From Mathematics and Education, to Mathematics Education

Furinghetti, Fulvia; Matos, José Manuel; Menghini, Marta

doi:10.1007/978-1-4614-4684-2_9

Cited by 19 publications

(21 citation statements)

References 35 publications

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“…In their account of the rich and ongoing journey leading from Mathematics and Education to Mathematics Education, Furinghetti et al (2013) pointed to the variety of research perspectives, fields as diverse as psychology, sociology, cultural studies, and political studies, on which researchers have drawn to explore issues in mathematics education. The different lenses used by those adding to research on mathematics and gender make summarising the ongoing pool of studies a daunting task.…”

Section: Contemporary Times: the 21st Centurymentioning

confidence: 99%

Gender and Mathematics Education: An Overview

Leder

2019

ICME-13 Monographs

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Key findings and theoretical trends that have shaped research on gender and mathematics education are described in context. A brief historical note precedes the overview of the foundational work conducted in the 1970s. The assimilationist and deficit models that framed the early intervention programs designed to promote females' participation and learning of mathematics are discussed, as are the subsequent challenges and reassessments provided by broader feminist perspectives. The interactive influence on mathematics learning of relevant personal and contextual variables and the move towards more complex models of equity embedded in broader social justice concerns are highlighted. Given its enabling role in educational and career pursuits, and that gender equity concerns will thus remain a significant item on the research agenda of (mathematics) educators in many countries, guidelines for future work are offered.

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Section: Contemporary Times: the 21st Centurymentioning

confidence: 99%

Gender and Mathematics Education: An Overview

Leder

2019

ICME-13 Monographs

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“…Secondly, I looked at the practices and when we look at the documents from the daily life of the discipline General Methodology of Mathematical Sciences at ENS of Coimbra, we encouter a more limited perspective than the one found in the dissertations. The pervasiveness of appraisal of the laboratory approach with its emphasis on the predominance of the concrete over the intangible, of the intuition over the logic, of the applications of mathematics over the abstract resonate very well to the kind of arguments more thoroughly espoused in the dissertations and can be traced back to the enthusiasm Perry's ideas received elsewhere (Furinghetti, Matos, & Menghini, 2013).…”

Section: Resultsmentioning

confidence: 89%

Construing Professional Knowledge of Secondary School Teachers of Mathematics: A Historical Perspective

Matos

2020

PEDAGOGICAL RES

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The purpose of this text is to map knowledge conveyed at the discipline of Methodology of Mathematical Sciences at Escola Normal Superior of Coimbra that began functioning in 1912 until 1930. Firstly, requirements for admission to the school are addressed; secondly, a description of the first year disciplines, the pedagogical practice of the second year, and the final exam is included; and thirdly, the discipline General Methodology of Mathematical Sciences in the ENS of Coimbra will be addressed through an account of its teachers and its didactical procedures.

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“…The theoretical background behind hands-on-activities and manipulatives as educational approaches is manifold, and the idea has a long tradition in the history of education and educational science. A historical account can be found in Furinghetti et al (2013) and Robert et al (2013), starting with early ideas by Fröbel to Montessori and other proponents of progressive pedagogy. These ideas were taken up by developmental psychology (Bruner 1960;Piaget 1952), investigating and establishing empirically how students can benefit from learning various subject areas through manipulatives (see e.g.…”

Section: Manipulatives and Hands-on Activitiesmentioning

confidence: 99%

Learning About Archaeology and Prehistoric Life

et al. 2019

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This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines (interdisciplinarity). Students participated in two workshops about the creation of a prehistoric object, highlighting the close interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design (N = 439, ages 8-10 years). Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% (of maximum value) for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory (such as where prehistoric people lived and with what resources; medium to large effect sizes: d > 0.9 and d = 0.46, respectively). Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area (medium to large effect sizes, d = 0.5-0.8). A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences (e.g. understanding of climate change as inferred from archaeological knowledge, d = 0.3-0.5). No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation.

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From Mathematics and Education, to Mathematics Education

Cited by 19 publications

References 35 publications

Gender and Mathematics Education: An Overview

Gender and Mathematics Education: An Overview

Construing Professional Knowledge of Secondary School Teachers of Mathematics: A Historical Perspective

Learning About Archaeology and Prehistoric Life

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