PIAGET offers a window into what children are able to achieve following the different stages of their development. he also describes how children ways of doing and thinking evolve over time. from my understanding, constructivism involves assimilation and accomodation process. when children gain knowledge, they will associate the knowledge that they gain with the previous one.
PAPERT more to self directed learning. he emphasises on the importance of tools and media in human development. children engage in conversation with themselves or other people and construct the knowledge from their converstaion experience with others. therefore, computers and other technologies play a crucial part in modern constructionism.
Tuesday, September 16, 2008
Monday, August 25, 2008
RESOURCE for Mathematics^_^
Do you have any confusion of Mathematical terms?
Here, we find this website which most probably could help you
http://mathres.kevius.com/
Hoping that you will get your answers from this site (",)
Here, we find this website which most probably could help you
http://mathres.kevius.com/
Hoping that you will get your answers from this site (",)
Lets testing your mathematical reasoning
Mathematical reasoning can challenge yourself..Try this out!!=)
http://www.rinkworks.com/brainfood/p/math1.shtml
Fun and Cool activities
This websites provide cool games with mathematical operations such as add,sudoku etc
http://www.coolgameslive.com/Game-Categories/Math-Games.html
Do visit this website=)
Tuesday, August 12, 2008
Method of teaching maths
The Insight Method of Teaching MathI have a different way of teaching math. Essentially, students learn concepts/mental models when they have insights while solving problems. I do not first explain how to solve the problem.
Unlike the standard way of teaching math:
my way is effective
my way can be enjoyable
my way is supported by a legitimate theory of learning
my way teaches the more general skills of thinking and solving problems
The standard approach to teach math is built on the assumption that all learning is memory. That theory is contraindicated by the evidence; learning memories is not enjoyable; and memorizing is not a particularly useful skill. And for all that, people forget their memories and don't learn math. It's a disaster and a tragedy.
Unlike the standard way of teaching math:
my way is effective
my way can be enjoyable
my way is supported by a legitimate theory of learning
my way teaches the more general skills of thinking and solving problems
The standard approach to teach math is built on the assumption that all learning is memory. That theory is contraindicated by the evidence; learning memories is not enjoyable; and memorizing is not a particularly useful skill. And for all that, people forget their memories and don't learn math. It's a disaster and a tragedy.
Tuesday, August 5, 2008
technology in mathematics education
The International Journal for Technology in Mathematics Education
Technology is pervading all levels of mathematics teaching and learning in our modern world, bringing ever more sharply into focus the change from traditional pencil and paper learning to a mixture of calculator, computer and pencil and paper learning environments.
The International Journal of Computer Algebra in Mathematics Education published articles about the use of computer algebra systems in teaching and learning mathematics. During recent years it was suggested that the journal should have a much broader emphasis and, to encourage discussion of the use of the range of new technologies. Many papers submitted to the journal did not fit the computer algebra remit, but did have very interesting contributions to make. In the light of this the journal has been re-launched as the International Journal for Technology in Mathematics Education (IJTME). This new journal title exists to provide a medium by which a wide range of experiences in the use new technologies in mathematics education can be presented, discussed, criticized and best practice assimilated into the new curricula of schools, colleges and universities. The journal is pleased to publish contributions on any aspect of the use of technology in mathematics education which are likely to be of interest to readers. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. The types of contribution considered are: research papers, teaching issues, problem solving applications, activities for class use, and opinions.
Editor
Dr. Ted GrahamCentre for Teaching MathematicsThe University of Plymouth, England
Assistant Editors
Prof. John Berry, University of Plymouth, England
Dr. Paul Drijvers, Freudenthal Institute, The Netherlands
M. Kathleen Heid, The Pennsylvania State University, USA
Jean-Baptiste Lagrange, Institut Universitaire de Formation des Maitres, France
Bob Mayes, West Virginia University, USA
John Monaghan, University of Leeds, England
Prof. Kaye Stacey, University of Melbourne, Australia
Stewart Townend, University of Plymouth, England
The assistant editors are supported by a panel of International Panel of Referees. If you would like to be a member of this panel, please contact the editor.
The International Journal for Technology in Mathematics Education (IJTME) exists to provide a medium through which a wide range of experiences in the use of technology in mathematics education can be shared. Contributions concerned with any form of technology are welcome, but the primary focus of the journal is on the use of computers and hand technology, including all types of calculator. The Journal aims to provide an environment in which ideas and research can be presented, discussed and criticised so that best practice can be assimilated into the new curricula of schools, colleges and universities.
The Journal is pleased to publish contributions on any aspect of the use of technology in education and training likely to be of interest to readers. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. The types of contribution considered for publication in The International Journal for Technology in Mathematics Education are:
Research reports, which should normally contain the theoretical framework and references to related literature, together with a justification and description of the methodology used and some analysis of the results of the study;
Ideas for Teaching and Learning, papers in this section report on classroom activities and good ideas for teaching with technology and include some evaluation of the experience of students who have used the activities;
Discussion papers, that raise important issues on the teaching and learning of mathematics with technology and which may be anticipated to promote a wide-ranging discussion.
Three reviewers, who will report on the quality and originality of the paper, will referee research reports. Papers submitted to the other two sections receive a lighter refereeing touch and will normally be reviewed by the Editorial Board.
