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Full-Text Articles in Education

Winter 2016, Transformations Dec 2016

Winter 2016, Transformations

Transformations

No abstract provided.


Number Pattern, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva Dec 2016

Number Pattern, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva

Transformations

In this manuscript, we study the purpose of number patterns, a brief history of number patterns, and classroom uses for number patterns and magic squares. We investigate and summarize number patterns and magic squares in various charts: 6 x 6, 7 x 7, 13 x 13, 21 x 21, and 37 x 37. The results are established by each number pattern along with narrative conjectures about primes and multiples of six from each pattern. Numerical charting examples are provided as an illustration of the theoretical results.


Using Technology And Media-Rich Platforms To Help Teach The Pythagorean Theorem, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva Dec 2016

Using Technology And Media-Rich Platforms To Help Teach The Pythagorean Theorem, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva

Transformations

The history of mathematics is quite extensive, dating back to ancient times and elapsing several centuries. Many great mathematicians, philosophers, scientists, and scholars have contributed to mathematics on the subject we see today. For the purpose of this research project, we have chosen to highlight the great mathematician Pythagoras and his famous Pythagorean Theorem. We investigate the history of the Pythagorean Theorem, relationships among Pythagorean numbers, and unusual proofs of the Theorem. This paper provides a suggestive lesson plan, activity, and presentation for classroom use.


Associating Mathematics To Its History: Connecting The Mathematics We Teach To Its Past, Joseph M. Furner, Ernest A. Brewer Dec 2016

Associating Mathematics To Its History: Connecting The Mathematics We Teach To Its Past, Joseph M. Furner, Ernest A. Brewer

Transformations

Across the USA and around the world now, globalization has taken a strong hold. The purpose of this paper is to explore the historical considerations that can be incorporated in the teaching of mathematics. The paper will also provide suggestions for teaching math by interweaving historical elements into the mathematics instruction. Teachers should strive to bridge the cultural and historical gap among all students by incorporating innovative ideas as well as historical and cultural connections into their teaching so to foster understanding, appreciation, and tolerance for the richness inherent in diversity and a sound understanding of mathematics and appreciation for ...


Every Student Can Be An Einstein: Addressing Math Anxiety In Today’S Classrooms, Joseph M. Furner Dec 2016

Every Student Can Be An Einstein: Addressing Math Anxiety In Today’S Classrooms, Joseph M. Furner

Transformations

This article is geared toward mathematics educators in hopes that they can ultimately excite young people about mathematics, encourage students to be confident in their ability to solve problems, understand mathematical concepts, and see math as a human endeavor. The author believes that as students feel less anxious about and more confident in their abilities to do math that their performance will improve. As math test scores are often a concern for principals, teachers, and society at large, success and confidence with mathematics is critical in our high-tech globally competitive world. Math anxiety has become a growing concern in the ...


Integrating Diversity Training Into Doctoral Programs In Mathematics Education, Ruthmae Sears, Tonisha B. Lane Jan 2016

Integrating Diversity Training Into Doctoral Programs In Mathematics Education, Ruthmae Sears, Tonisha B. Lane

Transformations

There exists a need to promote diversity, equity, and inclusion in mathematics education (Wilson and Franke, 2008). Being cognizant that there are few underrepresented groups that obtain doctoral degrees in mathematical sciences or mathematics education (AMS, 2014; Reys and Dossey, 2008), focused training is needed to prepare doctoral students on diversity issues that may arise in higher education and the means by to address such issues. An advance seminar course or colloquium that would be helpful to mathematics education doctoral students who seek a career position in higher education should be entitled, “Gaining a better perspective of diversity in higher ...


