Contextualization of mathematics: which and whose world?

Rubel, Laurie H.; McCloskey, Andrea

doi:10.1007/s10649-021-10041-4

Cited by 15 publications

(7 citation statements)

References 80 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, students who grow paying more attention to situational education also have higher mathematical achievement Bottge & Hasselbring, 1993). Several studies have indicated advantages of situational mathematics (e.g., Donovan & Fyfe, 2019;Rubel & McCloskey, 2021;Parker et al, 2018). For example, Using real-life data in statistics courses will stimulate students' interest (Wathen & Rhew, 2019); at the same time, schools around the world have increased the portion of mathematical curriculums that train students to apply learned knowledge into daily life (e.g., Cai, 2012;NCTM, 2000).…”

Section: Educational Implicationsmentioning

confidence: 99%

“…While in the field of mathematical education, it is widely believed that there exists a hierarchical relationship between situational and symbolic abilities, with symbolic ability considered more advanced (Piaget, 1936;Fyfe et al, 2014) and potentially augmented through the development of situational ability (Perin, 2011;Rubel & McCloskey, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The differential developmental trajectory for symbolic and situational mathematics abilities

Shen,

Chen,

Zhang

et al. 2023

Preprint

View full text Add to dashboard Cite

Symbolic ability and situational ability are two important mathematical skills. Within the realm of mathematical education theory, symbolic ability is often regarded as a more advanced mathematical skill compared to situational ability. However, empirical research to unveil the developmental trajectories of these two abilities is still lacking.This study employed arithmetic calculation tasks to measure students' symbolic ability and word problem composition tasks to measure their situational ability. The developmental trajectories of symbolic and situational abilities were explored among sixth-grade primary school students and seventh to eighth-grade middle school students. The results revealed that students' symbolic ability remained unchanged with grade levels, whereas situational ability showed a significant decline. This study uncovers relatively independent developmental trajectories for situational and symbolic abilities. The findings of this study suggest that mathematics education should equally emphasize the cultivation of both symbolic and situational abilities in students, rather than focusing solely on the development of symbolic ability.

show abstract

Section: Educational Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The differential developmental trajectory for symbolic and situational mathematics abilities

Shen,

Chen,

Zhang

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…One example of an action teachers can take at the classroom level is considering problem contexts. Many mathematical problem contexts come from the perspective of consumers or employees, whereas few mention race or inequality (Rubel & McCloskey, 2021). Battey and Coleman (2021) provide an example of having students use police data in a mathematics assignment as a way to engage in antiracist mathematics teaching.…”

Section: Clark and Jeromementioning

confidence: 99%

Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence

Clark

Jerome

2023

JUME

View full text Add to dashboard Cite

In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations’ statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory to analyze how closely the PSTs’ understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect anti-racist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect.

show abstract

“…By creating authentic tasks where teachers are making connections to the real world, they are more inclined to conceptualize key ideas and relate them to real-life experiences. However, mathematics education still lags in such a situation, largely due to the persistence of weak problem-solving compared to deep problem-posing practices [15,16]. Using authentic situations in teaching and learning mathematics unlocks its potential for emancipatory learning, that is, bridging knowledge-attitude-values-action gaps [17].…”

Section: Introductionmentioning

confidence: 99%

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

Ghazali,

Makrakis,

Kostoulas-Makrakis

et al. 2024

Sustainability

View full text Add to dashboard Cite

This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

show abstract

Contextualization of mathematics: which and whose world?

Cited by 15 publications

References 80 publications

The differential developmental trajectory for symbolic and situational mathematics abilities

The differential developmental trajectory for symbolic and situational mathematics abilities

Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

Contact Info

Product

Resources

About