Results 281 to 290 of about 752,122 (314)
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1994
The argument in this chapter is that mathematics, even before its professionalisation, has always been the domain of the select few. Attempts have been made, in recent times, to challenge the Eurocentric bias in mathematics and this has led to a greater appreciation of the mathematical contributions of different cultures.
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The argument in this chapter is that mathematics, even before its professionalisation, has always been the domain of the select few. Attempts have been made, in recent times, to challenge the Eurocentric bias in mathematics and this has led to a greater appreciation of the mathematical contributions of different cultures.
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The Arithmetic Teacher, 1969
Many people think of a subject in the school curriculum as one to be taught by the person employed by the school board for that purpose. Although they do not consider themselves teachers, most people teach at one time or another.
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Many people think of a subject in the school curriculum as one to be taught by the person employed by the school board for that purpose. Although they do not consider themselves teachers, most people teach at one time or another.
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Mathematical Quotations for all Occasions
The Mathematics Teacher, 1976Quotations can inspire, delight, and provoke much thought about the many roles and aspects of mathematics. Quotations have a wide range of uses in the mathematics classroom. For example, these “stimulators” can be placed on assignment sheets, tests, duplicated exercises, or even in a special corner of a chalkboard or bulletin board—daily, weekly, or as
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2002
Further subdivisions, and in particular decisions as to differential weighting, are likely to introduce ideological biases (discussed fully, for instance, by Ernest, 1991). Nevertheless most countries find it useful to attempt some more detailed statement in order to provide a basis for discussion of the curriculum.
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Further subdivisions, and in particular decisions as to differential weighting, are likely to introduce ideological biases (discussed fully, for instance, by Ernest, 1991). Nevertheless most countries find it useful to attempt some more detailed statement in order to provide a basis for discussion of the curriculum.
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Celebrating the mathematical brilliance of all children
Teaching Children Mathematics, 2019Students come to school with varying degrees of prior mathematics experiences, understandings, and levels of confidence—all of which can be challenging for teachers. Below are three strategies based on Universal Design for Learning (cast.org) to highlight and leverage the mathematical brilliance of all children, including children with dis/abilities.
Cathery Yeh, Theodore Chao
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Mathematics is the key to all Fun
2015Mathematics is a living and growing organism, useful with daily life. It provides enormous opportunities to open our mind for new ideas, providing grey matter pleasure. Mathematics is an analeptic for mind, as it develops the creative thinking and analytic attitude. It makes a person to think immensely.
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Active Learning in Higher Education, 2001
Much is currently made of mathematics being a genericskill in higher education. What has not been establishedsystematically is what this means in terms of who teaches it. This opinionarticle draws on an attempt to find out who is teachingmathematics in one university.
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Much is currently made of mathematics being a genericskill in higher education. What has not been establishedsystematically is what this means in terms of who teaches it. This opinionarticle draws on an attempt to find out who is teachingmathematics in one university.
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Engaging All Students in Mathematical Discussions
Teaching Children Mathematics, 2017Use these four strategies to promote full participation from your young mathematicians.
Damon L. Bahr, Kim Bahr
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Improving mathematics education in colombian schools: ‘Mathematics for all’
International Journal of Educational Development, 1996Abstract This paper concentrates on the suitability of the current mathematics curriculum in Colombia, and establishes priorities for change and development. It starts with an analysis of the current situation, and draws on literature from the international mathematics education community to propose ways of improving mathematics teaching by taking ...
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Mathematical discussion and mathematical understanding: some episodes with Microelectronics for all
International Journal of Mathematical Education in Science and Technology, 1992Observation of mathematical discussion among a small group of pupils was followed up by a clinical interview to see how the discussion had aided the growth of mathematical understanding. The observations, covering the whole of a series of lessons on microelectronics, suggest that discussion has no automatically beneficial effect but that the role of ...
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