Matemáticas en la educación infantil: facilitando un buen inicio. Declaración conjunta de posición

Declaración conjunta de posición de la National Association for the Education of Young Children (Asociación Nacional para la Educación Infantil, NAEYC) y el National Council of Teachers of Mathematics (Consejo Nacional de Profesores de Matemáticas, NCTM) sobre Matemáticas en la Educación Infantil. Adoptada en 2002. Actualizada en 2010

Writing in the Disciplines: How Math Fits Into the Equation [post-print]

© 2018 International Literacy Association Writing is an important mode of thinking and learning for elementary students. Consistent efforts have been made to encourage discipline-specific writing, yet defining qualities of elementary mathematical writing have historically been underdeveloped. This article offers educators a new framework that conceptualizes mathematical writing as writing to reason and to communicate mathematically. Specifically, the framework defines four types of elementary mathematical writing: exploratory, informative/explanatory, argumentative, and mathematically creative. The authors explain and explore these types and their associated purposes through classroom vignettes. Informed by existing practices in mathematics and writing, strategies are offered to support teachers in the implementation of mathematical writing

Effects of Introducing Classroom Peflormance Assessments on Student Learning

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73295/1/j.1745-3992.1996.tb00817.x.pd

Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose

This paper begins with a brief overview of literature indicating that, although there have been significant advances in the field’s capacity to conduct both formative and summative assessments over the past decades, those advances have not been matched by comparable impact. The bulk of the paper is devoted to a series of examples from the Mathematics Assessment Project that illustrate issues of methods, and the unrealized potential for advances

Reshaping teacher and student roles in technology-enriched classrooms

This paper draws on data from a three-year longitudblal study of secondary school classrooms to examine pedagogical issues in using tectmology resources in mathematics teaching-in particular, graphics calculators and overhead projection panels that allow screen output to be viewed by the whole class. We theorise four roles for technology in relation to such teaching and learning interactions-master, servant, partner, and extension of self-and illustrate this taxonomy with observational data from five senior secondary mathematics classrooms. Our research shows how technology can facilitate collaborative inquiry during both small group interactions and whole class discussions when students use their calculators and the overhead projection panel to share their mathematical understanding

Exploratory activity in the mathematics classroom

In this chapter we show that mathematical explorations may be integrated into the core of the daily classroom mathematics activities instead of just being a peripheral activity that is carried out occasionally. Based on two episodes, one on the initial learning of the rational number at grade 5 and the other on the learning of algebraic language at grade 7, we show how teachers may invite students to get involved and interpret such tasks, how they may provide students with significant moments of autonomous work and lead widely participated collective discussions. Thus, we argue that these tasks provide a classroom setting with innovative features in relation to conventional education based on the exposi-tion of concepts and procedures, presentation of examples and practice of exercises and with much more positive results regarding learning.info:eu-repo/semantics/publishedVersio

Is Adding the E Enough?: Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration.

The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers\u27 implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme)