By Carola Bernack-Schüler, Ralf Erens, Timo Leuders, Andreas Eichler
International arithmetic schooling researchers provide a differentiated review of perspectives and ideology of either lecturers and scholars. ideals approximately tips on how to educate arithmetic have a excessive impression at the educational perform of lecturers. within the related approach, perspectives and ideology approximately arithmetic are a vital issue to give an explanation for fulfillment and function of scholars. The nineteenth MAVI convention further quite a few learn views to the overseas discussions of arithmetic comparable ideals. The authors of this quantity have compiled a wealthy number of examine effects, that could extra improve the dialogue of MAVI themes within the future.
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Additional info for Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference
Bryant, R. L. ), 1936–1939. Columbus (OH): ERIC Oksanen & Hannula (2013). Changes in Finnish mathematics teachers’ beliefs during 1987-2012. In: Proceedings of the PME conference in Kiel (ed. A. Heinze). A research report proposal submitted. Pehkonen, E. (1983). Entwicklung des Geometrieunterrichts in Finnland innerhalb der letzten zwanzig Jahre. Mathematica didactica 6 (3/4), 117-128. Pehkonen, E. (1998). On the concept ”Mathematical belief”. In E. Pehkonen & G. ) The State-of-Art in Mathematics-Related Belief Research; Results of the MAVI activities.
Kupari, P. (2003). Miten kognitiivisista prosesseista kehiteltiin konstruktivismia [How constructivism was developed from cognitive processes]. Matematiikan ja luonnontieteiden opetuksen tutkimusseura. Koulutuksen tutkimuslaitos: Jyväskylän yliopisto. Merenluoto, K. & Pehkonen, E. (2002). Elementary teacher students’ mathematical understanding explained via conceptual change. In: Proceedings of the PME-NA XXIV (eds. , Wiegel, H. , Bryant, R. L. ), 1936–1939. Columbus (OH): ERIC Oksanen & Hannula (2013).
E. on grades 7–9 (13–16 years old pupils). Mathematics education in Finland has been changing rapidly within the last 60 years, but the change has been the most rapid within the four last decades (cf. Pehkonen 2008). Apparently a part of changes is due to the school reform in the 30 Susanna Oksanen, Erkki Pehkonen, Markku S. Hannula 1970’s. Until the end of the 1960’s mathematics education in secondary school in Finland was relatively steady and stable. g. in the published paper (Lavonen 2006) and in the book (Pehkonen & al.