Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

Online distance mathematics education in Brazil: research, practice and policy

In this article, we address online distance mathematics education research and practice in Brazil, which are relative newcomers to the educational scene. We present the national context of education in Brazil, highlighting the organization of the educational system, and also a summary of national legislation on distance education and an overview of digital inclusion in the country. We outline the potential and relevance of distance education for the Brazilian educational system and show how it could intervene in the system. With respect to research and practice in online mathematics education, we present support for research, examples of studies and highlight different aspects being addressed, including its essential components. In addition, we discuss the synergy between distance education and teacher education, and mathematics distance education and modeling, as well as other initiatives in the national scenario.

The use of films and television in mathematics education, December 1957.

Mode of access: Internet.

Studies in mathematics education, a brief survey of improvement programs for school mathematics.

Bibliography: p. 70-71.

Studies in mathematics education, a brief survey of improvement programs for school mathematics.

"An extension and revision of 'Summaries of current studies on improving school mathematics' prepared ... in November, 1958."

Innovation in education. Commentary:teaching statistics using dance and movement and a case for neuroscience in mathematics education

Review: A commentary on Teaching statistics using dance and movement by Irving, L.T. (2015). Front. Psychol. 6:50. doi: 10.3389/fpsyg.2015.00050 A case for neuroscience in mathematics education by Susac, A., and Braeutigam, S. (2014). Front. Hum. Neurosci. 8:314. doi: 10.3389/fnhum.2014.00314

Applications of a Collaborative Open Object Oriented Learning Environment to Electronics, Computing and Mathematics Education

A lightweight Java application suite has been developed and deployed allowing collaborative learning between students and tutors at remote locations. Students can engage in group activities online and also collaborate with tutors. A generic Java framework has been developed and applied to electronics, computing and mathematics education. The applications are respectively: (a) a digital circuit simulator, which allows students to collaborate in building simple or complex electronic circuits; (b) a Java programming environment where the paradigm is behavioural-based robotics, and (c) a differential equation solver useful in modelling of any complex and nonlinear dynamic system. Each student sees a common shared window on which may be added text or graphical objects and which can then be shared online. A built-in chat room supports collaborative dialogue. Students can work either in collaborative groups or else in teams as directed by the tutor. This paper summarises the technical architecture of the system as well as the pedagogical implications of the suite. A report of student evaluation is also presented distilled from use over a period of twelve months. We intend this suite to facilitate learning between groups at one or many institutions and to facilitate international collaboration. We also intend to use the suite as a tool to research the establishment and behaviour of collaborative learning groups. We shall make our software freely available to interested researchers.

Investigating problem-based learning in Saudi Arabian mathematics education: a TIMSS-related study

The aim of this study is to investigate the effectiveness of problem-based learning (PBL) on students’ mathematical performance. This includes mathematics achievement and students’ attitudes towards mathematics for third and eighth grade students in Saudi Arabia. Mathematics achievement includes, knowing, applying, and reasoning domains, while students’ attitudes towards mathematics covers, ‘Like learning mathematics’, ‘value mathematics’, and ‘a confidence to learn mathematics’. This study goes deeper to examine the interaction of a PBL teaching strategy, with trained face-to-face and self-directed learning teachers, on students’ performance (mathematics achievement and attitudes towards mathematics). It also examines the interaction between different ability levels of students (high and low levels) with a PBL teaching strategy (with trained face-to-face or self-directed learning teachers) on students’ performance. It draws upon findings and techniques of the TIMSS international benchmarking studies. Mixed methods are used to analyse the quasi-experimental study data. One -way ANOVA, Mixed ANOVA, and paired t-tests models are used to analyse quantitative data, while a semi-structured interview with teachers, and author’s observations are used to enrich understanding of PBL and mathematical performance. The findings show that the PBL teaching strategy significantly improves students’ knowledge application, and is better than the traditional teaching methods among third grade students. This improvement, however, occurred only with the trained face-to-face teacher’s group. Furthermore, there is robust evidence that using a PBL teaching strategy could raise significantly students’ liking of learning mathematics, and confidence to learn mathematics, more than traditional teaching methods among third grade students. Howe ver, there was no evidence that PBL could improve students’ performance (mathematics achievement and attitudes towards mathematics), more than traditional teaching methods, among eighth grade students. In 8th grade, the findings for low achieving students show significant improvement compared to high achieving students, whether PBL is applied or not. However, for 3th grade students, no significant difference in mathematical achievement between high and low achieving students was found. The results were not expected for high achieving students and this is also discussed. The implications of these findings for mathematics education in Saudi Arabia are considered.

Pesquisas em Modelagem Matemática e diferentes tendências em Educação e em Educação Matemática

Esse artigo é um ensaio teórico que tem como objetivo apresentar, a partir de uma revisão da literatura sobre Modelagem Matemática, como algumas tendências em Educação e em Educação Matemática são tratadas em pesquisas acadêmicas, assim como salientar alguns dos principais suportes teóricos utilizados nesses estudos, a saber, Educação Matemática Crítica, Interesse, Interdisciplinaridade e Contextualização. Um panorama das pesquisas realizadas em Modelagem no território nacional, relacionadas a outras tendências educacionais, é traçado, do mesmo modo que alguns dos principais referenciais teóricos abordados pela maioria dos autores das mesmas são apresentados. São apontadas perspectivas futuras de pesquisas, e é destacada a necessidade da continuidade do debate teórico acerca dessas temáticas.

Symbolic power, robotting, and surveilling

Symbolic power is discussed with reference to mathematics and formal languages. Two distinctions are crucial for establishing mechanical and formal perspectives: one between appearance and reality, and one between sense and reference. These distinctions include a nomination of what to consider primary and secondary. They establish the grammatical format of a mechanical and a formal world view. Such views become imposed on the domains addressed by means of mathematics and formal languages. Through such impositions symbolic power of mathematics becomes exercised. The idea that mathematics describes as it prioritises is discussed with reference to robotting and surveillance. In general, the symbolic power of mathematics and formal languages is summarised through the observations: that mathematics treats parts and properties as autonomous, that it dismembers what it addresses and destroys the organic unity around things, and that it simplifies things and reduces them to a single feature. But, whatever forms the symbolic power may take, it cannot be evaluated along a single good-bad axis.

A produção matemática dos alunos em um ambiente de modelagem

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)