Research in Mathematical Education

Issue: Vol.7 No.1

Proof in Mathematics Education Joong Kwoen Lee 7(1) 1-10, 2003 Proof in Mathematics Education Joong Kwoen Lee DOI: JANT Vol.7(No.1) 1-10, 2003 This research reviewed literatures on proof in mathematics education. Several views of proof can be classified (and identified) such as psychological approach (Platonism, empiricism), structural approach (logicism, formalism, intuitionism) and social approach (ontology, axiomatic systems). All these views of proof are valuable in mathematics education society. The concept of proof can be found in the form of analytic knowledge in the sequence of constructive knowledge to analytic knowledge. Therefore, in mathematics education, the curriculum of mathematics should involve the process of cognitive knowledge development.
An Integrated Approach to Teaching and Learning College Mathematics Ahuja Om P , Jahangiri Jay M 7(1) 11-24, 2003 An Integrated Approach to Teaching and Learning College Mathematics Ahuja Om P , Jahangiri Jay M DOI: JANT Vol.7(No.1) 11-24, 2003 The key features of our integrated approaching and learning college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.
"Numbers Always Make Sense": Janie`s Experience of Learning to Teach Elementary Mathematics Jeong Suk Pang 7(1) 25-40, 2003 "Numbers Always Make Sense": Janie`s Experience of Learning to Teach Elementary Mathematics Jeong Suk Pang DOI: JANT Vol.7(No.1) 25-40, 2003 In order provide pre-service teachers with rich contexts for learning to teach mathematics, teacher education programs usually combine a mathematics methods course with clinical teaching experiences. this paper explores a student-teacher`s experience of leaning to teach mathematics by observing one mathematics methods course she was enrolled in and her actual classroom teaching. In particular, this ethnographic case study examines how the student-teacher understands and applies messages from the methods course to her teaching practices. Some difference the gaps are discussed. Finally, this paper provides some implications for pre-service teacher education.
Constructive Evaluation of Definitions in a Dynamic Geometry Context Govender Rajendran , De Villiers Michael 7(1) 41-58, 2003 Constructive Evaluation of Definitions in a Dynamic Geometry Context Govender Rajendran , De Villiers Michael DOI: JANT Vol.7(No.1) 41-58, 2003 This study firstly examine 18 prospective secondary mathematics teachers` understanding of the nature of definitions and the use of the dynamic geometry software sketchpad to not only improve their understanding of definitions, but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognize uneconomical definitions, and improve them.
On the Teaching Linear Algebra at the University Level: The Role of Visualization in the Teaching Vector Spaces Konyalioglu A . Cihan , Ipek A. Sabri , Isik Ahmet 7(1) 59-67, 2003 On the Teaching Linear Algebra at the University Level: The Role of Visualization in the Teaching Vector Spaces Konyalioglu A . Cihan , Ipek A. Sabri , Isik Ahmet DOI: JANT Vol.7(No.1) 59-67, 2003 In linear algebra course, the theory of vector space is usually presented in a very formal setting, which cause severe difficulties to many students. In the study, the effect of teaching the theory of vector space in linear algebra from the geometrical point of view on students` learning was investigated. It was found that the reaching of the theory of vector space in linear algebra from the geometrical point of view increase the meaningful learning since it increases it increases the visualization.