Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Learning and Teaching Mathematical Concepts and Methods
share announcement

Learning and Teaching Mathematical Concepts and Methods

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (31 December 2020) | Viewed by 26632

Special Issue Editor

Dr. Lara Orcos

E-Mail Website
Guest Editor
Department Mathematical Education, International University of La Rioja, Avenida de La Paz 137, 26002 Logroño, La Rioja, Spain
Interests: new trends in mathematical education; E-Learning; information and communication technologies (ICTs) applied to science learning, science, technology, engineering and mathematics (STEM)
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear colleagues,

In the last few decades, thanks to the developing reach of technological tools, ways of teaching students have become more dynamic and accessible. The use of massive open online courses (MOOCs), applications, social media, and social networks have helped in the improvement of the learning process of mathematics and science.

On the other hand, the model of online learning has been growing in recent times, which gives us another new way to modify teaching techniques, according to societal demands, which allows autocorrection that students can use in any place with their phones or tablets.

In this Special Issue, we want to gather several techniques and experiences in mathematics to be shared with and to help other teachers.

The topics of this Special Issue will relate to the teaching of mathematics at all levels:

  • New techniques in teaching mathematics using nonconventional techniques;
  • The development and use of MOOCs in mathematics;
  • Experiences in the learning process of mathematics;
  • New ways of teaching mathematics.

Dr. Lara Orcos
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • didactics of mathematics
  • learning process
  • higher education
  • mathematics learning
  • primary education
  • secondary education

Published Papers (7 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

12 pages, 8902 KiB  
Article
Analysis of Problem Posing Using Different Fractions Meanings
by Silvia Martinez and Vanessa Blanco
Educ. Sci. 2021, 11(2), 65; https://doi.org/10.3390/educsci11020065 - 08 Feb 2021
Cited by 2 | Viewed by 1831
Abstract
The aim of this work is to study the knowledge that 11 to 12-year-old pupils have about the different meanings of fractions. For this purpose, an investigation about the ability that 11 to 12-year-old pupils have with fraction problems through problem posing is [...] Read more.
The aim of this work is to study the knowledge that 11 to 12-year-old pupils have about the different meanings of fractions. For this purpose, an investigation about the ability that 11 to 12-year-old pupils have with fraction problems through problem posing is performed. In particular, we analyze if they pose different types of problems depending on the provided help and if they are able to solve the problems they pose. To do so, after making a classification about types of fractions problems, an instrument is designed to see if students are able to invent and solve problems with different conditions (no reference at all, reference to an image, reference to a graphic representation, and reference to an operation). The analysis of results shows that most of the students properly solve what they invent, and points out that they tend to pose part-whole and part-set problems, even when the given reference suggests another type of problem. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
12 pages, 4560 KiB  
Article
Mathematics Applied to the Economy and Sustainable Development Goals: A Necessary Relationship of Dependence
by Matilde Lafuente-Lechuga, Javier Cifuentes-Faura and Úrsula Faura-Martínez
Educ. Sci. 2020, 10(11), 339; https://doi.org/10.3390/educsci10110339 - 19 Nov 2020
Cited by 19 | Viewed by 4042
Abstract
Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with [...] Read more.
Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
►▼ Show Figures

Figure 1

19 pages, 310 KiB  
Article
Understanding of Inverse Proportional Reasoning in Pre-Service Teachers
by Ismael Cabero-Fayos, María Santágueda-Villanueva, Jose Vicente Villalobos-Antúnez and Ana Isabel Roig-Albiol
Educ. Sci. 2020, 10(11), 308; https://doi.org/10.3390/educsci10110308 - 29 Oct 2020
Cited by 5 | Viewed by 2497
Abstract
From an early age, understanding proportional reasoning is a fundamental pillar in mathematics education, and therefore, teachers should have a thorough knowledge of it. Despite its significance, there are few studies that analyse the difficulties that student teachers have in understanding proportionality, and [...] Read more.
From an early age, understanding proportional reasoning is a fundamental pillar in mathematics education, and therefore, teachers should have a thorough knowledge of it. Despite its significance, there are few studies that analyse the difficulties that student teachers have in understanding proportionality, and even less so inverse proportionality. We emphasised inverse missing-value problems by analysing them according to the type of unknown and the representation used. We checked which strategies they use to solve them and related them to other generic problems of proportional reasoning. For such purposes, we used a combined quantitative and qualitative empirical study applied to how pre-service teachers solve fifteen problems. The results show that the representations used in the statements aid their understanding and help solve the problems. Similarly, it is shown here that certain problem-solving strategies complicate proportional reasoning in pre-service teachers. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
►▼ Show Figures

