MATHEMATICS EDUCATION

Mathematics Education



Table of Contents

Assignment # 12

Critical Issue in Mathematics Education2

Introduction2

Discussion & Analysis3

Traditional Versus Alternative Mathematics Methodologies and Pedagogy4

Mathematics Education: for what and why?5

Globalization and Diversity6

Mathematics, Education, and Society7

Social Justice In, And Through, Mathematics Education8

Conclusion8

Activity Sheet10

Search Strategies10

Development of Technology-Based Resource for Teaching Mathematics16

Scope Statement16

Project Objective16

Deliverables16

Materials/Resources Required16

Technology Resources Required16

Pre- Activities17

Technology Based Resource for Getting Students Familiar with Shapes17

References FOR ASSIGNMENT # 120

ETL 203

Assignment # 1

Critical Issue in Mathematics Education

Introduction

Critical judgments on mathematics education are not anything a contemporary issue; however, beside the maturity of the mathematics education field itself, they are now interested with over internal issues regarding the quality of teaching and; in terms of methodological competency and high-order thinking, what it is that students get from their mathematics education. Since concern in, and interest to, the social, historical, political and cultural circumstances wherein mathematics education is sited have widened, external issues regarding the conditions wherein children are living, and about the interaction among society and mathematics education have turn out to be eminent. The differentiation among internal and external is efficiently drew by question of Skovsmose (2006) as to whether a learning obstacle is not just as much caused by leak in the classroom ceiling, as some point about, like the epistemology of rational numbers.

As a field, the growth of mathematics education has been marked by an expansion from a preliminary focus in mathematics itself and psychology to a much wider associations with human sciences, for instance, anthropology, sociology, critical race theory, ethno- mathematics, semiotics, social history of mathematics, gender issues, sociolinguistics, philosophy of mathematics and so on. In conjunction with this enhancement of theoretical frameworks has approach methodological diverseness and emancipation. Across the world, critical educators of mathematics voice apprehension regarding the apparent deficit of link between school mathematics and lives of students, heading to missing of interest and estrangement. The concept of mathematics and mathematics education is challenged by them as being neutral, both morally and politically. The role of mathematics like a doorman is questioned by them, restraining social and economic development. They identify the gradually more nationalistic, and in fact militaristic, attitude of much governmental rhetoric.

The budding group of researchers, practitioners, and scholars that is developing critical mathematics education is, especially, differentiated by its identification of the inevitability of reviewing the institutions, practices of pedagogy and research, and political integration of mathematics education. With many other developments, such a position is lined up, encompassing a new mathematical philosophy (Ernest, 1991; Tymoczko, 1986) that gets the idea of unreliability as central.

According to Appelbaum (2008), in educational theory, three intersecting issues are addressed by critical mathematics education: the issue of a disciplinary point of reference to development and design of curriculum, the concept of “critical” educational approaches, and the distinctive features of mathematics itself as a nexus of educational and/or “critical educational” issues. This paper aims to look at the issues of mathematics education from a critical perspective, and discusses the implementation of critical mathematics.

Discussion & Analysis

It is stated by Sutton and Krueger (2002, ...