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This paper focuses on three key ideas that underpinned the pedagogical research and teaching activity of Emma Castelnuovo over a period going from 1944 to 2014:1. teacher-researcher;2. dynamic geometry;3. real-world mathematics education.The paper will seek to find answers to various questions about previous ideas, among which: Where do these ideas come from? How, when and where are they implemented...
The paper presents a research on how future mathematics teachers use mathematical language and how they transmit and communicate their reasoning. The aim of the research was to elaborate on the characteristics of geometrical language used by students during transforming verbal information into figural one and vice versa. The results show the difficulty in expressing one’s thoughts by formal language...
Niniejszy wybór obejmuje krótkie notki o artykułach i książkach z numerów 1-6 (tom 41, 2009) oraz z numerów 1-6 (tom 42, 2010). Omawiane przez nas dłuższe artykuły z tomu 44. (2012) dotyczą problematyki edukacji online (nr 6) oraz nauczania rachunku prawdopodobieństwa i statystyki (nr 7), oraz z tomu 45. z 2013 roku (nr 2 zawiera artykuły dotyczące matematycznej kreatywności uczniów). Math Educ (International...
The paper reports on a design and research project conducted in a secondary school on the Indonesian island Sumba. The aim of this project is to foster students’ understanding in learning mathematics and, consequently, to educate them better for their career opportunities. The essential idea is thereby to use the introduction of negative numbers and arithmetic operations on integers as a backgroundmotivating...
The language and other media used in educational practices do not simply transmit the ideas and intentions of speakers and writers. The practices themselves shape and are shaped by what is said. The texts produced by speakers and writers in a practice such as mathematics education thus draw on ways of construing the world that are legitimate within the practice and also constrain the ways in which...
Nowadays using graphic display calculators (GDCs) is becoming more and more popular in learning and teaching mathematics. One of the main usages of this device is to obtain a graph of almost all functions with one variable. If we have a graph of a function we can observe some special properties of the function. Graphic display calculators (even without computer algebra system (CAS)) can do even more...
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