Patterns in the city: a mathematics project

Resumo não disponível

Geometry, Greed, Games, and \u27Roids

A three-legged stool doesn’t wobble. But four-legged stools often teeter because the tips of their legs don’t lie in the same plane. This phenomenon of dependent sets, first theorized 75 years ago, is the focus of the 16th Dalrymple Lecture in Mathematics, set for 5:30 p.m. Friday (May 21) at the University of Mississippi. James Oxley, who holds an alumni professorship at Louisiana State University, is to deliver the address, which is free and open to the public in the Student Union Ballroom. “There is some beautiful and intriguing mathematics that arises from some natural problems in geometry and network theory,” Oxley said. “Moreover, this mathematics is accessible to anyone who has done high school geometry.” An internationally renowned mathematician from Australia, Oxley earned his doctoral degree from Oxford University. He has published more than 120 research papers in mathematics and authored the book “Matroid Theory,” considered the standard text in the field. Oxley plans to discuss geometry and network theory, as well as matroids, a common theory of dependence that applies to both. “Most people have a familiarity with games and their strategies,” said James Reid, UM professor of mathematics. “Dr. Oxley’s talk will show that games and these strategies have underlying mathematics, which unifies common concepts of games and geometry. He will illustrate applications of this mathematics to common real-world problems, such as constructing efficient computer networks.” Description written by Ole Miss News.https://egrove.olemiss.edu/math_dalrymple/1005/thumbnail.jp

Curricular orientations to real-world contexts in mathematics

A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that real-world contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students

Patterns in the city: a mathematics project

One aspect of mathematics education, in this century, is the lack of scientific culture and cu- riosity of young people as well as the low mathematics knowledge of students. These students? low mathematics skills translate into lack of motivation for learning this subject, traditionally identified as a hard task. It is our belief that it is important to show the invisible face of mathe- matics around us to get students and teachers more motivated. In this presentation we introduce an overview of this project whose first goal is to promote the mathematics culture of elementary pre-service teachers and students through the observation and exploration of the urban environ- ment while designing mathematics materials for elementary education. We will present the de- scription of some of the tasks, in particular those connected with patternsThis project, MatCid, ref? CV/33?2006, was supported by Ci?ncia Viva Agency0D1E-4824-1244 | Ana Cristina Coelho BarbosaN/

Matematikos mokymo tikslai: matematinis kompetentingumas ar matematinis raštingumas?

We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.Straipsnyje aptariamos skirtingos mokyklinės matematikos turinio alternatyvos. Lietuvos visuomenėje paplitęs požiūris, kad mokyklinę matematiką gali būti orientuota arba į akademinę matematiką, arba į matematikos taikymą. Realiai  pastarasis turinio variantas reiškia matematikos mokymo lygio žeminimą tikintis, kad jis bus prieinamas visiems mokiniams. Tuo tarpu į akademinę matematiką orientuotas turinys prieinamas tik gabiausiems mokiniams. Straipsnyje apibūdinamas tarpinis turinio variantas, mūsų vadinamas matematiniu samprotavimu grindžiama mokyklinė matematika. Tokia matematika supažindina vidutinių gabumų mokinius ir su matematiniu samprotavimu, ir su matematikos taikymu realiame pasaulyje

Math trails: meaningful mathematics outside the classroom with pre-service teachers

This paper presents a study about the potential of the construction of math trails as a non-formal context in the teaching and learning of mathematics. This research is of qualitative nature and was developed with future teachers of basic education. It can be said that these future teachers showed a more positive attitude towards mathematics, broadening their perspective about the connections that can be established between mathematics and everyday life. Results suggest as well that despite the construction of the trail not being easy, as well as the process of designing the tasks that focused mainly on geometry, it was possible to identify traces of originality and involvement on the part of the participants.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio

Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics

This study investigated the mathematics and racial identities of Black 5th through 7th grade boys who attended school in a southern rural school division and found four factors that positively contributed to mathematics identity. For these boys, racial identity in school was connected to perceptions of others' school engagement; this sense of "otherness" led to a redefinition of their own mathematics and racial identities

Embedding problem-solving in a primary mathematics programme

New Zealand curriculum documents have long referred to mathematics as a problem-solving endeavour. Although this has been an intended focus for more than 25 years, problem-solving has often been an aspect of mathematics teaching that has been overlooked (Holton, 2009). This research explores the experiences of one teacher who is committed to enhancing children’s learning by embedding a problem-solving approach within her mathematics programme. The teacher reports that while students respond positively to mathematics as problem-solving, a number of constraints have been encountered. The teacher’s ongoing efforts responding to these are shared