Figure 1

16 pages, 532 KiB  
Article
A Synergy between History of Mathematics and Mathematics Education: A Possible Path from Geometry to Symbolic Algebra
by Emilia Florio
Educ. Sci. 2020, 10(9), 243; https://doi.org/10.3390/educsci10090243 - 11 Sep 2020
Cited by 7 | Viewed by 3360
Abstract
This paper proposes an experimental path aimed at guiding upper secondary school students to overcome that discontinuity, often perceived by them, between learning geometry and learning algebra. This path contributes to making students aware of how the algebraic language, formalized in the most [...] Read more.
This paper proposes an experimental path aimed at guiding upper secondary school students to overcome that discontinuity, often perceived by them, between learning geometry and learning algebra. This path contributes to making students aware of how the algebraic language, formalized in the most powerful form by Descartes, grafts itself onto the geometric language. This is realized by introducing a problem included in a text written by Abū Kāmil before the year 870. This awareness acquired by the students, when accompanied by some semiotic considerations, allows the translation of the problem from “spoken” algebra to “symbolic” algebra, and it represents the background for a possible use of the same problem within the framework of analytic geometry. This proposition manifests a didactic and popular efficacy that supports and favors the recognition of the object it is talking about in different contexts, helping to create a unitary vision of mathematics. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
►▼ Show Figures

Figure 1

11 pages, 274 KiB  
Article
Mathematical Performance of American Youth: Diminished Returns of Educational Attainment of Asian-American Parents
by Shervin Assari, Shanika Boyce, Mohsen Bazargan and Cleopatra H. Caldwell
Educ. Sci. 2020, 10(2), 32; https://doi.org/10.3390/educsci10020032 - 05 Feb 2020
Cited by 28 | Viewed by 4808
Abstract
The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the [...] Read more.
The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
9 pages, 862 KiB  
Article
On Augmented Reality for the Learning of 3D-Geometric Contents: A Preliminary Exploratory Study with 6-Grade Primary Students
by Míriam Flores-Bascuñana, Pascual D. Diago, Rafael Villena-Taranilla and Dionisio F. Yáñez
Educ. Sci. 2020, 10(1), 4; https://doi.org/10.3390/educsci10010004 - 21 Dec 2019
Cited by 32 | Viewed by 5820
Abstract
Nowadays, Augmented Reality (AR) is one of the emerging technologies with a greater impact in the Education field. Research has proved that AR-based activities improve the teaching and learning processes. Also, the use of this type of technology in classroom facilitates the understanding [...] Read more.
Nowadays, Augmented Reality (AR) is one of the emerging technologies with a greater impact in the Education field. Research has proved that AR-based activities improve the teaching and learning processes. Also, the use of this type of technology in classroom facilitates the understanding of contents from different areas as Arts, Mathematics or Science. In this work we propose an AR-based instruction in order to explore the benefits in a 6th-grade Primary course related to 3D-geometry shapes. This first experiment, designed from an exploratory approach, will shed light on new study variables to perform new implementations whose conclusions become more consistent. The results obtained allow us to envisage that AR-based proposals slightly improve the classical didactic methods. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
►▼ Show Figures

Figure 1

Other

Jump to: Research

21 pages, 698 KiB  
Brief Report
Online Mathematics Teacherpreneurs Developers on Teachers Pay Teachers: Who Are They and Why Are They Popular?
by Amanda G. Sawyer, Lara K. Dick and Pierre Sutherland
Educ. Sci. 2020, 10(9), 248; https://doi.org/10.3390/educsci10090248 - 15 Sep 2020
Cited by 11 | Viewed by 3460
Abstract
Online teacherpreneurs are teachers who use social media platforms to create, sell, and distribute educational resources to others. For many teachers, they have become the new curriculum developers in our virtually intensive world. Curriculum development in mathematics education has a large impact on [...] Read more.
Online teacherpreneurs are teachers who use social media platforms to create, sell, and distribute educational resources to others. For many teachers, they have become the new curriculum developers in our virtually intensive world. Curriculum development in mathematics education has a large impact on how students understand concepts, but little is known about these online mathematics teacherpreneurs influences on the curriculum. Therefore, as part of a larger study investigating the top 500 free elementary mathematics educational resource developers on TeachersPayTeachers.com (TpT), we surveyed the teacherpreneurs who created these top resources. Using the constant comparative method, we analyzed 58 responses to learn more about the online mathematics TpT teacherpreneurs: who they are, how they believe they became popular, and what they believe their teacher customers want when searching for resources. We found these teacherpreneurs identified themselves as teachers with typically over 10 years of experience creating classroom resources. Many attributed their popularity to advertising their resources via social media and having a large number of products available for teachers. They identified beliefs that teachers want easy to use, free, quality materials that are visually appealing. Implications, including findings that indicate a misalignment between what teachers say they want and what the teacherpreneurs believe teachers want, are discussed. Full article
(This article belongs to the Special Issue Learning and Teaching Mathematical Concepts and Methods)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-7
Back to TopTop