Mathematics Enthusiast (eBook)

Edboardlistandjournalinfo_vol11no3_2014 0
TOC_vol11no3 0
0_Sriraman_TMEvol11no3 0
Blume_1 0
Tien_2 0
Stroethoff_3 0
Webb_4 0
Lande_5 0
1 Introduction 0
2 Numeric Systems 0
3 I Ching 0
Trigrams and Hexagrams 0
Use of I Ching for Divination 0
4 Leibniz 0
Characteristica Universalis 0
Calculus Ratiocinator 0
Leibniz and the I Ching 0
Explanation of Binary Arithmetic 0
Counting 0
Addition and Subtraction 0
Multiplication and Division 0
Fu Xi and Chinese Trigrams 0
Formal Logic 0
Computation 0
5 Later Developments in Mathematical Logic 0
6 Conclusion 0
Lee & Yim_6
Analyzing mathematical tasks in the consideration of students' learning enhances teachers’ understanding of mathematics for teaching and their knowledge of students (Doyle, 1983 Stein, Grove, &
In order to help increase the knowledge described above, we provided preservice teachers an opportunity to understand others’ ways of thinking and to think about a possible pathway that shows how their thoughts might grow. In particular, they were ask... 0
When first exposed to a variety of mathematical representations of their peers, our preservice teachers struggled to figure out which representation or approach they should take in order to advance their own representation. Limited in their thinking, ... 0
Over the course of solving the coffee problem, the focus was shifted from deepening preservice teachers’ understanding of a mathematical concept to helping them build up a didactical perspective collaboratively. This shift of the focus reflects the id... 0
References 0
Wijaya_7 0
1. Introduction 0
2. Theoretical background 0
2.1. Learning mathematics in context 0
2.2. Solving context-based mathematics tasks 0
2.3. Analyzing students’ errors in solving context-based mathematics tasks 0
2.4. Research questions 0
3. Method 0
3.1. Mathematics tasks 0
3.2. Participants 0
Table 2. Composition of the sample 0
3.3. Procedure of coding the errors 0
3.4. Statistical analyses 0
4. Results 0
4.1. Overview of the observed types of errors 0
4.1.1. Observed comprehension errors 0
4.1.2. Observed transformation errors 0
4.1.3. Observed mathematical processing errors 0
4.1.4. Observed encoding errors 0
4.2. The relation between the types of errors and the types of tasks 0
4.3. The relation between the types of errors, the types of tasks, and the students’ performance level 0
5. Conclusions and discussion 0
Lim_8 0
A study on Malaysian Mathematicians’ Way of Knowing 0
Lim Chap Sam0F 0
School of Educational Studies 0
Introduction 0
Research Objectives 0
Review of related literature 0
Methodology 0
Participants 0
Research design 0
Findings and Discussion 0
Experience of learning mathematics in schools 0
Experience of learning mathematics in university 0
Experience of being supervised as postgraduate students 0
Experience of supervising students 0
Images of mathematics 0
(i) Mathematics is difficult? 0
(ii) Mathematics is beautiful 0
Images of learning mathematics 0
Intuition and insight in mathematics 0
Images of mathematician 0
Experience of working as mathematician 0
To which community do you belong? 0
Mathematicians and Research 0
Collaboration or individual work? 0
Justification of new knowledge 0
Application of mathematical knowledge/theories 0
Suggestions for improving mathematics education 0
a) School textbooks need to be revised 0
Conclusion and Implications 0
Summary of findings 0
Implications to mathematics education 0
(b) inculcation of intuition and insight 0
(c) the significant role of mathematics teachers and teaching approaches 0
(d) the enculturation of collaboration and research culture 0
Suggestion for further research 0
Conclusion 0
References 0
About you 0
About how you come to know mathematics 0
About mathematics education 0
Reed_9 0
Egenhoff_10 0
Davis_11 0
Davis_11 0
Davis_appendix 0
Yilgit_12 0
Schoenfeld_13 0
SchoenfeldToerner_14 0
Palmer_15 0