An Evolutionary Approach to Mathematics Education: Enhancing Learning Through Contextual Modification*

Abaté, Charles J.; Cantone, Kathleen A.

doi:10.1080/10511970508984115

Cited by 6 publications

(9 citation statements)

References 5 publications

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“…Learners usually regard the teaching of mathematics as uninteresting, obsolete and useless (D'Ambrosio, 2017;Weldeana, 2016;Abaté & Cantone, 2005). These assertions made by learners about the teaching of mathematics are largely logical, as the content is mainly divorced from the world within which they operate.…”

Section: Discussionmentioning

confidence: 99%

“…To sustain social justice in the teaching and learning of mathematics, mathematical knowledge must be inseparable from the learners' cultural background. 4IR mathematics teaching should refrain from happening as if mathematical knowledge is out there in the world; unreachable, fixed, and made of discrete and irrefutable pieces of information or facts (Simms, 2016;Abaté & Cantone, 2005). For instance, the teaching of concepts such as:…”

Section: Pertinent Literature On Mathematics For Social Justice In 4irmentioning

confidence: 99%

“…The social injustices manifest in mathematics teaching instructions such as "factorise the given expression: 2 + 2 ". Such instruction is very arrogant, because in the first instance, learners are not told why they must factorise, and how this relates to their cultural backgrounds (Abaté & Cantone, 2005;Le Roux, 2008;Orrill, 2003). The main emphasis of the teacher lesson is only on the 'what' and 'how' part.…”

Section: Pertinent Literature On Mathematics For Social Justice In 4irmentioning

confidence: 99%

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Reimagining the Sustainable and Social Justice Mathematics Classrooms in the Fourth Industrial Revolution

Moloi

Matabane²

2020

IJLTER

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In this conceptual paper, we provide some ways to think about sustainability and a social justice approach to teaching of mathematics in Fourth Industrial Revolution (4IR) classrooms. We imagine the mathematics classrooms in 4IR not only to provide sustainable education, but also to promote core values and qualities of social justice. The teaching of mathematics for social justice is a pedagogy that seeks to expose students to issues concerning power between social groups. It is an approach to teaching that seeks to enable students not only to maintain the status quo, but also to acquire the necessary skills to challenge current practices and offer alternatives. While there is an increasing emphasis on incorporating technology into the teaching and learning of mathematics to produce educated citizenry that will be able to function in 4IR, it is equally important that one guards against unintended consequences brought about by 4IR and not deny access to learners from a low socio-economic environment. Using critical discourse analysis, the paper argues that, as we usher 4IR into the mathematics classroom, one should also be mindful of the social skills that constitute humankind. Social skills and human capital are good foundations for understanding mathematical concepts, and critical skills need to operate effectively and productively in 4IR. Moreover, social skills such as persuasion and emotional intelligence are in higher demand across industries and in education sectors than narrow technical skills, which include, among others, programming or equipment operation and control.

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Section: Discussionmentioning

confidence: 99%

Section: Pertinent Literature On Mathematics For Social Justice In 4irmentioning

confidence: 99%

Section: Pertinent Literature On Mathematics For Social Justice In 4irmentioning

confidence: 99%

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Reimagining the Sustainable and Social Justice Mathematics Classrooms in the Fourth Industrial Revolution

Moloi

Matabane²

2020

IJLTER

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“…In many parts of the world, mathematics teaching practices remained somewhat static over many centuries, assuming an expositive, deductive approach in which the teacher's role was predominant (Abaté & Cantone, 2005). During the last decades of the twentieth century, calls to reform mathematics teaching and learning led to the introduction of constructivist approaches in which students have a leading role (Jaworski, 1994), but inertia in teachers' behaviours as well as teachers' beliefs about teaching approaches produced tensions between tradition and reform in mathematics (Boaler, 2002a;Stocks & Schofield, 1997).…”

Section: Introductionmentioning

confidence: 99%

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

et al. 2021

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Previous research in mathematics education has explored teachers’ conceptions of mathematics and its teaching and learning, and how their instructional tendencies (e.g., “traditional”, “technological”, “spontaneous” and “investigative”) relate to these conceptions. However, empirical evidence on this topic from large samples of pre-service teachers is limited. This study adapts and validates an instrument originally designed for in-service teachers to analyse the conceptions of mathematics and mathematics teaching and learning. This was done in a sample of undergraduate students in several different degree programmes (primary education, mathematics, and the education itinerary in psychology) in a Spanish university. Existing theory about instructional tendencies and conceptions of mathematics teaching and learning that was developed in the context of in-service teachers is then re-examined in the context of empirical evidence from this sample of individuals (all potential future teachers) without teaching experience. Results show that items from the instrument can be separated into four factors focussed on investigative stances, the role of textbooks, the role of teachers and lesson planning. Individual participants are not characterised by single tendencies; rather, they can be described in terms of several combinations of tendencies, grouped into four clusters. In line with the previous literature on in-service teachers, results suggest that conceptions of mathematics and its teaching and learning are not best captured by rigid, sharply delineated profiles. Rather, individuals configure their own conceptions in terms of combinations of different characteristics of prototypical tendencies.

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“…However, this understanding has changed due to both the rapid change in technology and the start of using innovation technologies in teaching environments. In this respect, there have been many reformist movements that aim to integrate more innovative pedagogic approaches, which are generally based on the constructivist theory, into the teaching environment with the purpose of supporting students' theoretical understanding (Abate & Cantone, 2005;Chang, 2011) Furthermore, technology is regarded as the activator of innovative mathematics education, and it is defended that the development of technology leads to a reform in learning and teaching mathematics (Chang, 2011;Roddick, 2001). For instance, the start of using dynamic software such as Matlab, LabView, and Cabri 3D in mathematics instruction has led to the design of teaching environments based on the constructive approach with the aim of encouraging research, developing projects, modeling, and facilitating conceptual understanding in mathematics lessons (Abdulwahed, Jaworski, & Crawford, 2012;Jaworski, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions

Övez¹

2018

IES

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The objective of this study is to examine the impact of instructing quadratic functions with the use of GeoGebra software and guided discovery worksheets on students’ achievement and level of reaching acquisitions. This study utilized a pretest-posttest control group experimental design. It was conducted in the 2017-2018 academic year with 62 tenth grade students of a high school in the center of Balikesir, Turkey. The study data was collected using quadratic functions achievement test. The quantitative data collected in the study were analyzed using independent samples t-test. The findings of the study indicated that the instruction exercised with the use of GeoGebra software and guided discovery worksheets was effective in increasing achievement and the level of the capability to reach acquisitions compared to the control group; the findings also indicated that the instruction created a significant difference. This study also found that the students in the control group students focused on algebraic operations and formulas, mainly memorized the formulas, and were unable to build the relation between graphics and the algebraic expression of functions. On the other hand, the students in the experimental group were better in building the relation between algebraic expressions and graphics, and more successful in interpreting graphics.

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An Evolutionary Approach to Mathematics Education: Enhancing Learning Through Contextual Modification*

Cited by 6 publications

References 5 publications

Reimagining the Sustainable and Social Justice Mathematics Classrooms in the Fourth Industrial Revolution

Reimagining the Sustainable and Social Justice Mathematics Classrooms in the Fourth Industrial Revolution

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions

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