This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what mathematical proficiency means in today's world and what shifts need to be made in both content and pedagogy to prepare students for 21st Century Skills and mathematical reasoning.Keywords 21st century skills . Digitalization . Mathematics education . Workplace mathematics With this paper, we want to stimulate a discussion about what mathematics education should aim for in preparing students for the digital age. To illuminate the need for such a discussion, we will explore potential answers to the question, "What are the implications of the computerization and globalization of our society for mathematics education?" In doing so, we will build on the preparation for, and the deliberations of, the Discussion Group on this topic at the International Congress on Mathematics Education (ICME-13) Int J of Sci and Math Educ (2017) National Taiwan Normal University, Taipei, Taiwan 5 Kanazawa University, Kanazawa, Japan in Hamburg, Germany. Although we recognize, as do others, that mathematics education for the future should be considered within the context of STEM education (English, 2015), in our view, mathematics deserves focused attention. This is especially true because of the way computerization affects mathematics and vice versa. Moreover, applications of mathematics also concern a variety of non-STEM fields, such as social sciences, finance, logistics, and risk analysis. In addition, we argue that mathematics education asks for careful vertical planning which might be compromised in a heavy push for STEM integration. In relation to this, we may observe that proponents of research focusing on what STEM integration might look like, such as English (2016), caution that current literature underemphasizes mathematics in the STEM world. The motivation for our exploration is in the observation that the role of mathematics in our society is not only growing, but that mathematics is also increasingly done by machines. This will have an impact on both future job requirements and on the mathematics one will need to understand one's world. So the question arises, "How can mathematics education prepare students for being able to participate in the digital society of the future?"Our world is changing rapidly under the influence of informatization, automatization, digitalization, and globalization. Computers are becoming cheaper and more powerful, steadily following Moore's Law: Every two years the number of transistors in a computer chip doubles (Moore, 1965). Brynjolfsson and McAfee (2014) add that not only microchip density but also processing speed, memory capacity, energy efficiency, and download speed develop with exponential speed. Moreover, almost everything is bein...
This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings of an argument, then assemble the content of RCGP from literature and propose a hypothetical model of RCGP. Secondly, mathematicians and mathematics teachers are interviewed for their ideas on reading mathematical proof in order to enrich the content of RCGP. Adapting the phases of reading comprehension in language, the content of RCGP is classified into six facets. Lastly, these facets are structured using the hypothetical model and then justified by students' performance in the facets of RCGP using the multidimensional scaling method. The results sustain that the structure of facets can be characterized by this conceptualized model.
This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found to be similar yet differences were found with regard to the rate of developmental change.
As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology – witness the name of the sponsor organisation of this handbook – the output of researchers in mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992)
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