Mathematics Anxiety In Society: A Real Phenomena And A Real Solution, Joseph M. Furner, Carol A. Marinas Jan 2016

Mathematics Anxiety In Society: A Real Phenomena And A Real Solution, Joseph M. Furner, Carol A. Marinas

Transformations

While math anxiety still remains a real issue affecting student performance and confidence, today it is even more critical with the greater emphasis on producing more students for careers in STEM fields. In an effort to understand ways to ease math anxiety and encourage adaptive achievement behaviors to deal with such anxiety, this paper will explore the topic and provide research-based practices in providing a solution to this existing problem in our schools. There are many studies that show using technology in the teaching of mathematics will help to alleviate math anxiety and encourage students to enjoy learning mathematics. GeoGebra ...


Winter 2016, Transformations Jan 2016

Winter 2016, Transformations

Transformations

No abstract provided.


The Problem-Solving Process In A Mathematics Classroom, Enrique Ortiz Jan 2016

The Problem-Solving Process In A Mathematics Classroom, Enrique Ortiz

Transformations

Problem solving provides a working framework to apply mathematics, and well chosen mathematics problems provide students with the opportunity to solidify and extend what they know, and can stimulate students’ mathematics learning (NCTM, 2001). Using this framework, students may utilize ways to learn mathematics concepts and skills that are rich with meaning and connections, and pre- and in-service teachers may implement teaching and assessment procedures to establish teaching and assessment environments.


Function Concept: Learning From History, Ruthmae Sears, Dung Tran, Seoung Woo Lee, Amanda Thomas Jan 2016

Function Concept: Learning From History, Ruthmae Sears, Dung Tran, Seoung Woo Lee, Amanda Thomas

Transformations

The importance of functions in school mathematics has grown tremendously within the past century. Functions have progressed from being scantly represented in school mathematics to being a core mathematical topic. C.B. Boyer (1946) acknowledged “The development of the function concept has revolutionized mathematics in much the same way as did the nearly simultaneous rise of non-Euclidean geometry. It has transformed mathematics from a pure natural science- the queen of the sciences- into something vastly large. It has established mathematics as the basis of all rigorous thinking – the logic of all possible relations” (Markovits, Eylor, & Bruckheimer, 1986, p. 18).

Historical speeches and documents, such as Klein’s 1893 Evanston Colloquium, Moore’s 1902 presidential address to the American Mathematical Society, The Reorganization of Mathematics in Secondary Education Report (1923), and The Report of Progressive Education and Joint Committee (1940), advocated that functions and “relational thinking” be a core concept in school mathematics. In fact, Felix Klein considered functions to be the “soul of mathematics”, and advocated that teachers teach functional concepts.

Fortunately, the recommendations made decades ago pertaining to the importance of functions, and the needs to readily integrate the function concept into school mathematics by researchers were not ignored. The recommendations made regarding functions decades ago are evident in today’s curriculum standards. Standards for mathematics require students to be able to define functions, describe functions, identify functions, analyze functions, and recognize patterns in function (NCTM, 2000; Common Core State Standards 2010 ...


When Two Wrongs Made A Right: A Classroom Scenario Of Critial Thinking As Problem Solving, Hui Fan Huang "Angie" Su, Frederick A. Ricci, Mamikon Mnatsakanian Jan 2016

When Two Wrongs Made A Right: A Classroom Scenario Of Critial Thinking As Problem Solving, Hui Fan Huang "Angie" Su, Frederick A. Ricci, Mamikon Mnatsakanian

Transformations

Educators from kindergarten through college often stress the importance of teaching critical thinking within all academic content areas (Foundation for Critical Thinking, 2007, 2013). As indicated by the position statements of the National Council of Teachers of Mathematics, high quality mathematics education before the first grade should use curriculum and teaching practices that strengthen children’s problem-solving and reasoning processes as well as representing, communicating, and connecting mathematical ideas” The joint position statement of NAEYC and the National Council of” (NAEYC & NCTM [2002] 2010, 3). Through the educational and academic institutions critical thinking is identified as an important outcome for achieving the higher orders of learning upon successful completion of a course, a promotion, or a degree (Humphreys, 2013; Jenkins & Cutchens, 2011). Although there are numerous definitions of critical thinking, the authors have selected the definition by Scriven ...