Transforming ethnomathematical ideas in western mathematics curriculum texts
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Ethnomathematics
In ideas,contents and implementation,great changes have happened to the curriculum reform in the elementary education.The teachers play a very important role in realizing the aim of mathematics curriculum reform.The aim of mathematics teaching methodology in normal universities is to help students familiarize with the contents of new mathematics curriculum,study new ideas,new methods and form a new notion of teaching,course and evaluation.Mathematics curriculum reform in the elementary education sets many demands on the mathematics teachers of normal universities.Mathematics education should be reformed with the development of mathematics curriculum.
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It is my observation that the current school mathematics curriculum in Ethiopia is not producing competent mathematics students. Many mathematicians in Ethiopia and other part of the world have often expressed grief that the majority of students do not understand mathematical concepts, or do not see why mathematical procedures work, or do not know when to use a given mathematical technique (Cuoco, A.1995). According to Cuoco, A.A, et.al. (1996) for generations, school students have studied something in school that has been called mathematics but has very little to do with the way mathematics is created. Much of the failure in school mathematics is due to the tradition of the curriculum design and inappropriate teaching to the way student learns (National Research Council 1989).The mathematics curriculum has a great influence on how teachers teach in a classroom. In a traditional curriculum where a traditional teaching model is being employed a teacher demonstrates an algorithm or technique, assigns a set of problems for students to do on their own, and tests a student a week or two weeks later on accumulation of their skills.On the other hand Interactive Mathematics Curriculum (IMC) is designed around the process aspect of mathematics in contrary to the curriculum we have at hand nowadays in schools. According to Cuoco, A.A. et.al. (1996:377) the organizing principle of IMC is the “Habit of Mind” the students are expected to develop where as in the traditional curriculum the organizing principle is the “content.” A curriculum designed around habits of mind comprises both the content and the process.The existing mathematics Curriculum that is underway in Ethiopia can be labeled as traditional for its main organizing principle is the content that needs to be covered for a given grade level in a given academic year rather than the habits of mind that the students need to develop. Part of the solution to this problem could be adapting IMC to all school levels.
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The high school mathematics curriculum reform is a useful teaching exploration which is based on the analysis of the historic and present situations of mathematics education in our country and involves a comprehensive study of the results of the other countries' high school mathematics curriculum reform.Its aim is to lighten the students' burden,motivate the students' interest in learning and improve the teaching methods.However,there still exist contradictory opinions in such aspects as dealing with mathematics reasoning abilities,the schoolwork burden on students,teacher training and national teaching tradition.High school mathematics teachers should update their notions,adapt to their new role in teaching,reinforce the curriculum research,improve their teaching abilities,pay special attention to the teaching procedure,improve their teaching approaches and take an active part in the curriculum reform.
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Core-Plus Mathematics Project
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From the history of mathematics education, teachers in the ancient time were the primeval designers, practitioners and researchers of the curriculum. Mathematics teachers were active researchers in the modern special background of China and in the contemporary professionalizing process. From the theoretical research of the curriculum, mathematics teachers' participancy should be intersected in each phase of the curriculum reform and their general role should be action-researchers and reflective type.
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Designing proper teaching objective was the first issue of mathematics classroom teaching,compared new high mathematics curriculum standards and old teaching general outline,there existed a great difference in curriculum idea,curriculum construction,curriculum objective,curriculum content and curriculum assessment etc.Then it was different when we would design mathematics teaching objective in new high mathematics curriculum standards.
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There's a lot of exciting new technology that the weather service plans to incorporate in the next decade. But, to do that, positions in the weather service will have to be upgraded from technical to scientific. people with a higher level of skill in using and interpreting the new data available” (Oregon State University ews Service 1990. 3). Technology is affecting the work force. changing not only the skills that are needed but also the level of those skills. Thus, the education of those workers assuming the newly defined positions must reflect the changes.
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As standards‐based mathematics curricula are used to guide learning, it is important to capture not just data on achievement but data on the way in which students respond to and interact in a standards‐based instructional setting. In this study, sixth and seventh graders reacted through letters to using one of two standards‐based curriculum projects ( Connected Mathematics Project or Six Through Eight Mathematics ). Letters were analyzed by class, by teacher, and by curriculum project. Findings suggest that across classrooms students were positive toward applications, hands‐on activities, and working collaboratively. The level of students' enthusiasm for the new curricula varied much from class to class, further documenting the critical role teachers play in influencing students' perceptions of their mathematics learning experiences. The results illustrate that, while these curricula contain rich materials and hold much promise, especially in terms of their activities and applications, their success with students is dependent on the teacher.
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This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.
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