The modern mathematics reform movement in Brazil and its consequences for Brazilian mathematics education

To drill or not to drill—that is the question that “bugs” many teachers of elementary mathematics. Some who would have us teach “modern” mathematics have said that drill and memorization have no place in contemporary mathematics programs. Experience and common sense tell us that these spokesmen of “modern math” are either wrong or misunder tood. Indeed, few have actually said that memorization and drill do not have their place in mathematics education. Most experts agree that both must be an integral part of our programs but that they must be kept in proper perspective.

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Radical Constructivism and Mathematics Education

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.25.6.0711 ◽

1994 ◽

Vol 25 (6) ◽

pp. 711-733 ◽

Cited By ~ 1

Author(s):

Leslie P. Steffe ◽

Thomas Kieren

Keyword(s):

Education Research ◽

Mathematics Education ◽

Cognitive Development ◽

Mathematics Education Research ◽

School Mathematics ◽

Reform Movement ◽

Radical Constructivism ◽

Mathematics Educators ◽

And Mathematics ◽

Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

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Soundoff!–Mathematics Reform for K-16

Mathematics Teacher ◽

10.5951/mt.89.7.0546 ◽

1996 ◽

Vol 89 (7) ◽

pp. 546-547

Author(s):

Kenneth A. Ross

Keyword(s):

Mathematics Education ◽

Mathematics Reform ◽

Math Reform ◽

The Past

The past ten years have seen a remarkable amount of progress in improving mathematics education at all levels. The goal is to enable all students, including those from all racial and ethnic backgrounds and both sexes, to master and appreciate mathematics. The emphasis is on understanding mathematics instead of thoughtlessly grinding out answers. For various reasons. resistance is increasing to what is usually called “math reform,” which reflects some serious concerns that need to be addressed.

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Editorial comments: As we read

The Arithmetic Teacher ◽

10.5951/at.17.5.0370 ◽

1970 ◽

Vol 17 (5) ◽

pp. 370-371

Keyword(s):

Mathematics Education ◽

Modern Mathematics

Most adults engage in reminiscing at some time or another. Many of us like to think about the good old days such as when we met our first class, or the time that we were given a special honor. However, few busy teachers have the time to reminisce about the manner in which modern approaches to mathematics education developed. This issue of The Arithmetic Teacher will provide the reader with a wealth of history and background to the modern mathematics we teach. As you read the articles, you will not be surprised to find that there is really little that could be termed “new.” Today is not yesterday, but the threads of ideas from yesterday are woven into the techniques of today.

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The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.29.5.0555 ◽

1998 ◽

Vol 29 (5) ◽

pp. 555-582

Author(s):

Dominic D. Peressini

Keyword(s):

Mathematics Education ◽

Parental Involvement ◽

Education Reform ◽

Research Agenda ◽

School Mathematics ◽

Mathematics Reform ◽

Mathematics Educators ◽

And Mathematics

In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of “regimes of truth,” I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.

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Connecting Research to Teaching: Visual and Analytic Thinking in Calculus

Mathematics Teacher ◽

10.5951/mt.103.2.0140 ◽

2009 ◽

Vol 103 (2) ◽

pp. 140-145

Author(s):

Erhan Selcuk Haciomeroglu ◽

Leslie Aspinwall ◽

Norma C. Presmeg

Keyword(s):

Mathematics Education ◽

Multiple Representations ◽

Reform Movement ◽

National Council ◽

Analytic Thinking ◽

Mathematical Concepts ◽

Mathematical Objects ◽

Ways Of Thinking ◽

Calculus Reform

A frequent message in mathematics education focuses on the benefits of multiple representations of mathematical concepts (Aspinwall and Shaw 2002). The National Council of Teachers of Mathematics, for instance, claims that “different representations support different ways of thinking about and manipulating mathematical objects” (NCTM 2000, p. 360). A recommendation conveyed in the ongoing calculus reform movement is that students should use multiple representations and make connections among them so that they can develop deeper and more robust understanding of the concepts.

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Soundoff!: In Defense of Mathematics Reform and the NCTM's Standards

Mathematics Teacher ◽

10.5951/mt.91.9.0746 ◽

1998 ◽

Vol 91 (9) ◽

pp. 746-748

Author(s):

Joseph G. R. Martinez ◽

Nancy C. Martinez

Keyword(s):

Mathematics Education ◽

Teaching And Learning ◽

The State ◽

Mathematics Reform ◽

The Real ◽

Math Wars

In his 1998 “The State of Mathematics Education” address, Secretary of Education Richard W. Riley called for a “cease-fire in the current ‘math wars.’” Deploring “shortsighted, politicized, and harmful bickering over the teaching and learning of mathematics,” he worried that continuing “down this road of infighting, we will only negate the gains we have already made—and the real losers will be the students of America.”

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National Council of Teachers of Mathematics: Selling and Buying Reform: If We Build It, Will They Come?

Mathematics Teaching in the Middle School ◽

10.5951/mtms.1.6.0506 ◽

1995 ◽

Vol 1 (6) ◽

pp. 506-507

Author(s):

Jack Price

Keyword(s):

Mathematics Education ◽

Education For All ◽

National Council ◽

Mathematics Reform ◽

Original Title ◽

Waiting For Godot

The original title of the talk on which this article is based was “Mathematics Reform: Field of Dreams or Waiting for Godot?” In the film, Ray Kinsella's “field of dreams” brings thousands of people. He built it and they came. In Waiting for Godot, two people talk to each other throughout the entire play, waiting for someone who never comes. A logical comparison consists of these questions: Will we bring thousands of people to join us in building a betler mathematics education for all students, or are we talking to each other while wailing for the change that never comes?

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Perkembangan Matematika dan Pendidikan Matematika Di Indonesia

Sepren ◽

10.36655/sepren.v2i2.512 ◽

2021 ◽

Vol 2 (2) ◽

pp. 32-39

Author(s):

Jonathan Simanjuntak

Keyword(s):

Mathematics Education ◽

Scientific Knowledge ◽

Mathematics Learning ◽

Human Knowledge ◽

Library Research ◽

History Of ◽

And Mathematics ◽

The Times ◽

Descriptive Method ◽

Modern Mathematics

This study aims to determine the development of mathematics education in Indonesia. The research method used is descriptive method, by presenting a description, clarification of a phenomenon and facts in mathematics. As well as library research (library research). By collecting several books, articles and opinions from experts regarding the development of mathematics and mathematics education which are then developed with various existing findings. The results showed that the development of mathematics was based on philosophy, because philosophy is the root of all human knowledge, both scientific knowledge and non-scientific knowledge. The historical development of mathematics, Babiliona mathematics refers to all mathematics developed by the Mesopotamians since the beginning of Hellenism. At that time the development of mathematics expanded to several countries such as Egypt, Greece, Arabia and India. The development of Mathematics Education in Indonesia is never separated from the history of the curriculum. The importance of mathematics in life is not surprising if mathematics learning has developed and adapted to the needs of the times. The development of mathematics learning in Indonesia is as traditional mathematics, modern mathematics, and modern mathematics.

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