Research papers
Articles describing significant research should identify clearly the significance and outcomes of the work together with the research method and how the research relates to existing work. Areas for publication of research are likely to include:
the influence of technology on the teaching and learning of mathematics at all levels
theoretical reflections on the role of technology in education
experiments in the use of technology in teaching and learning
teaching methodology using technology
comparisons of different forms of technology
Ideas for teaching and learning
The communication between users of all forms of technology in mathematics education will be encouraged and reports of significant innovations will be welcome. Readers are invited to submit articles on the following:
different and innovative ways in which technology can be used in teaching/learning mathematics
integration of technology into the teaching of mathematics
visualisation of mathematics concepts through the use of technology
discussion of the philosophy of using technological tools in mathematics education
reports on new learning resources and workshop materials
Problem Solving Applications
Some forms of technology provide powerful tools for solving problems in commerce, industry and research. Readers are invited to submit articles, which illustrate the use of technology in modelling, problem solving, investigations and case studies. Referees should ensure that the problem situation and underlying theory is adequately explained for the general audience.
Discussion Papers
Discussion Papers are possibly shorter, hopefully contentious, contributions providing the opportunity for debate, through the Journal, on issues relating to the use of technology in teaching and learning mathematics.
The International Journal for Technology in Mathematics Education is published four times a year.
Technology is pervading all levels of mathematics teaching and learning in our modern world, bringing ever more sharply into focus the change from traditional pencil and paper learning to a mixture of calculator, computer and pencil and paper learning environments.
The International Journal of Computer Algebra in Mathematics Education published articles about the use of computer algebra systems in teaching and learning mathematics. During recent years it was suggested that the journal should have a much broader emphasis and, to encourage discussion of the use of the range of new technologies. Many papers submitted to the journal did not fit the computer algebra remit, but did have very interesting contributions to make. In the light of this the journal has been re-launched as the International Journal for Technology in Mathematics Education (IJTME). This new journal title exists to provide a medium by which a wide range of experiences in the use new technologies in mathematics education can be presented, discussed, criticized and best practice assimilated into the new curricula of schools, colleges and universities. The journal is pleased to publish contributions on any aspect of the use of technology in mathematics education which are likely to be of interest to readers. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. The types of contribution considered are: research papers, teaching issues, problem solving applications, activities for class use, and opinions.
Editor
Dr. Ted GrahamCentre for Teaching MathematicsThe University of Plymouth, England
Assistant Editors
Prof. John Berry, University of Plymouth, England
Dr. Paul Drijvers, Freudenthal Institute, The Netherlands
M. Kathleen Heid, The Pennsylvania State University, USA
Jean-Baptiste Lagrange, Institut Universitaire de Formation des Maitres, France
Bob Mayes, West Virginia University, USA
John Monaghan, University of Leeds, England
Prof. Kaye Stacey, University of Melbourne, Australia
Stewart Townend, University of Plymouth, England
The assistant editors are supported by a panel of International Panel of Referees. If you would like to be a member of this panel, please contact the editor.
The International Journal for Technology in Mathematics Education (IJTME) exists to provide a medium through which a wide range of experiences in the use of technology in mathematics education can be shared. Contributions concerned with any form of technology are welcome, but the primary focus of the journal is on the use of computers and hand technology, including all types of calculator. The Journal aims to provide an environment in which ideas and research can be presented, discussed and criticised so that best practice can be assimilated into the new curricula of schools, colleges and universities.
The Journal is pleased to publish contributions on any aspect of the use of technology in education and training likely to be of interest to readers. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. The types of contribution considered for publication in The International Journal for Technology in Mathematics Education are:
Research reports, which should normally contain the theoretical framework and references to related literature, together with a justification and description of the methodology used and some analysis of the results of the study;
Ideas for Teaching and Learning, papers in this section report on classroom activities and good ideas for teaching with technology and include some evaluation of the experience of students who have used the activities;
Discussion papers, that raise important issues on the teaching and learning of mathematics with technology and which may be anticipated to promote a wide-ranging discussion.
Three reviewers, who will report on the quality and originality of the paper, will referee research reports. Papers submitted to the other two sections receive a lighter refereeing touch and will normally be reviewed by the Editorial Board.
Research papers
Articles describing significant research should identify clearly the significance and outcomes of the work together with the research method and how the research relates to existing work. Areas for publication of research are likely to include:
the influence of technology on the teaching and learning of mathematics at all levels
theoretical reflections on the role of technology in education
experiments in the use of technology in teaching and learning
teaching methodology using technology
comparisons of different forms of technology
Ideas for teaching and learning
The communication between users of all forms of technology in mathematics education will be encouraged and reports of significant innovations will be welcome. Readers are invited to submit articles on the following:
different and innovative ways in which technology can be used in teaching/learning mathematics
integration of technology into the teaching of mathematics
visualisation of mathematics concepts through the use of technology
discussion of the philosophy of using technological tools in mathematics education
reports on new learning resources and workshop materials
Problem Solving Applications
Some forms of technology provide powerful tools for solving problems in commerce, industry and research. Readers are invited to submit articles, which illustrate the use of technology in modelling, problem solving, investigations and case studies. Referees should ensure that the problem situation and underlying theory is adequately explained for the general audience.
Discussion Papers
Discussion Papers are possibly shorter, hopefully contentious, contributions providing the opportunity for debate, through the Journal, on issues relating to the use of technology in teaching and learning mathematics.
The International Journal for Technology in Mathematics Education is published four times a year.
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