Surveying theories and philosophies of mathematics education

Any theory of thinking or teaching or learning rests on an underlying philosophy of knowledge. Mathematics education is situated at the nexus of two fields of inquiry, namely mathematics and education. However, numerous other disciplines interact with these two fields which compound the complexity of developing theories that define mathematics education. We first address the issue of clarifying a philosophy of mathematics education before attempting to answer whether theories of mathematics education are constructible? In doing so we draw on the foundational writings of Lincoln and Guba (1994), in which they clearly posit that any discipline within education, in our case mathematics education, needs to clarify for itself the following questions: (1) What is reality? Or what is the nature of the world around us? (2) How do we go about knowing the world around us? [the methodological question, which presents possibilities to various disciplines to develop methodological paradigms] and, (3) How can we be certain in the “truth” of what we know? [the epistemological question]

Politicizing mathematics education : has politics gone too far? Or not far enough?

In this chapter we tackle increasingly sensitive questions in mathematics education, those that have polarized the community into distinct schools of thought as well as impacted reform efforts.

Thai students' engagement with cooperative learning in mathematics classrooms

Over the past decade, Thai schools have been encouraged by the Thai Ministry of Education to introduce more student-centred pedagogies such as cooperative learning into their classrooms (Carter, 2006). However, prior research has indicated that the implementation of cooperative learning into Thai schools has been confounded by cultural traditions endemic within Thai schools (Deveney, 2005). The purpose of the study was to investigate how 32 Grade 3 and 32 Grade 4 students enrolled in a Thai school engaged with cooperative learning in mathematics classrooms after they had been taught cooperative learning strategies and skills. These strategies and skills were derived from a conceptual framework that was the outcome of an analysis and synthesis of social learning, behaviourist and socio-cognitive theories found in the research literature. The intervention began with a two week program during which the students were introduced to and engaged in practicing a set of cooperative learning strategies and skills (3 times a week). Then during the next four weeks (3 times a week), these cooperative learning strategies and skills were applied in the contexts of two units of mathematics lessons. A survey of student attitudes with respect to their engagement in cooperative learning was conducted at the conclusion of the six-week intervention. The results from the analysis of the survey data were triangulated with the results derived from the analysis of data from classroom observations and teacher interviews. The analysis of data identified four complementary processes that need to be considered by Thai teachers attempting to implement cooperative learning into their mathematics classrooms. The paper concludes with a set of criteria derived from the results of the study to guide Thai teachers intending to implement cooperative learning strategies and skills in their classrooms.

Students as decoders of graphics in mathematics

This paper reports on students’ ability to decode mathematical graphics. The findings were: (a) some items showed an insignificant improvement over time; (b) success involves identifying critical perceptual elements in the graphic and incorporating these elements into a solution strategy; and (c) the optimal strategy capitalises on how information is encoded in the graphic. Implications include a need for teachers to be proactive in supporting students’ to develop their graphical knowledge and an awareness that knowledge varies substantially across students.

Nitrogen and phosphorus transformations in fixed-film biofilters subjected to aeration/no-aeration cycles

