Authentic assessment: a school’s interpretation – mathematics education Roland G. Pourdavood In the previous paper we discussed the challenges of instructional leadership for reforming mathematics education in a K-4 school. In this paper we describe how the school principals and teachers-leaders developed authentic assessment consistent with NCTM Standards (1989, 1991, 1995) and constructivist learning theory […]
Category: Focus on Learning Problems in Mathematics
Some insights about college students’ interpretations of histograms Susan S. Gray Abstract The interpretation of histograms is a complex process requiring the integration of understanding about how graphs convey information with knowledge about how statistical constructs are displayed graphically. For this study, students in an introductory statistics class completed three histogram comparison tasks at the […]
The role of playing games in developing algebraic reasoning, spatial sense, and problem-solving Tisa Lach Introduction and Literature Review Purpose and Relevance Using games in the classroom to facilitate learning has been common practice among teachers for many years. Blum and Yocum (1996) supported instructional game-playing in the classroom because it provided an exciting and […]
Efficacy beliefs, problem posing, and mathematics achievement Aristoklis A. Nicolaou Abstract Perceived self-efficacy beliefs have been found to be a strong predictor of mathematical performance while problem posing is considered fundamental in mathematical learning. In this study we examined the relation among efficacy in problem posing, problem-posing ability, and mathematics achievement. Quantitative data were collected […]
A survey of paper cutting, folding and tearing in mathematics textbooks for prospective elementary school teachers Jack A. Carter Origami or the art of paper folding receives substantial endorsement from current reform initiatives in mathematics education. Particularly, at the elementary school level, the National Council of Teachers of Mathematics in its Principles and Standards for […]
Exploring the evolving nature of three elementary preservice teachers’ beliefs and practices: three parallel case studies – teacher preparation for mathematics teaching Timothy E. Harrington The two preceding papers reported on the complexity of reforming mathematics education in one Midwestern state K-A elementary school. This paper focuses on teacher preparation for mathematics teaching and follows […]
Different representations in instruction of vertical angles Pessia Tsamir It is widely accepted that teachers should be aware of and familiar with students’ mathematical ideas and conceptions, and it is believed that such awareness and knowledge should play a significant role in planning and carrying out instruction (e.g., Kilpatrick, Swafford, & Findell, 2001; NCTM, 1989; […]
Trends in the degree of importance assigned to the NCTM’s Standards by elementary preservice teachers – National Council of Teachers of Mathematics – Statistical Data Included Robert F. Cunningham Introduction The Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) was issued to reflect what should be of value […]
Developing a more conceptual understanding of matrices & systems of linear equations through concept mapping and vee diagrams Karoline Afamasaga-Fuata’I Abstract The paper discusses one of the case studies of a multiple-case study teaching experiment conducted to investigate the usefulness of the metacognitive tools of concept maps and vee diagrams (maps/diagrams) in illustrating, communicating and […]
Using metacognitive skills to improve 3rd graders’ math problem solving Patricia D. Goldberg For the past twenty years, problem solving has been touted as a primary focus for mathematics instruction at all grade levels (National Council of Supervisors of Mathematics, 1978; National Council of Teachers of Mathematics, 1980, 1989, 2000; Mathematical Sciences Education Board, 1989). […]