pedagogy for People with Wings." Journal of Russian & East European Psychology 54, no. 1 (2017): 1–117. http://dx.doi.org/10.1080/10610405.2017.1352391.

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Edirmanasinghe, Natalie. "Using Youth Participatory Action Research to Promote Self-Efficacy in Math and Science." Professional School Counseling 24, no. 1 (2020): 2156759X2097050. http://dx.doi.org/10.1177/2156759x20970500.

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Youth participatory action research is a pedagogy in which students work together to explore an issue that affects them. The school counselor measured the impact on Latina students who participated in the project based on participants’ self-efficacy in attending college and being successful in math and science. Results indicated that students were more confident in their abilities in science and math and also believed they would attend college in the future by the end of the intervention.

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Nava, Imelda, Jaime Park, Danny Dockterman, et al. "Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework." Journal of Teacher Education 70, no. 2 (2018): 139–54. http://dx.doi.org/10.1177/0022487118755699.

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This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secon

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Zharov, Valentin K., Yulia V. Taratuhina, and Riskeldi M. Turgunbaev. "ECOSYSTEM OF MATH EDUCATION YESTERDAY, TODAY AND TOMORROW. ISSUES, HISTORY, TEACHING METHODS, EDUCATION IDEAS." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics, no. 3 (2020): 47–63. http://dx.doi.org/10.28995/2686-679x-2020-3-47-63.

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This article examines some of the problems that are at the intersection of the sets of issues formulated in the ecology of personality, pedagogy, methods of teaching mathematics. It is proposed to consider the pedagogy not as experimental knowledge, but nevertheless as applied philosophy, following S.I. Gessen. It is also suggested to understand the methodology of teaching mathematics not only as a system of knowledge that has an independent history of development, but as a complex system associated with cultural traditions, psychophysical capabilities of an individual existing in the ecoenvir

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Stone, James R., Corinne Alfeld, and Donna Pearson. "Rigor and Relevance: Enhancing High School Students’ Math Skills Through Career and Technical Education." American Educational Research Journal 45, no. 3 (2008): 767–95. http://dx.doi.org/10.3102/0002831208317460.

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Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today’s high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology, business and marketing, health, and information technology). The model includes a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental ( n = 59) or control ( n = 78) group. The experimental

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10

Cortes, Kalena E., and Joshua S. Goodman. "Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement." American Economic Review 104, no. 5 (2014): 400–405. http://dx.doi.org/10.1257/aer.104.5.400.

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This paper provides new evidence on tracking by studying an innovative curriculum implemented by Chicago Public Schools (CPS). In 2003, CPS enacted a double-dose algebra policy requiring 9th grade students with 8th grade math scores below the national median to take two periods of algebra instead of one. This policy led schools to sort students into algebra classes by math ability, so that tracking increased in all algebra classes. We show that double-dosed students are exposed to a much lower-skilled group of peers in their algebra classes but nonetheless benefit substantially from the additi

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