Despite recent developments in fixed-film combined biological nutrients removal (BNR) technology; fixed-film systems (i.e., biofilters), are still at the early stages of development and their application has been limited to a few laboratory-scale experiments. Achieving enhanced biological phosphorus removal in fixed-film systems requires exposing the micro-organisms and the waste stream to alternating anaerobic/aerobic or anaerobic/anoxic conditions in cycles. The concept of cycle duration (CD) as a process control parameter is unique to fixed-film BNR systems, has not been previously investigated, and can be used to optimise the performance of such systems. The CD refers to the elapsed time before the biomass is re-exposed to the same environmental conditions in cycles. Fixed-film systems offer many advantages over suspended growth systems such as reduced operating costs, simplicity of operation, absence of sludge recycling problems, and compactness. The control of nutrient discharges to water bodies, improves water quality, fish production, and allow water reuse. The main objective of this study was to develop a fundamental understanding of the effect of CD on the transformations of nutrients in fixed-film biofilter systems subjected to alternating aeration I no-aeration cycles A fixed-film biofilter system consisting of three up-flow biofilters connected in series was developed and tested. The first and third biofilters were operated in a cyclic mode in which the biomass was subjected to aeration/no-aeration cycles. The influent wastewater was simulated aquaculture whose composition was based on actual water quality parameters of aquacuture wastewater from a prawn grow-out facility. The influent contained 8.5 - 9:3 mg!L a111monia-N, 8.5- 8.7 mg/L phosphate-P, and 45- 50 mg!L acetate. Two independent studies were conducted at two biofiltration rates to evaluate and confirm the effect of CD on nutrient transformations in the biofilter system for application in aquaculture: A third study was conducted to enhance denitrification in the system using an external carbon- source at a rate varying from 0-24 ml/min. The CD was varied in the range of0.25- 120 hours for the first two studies and fixed at 12 hours for the third study. This study identified the CD as an important process control parameter that can be used to optimise the performance of full-scale fixed-film systems for BNR which represents a novel contribution in this field of research. The CD resulted in environmental conditions that inhibited or enhanced nutrient transformations. The effect of CD on BNR in fixed-film systems in terms of phosphorus biomass saturation and depletion has been established. Short CDs did not permit the establishment of anaerobic activity in the un-aerated biofilter and, thus, inhibited phosphorus release. Long CDs resulted in extended anaerobic activity and, thus, resulted in active phosphorus release. Long CDs, however, resulted in depleting the biomass phosphorus reservoir in the releasing biofilter and saturating the biomass phosphorus reservoir in the up-taking biofilter in the cycle. This phosphorus biomass saturation/depletion phenomenon imposes a practical limit on how short or long the CD can be. The length of the CD should be somewhere just before saturation or depletion occur and for the system tested, the optimal CD was 12 hours for the biofiltration rates tested. The system achieved limited net phosphorus removal due to the limited sludge wasting and lack of external carbon supply during phosphorus uptake. The phosphorus saturation and depletion reflected the need to extract phosphorus from the phosphorus-rich micro-organisms, for example, through back-washing. The major challenges of achieving phosphorus removal in the system included: (I) overcoming the deterioration in the performance of the system during the transition period following the start of each new cycle; and (2) wasting excess phosphorus-saturated biomass following the aeration cycle. Denitrification occurred in poorly aerated sections of the third biofilter and generally declined as the CD increased and as the time progressed in the individual cycle. Denitrification and phosphorus uptake were supplied by an internal organic carbon source, and the addition of an external carbon source (acetate) to the third biofilter resulted in improved denitrification efficiency in the system from 18.4 without supplemental carbon to 88.7% when the carbon dose reached 24 mL/min The removal of TOC and nitrification improved as the CD increased, as a result of the reduction in the frequency of transition periods between the cycles. A conceptual design of an effective fixed-film BNR biofilter system for the treatment of the influent simulated aquaculture wastewater was proposed based on the findings of the study.

Individual differences in learning from worked examples by senior secondary mathematics students

The primary purpose of this research was to examine individual differences in learning from worked examples. By integrating cognitive style theory and cognitive load theory, it was hypothesised that an interaction existed between individual cognitive style and the structure and presentation of worked examples in their effect upon subsequent student problem solving. In particular, it was hypothesised that Analytic-Verbalisers, Analytic-Imagers, and Wholist-lmagers would perform better on a posttest after learning from structured-pictorial worked examples than after learning from unstructured worked examples. For Analytic-Verbalisers it was reasoned that the cognitive effort required to impose structure on unstructured worked examples would hinder learning. Alternatively, it was expected that Wholist-Verbalisers would display superior performances after learning from unstructured worked examples than after learning from structured-pictorial worked examples. The images of the structured-pictorial format, incongruent with the Wholist-Verbaliser style, would be expected to split attention between the text and the diagrams. The information contained in the images would also be a source of redundancy and not easily ignored in the integrated structured-pictorial format. Despite a number of authors having emphasised the need to include individual differences as a fundamental component of problem solving within domainspecific subjects such as mathematics, few studies have attempted to investigate a relationship between mathematical or science instructional method, cognitive style, and problem solving. Cognitive style theory proposes that the structure and presentation of learning material is likely to affect each of the four cognitive styles differently. No study could be found which has used Riding's (1997) model of cognitive style as a framework for examining the interaction between the structural presentation of worked examples and an individual's cognitive style. 269 Year 12 Mathematics B students from five urban and rural secondary schools in Queensland, Australia participated in the main study. A factorial (three treatments by four cognitive styles) between-subjects multivariate analysis of variance indicated a statistically significant interaction. As the difficulty of the posttest components increased, the empirical evidence supporting the research hypotheses became more pronounced. The rigour of the study's theoretical framework was further tested by the construction of a measure of instructional efficiency, based on an index of cognitive load, and the construction of a measure of problem-solving efficiency, based on problem-solving time. The consistent empirical evidence within this study that learning from worked examples is affected by an interaction of cognitive style and the structure and presentation of the worked examples emphasises the need to consider individual differences among senior secondary mathematics students to enhance educational opportunities. Implications for teaching and learning are discussed and recommendations for further research are outlined.