The connection between mathematics and other fields: mathematicians’ and teachers’ views

This study investigated: (1) what secondary school teachers, who participated in an academic program that included applied mathematics, learned about the connections between mathematics and other fields, and how this knowledge contributed to their teaching, and (2) what mathematicians, who taught in that program, wanted to teach teachers about those connections. Data source included interviews with five research mathematicians and 14 teachers. Analysis revealed that the mathematicians wished to teach teachers about the contribution of mathematics to other fields as well as the reciprocal contribution of other fields to mathematics. Yet, the teachers enriched their knowledge only about the former, and used their new knowledge to raise students’ interest and motivation to learn mathematics, but not for doing mathematical work

Preface

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42654/1/10649_2004_Article_5255440.pd

The professional education and development of teachers of mathematics

xi, 277 hlm.: 25 c

International perspectives on proof and proving

This working group paper introduces a new initiative to bring together research on proof and proving and research on international comparison. While the past two decades has seen a strong increase in research into proof and proving in mathematics education, much has been conducted in single national and cultural contexts. There are four areas in which international comparisons could shed light on the teaching and learning of proof and proving: curriculum, teaching resources (including textbooks), student achievement, and teaching practices (the latter encompassing teacher knowledge and teacher education)

Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level

The program of TSG 46 focused on three themes: 1. Conceptualization and theorization of knowledge in/for teaching mathematics at the secondary level. 2. Methods for measuring, assessing, evaluating and comparing knowledge in/for teaching mathematics at the secondary level. 3. Connections between knowledge and practice of teaching mathematics at the secondary level. The first three sessions centred on the three themes, while the fourth was devoted to summary, discussion and reflections. Below we describe the activities that took place during the four sessions