Mathematics

Sorto, M. A., Mejia Colindres, C. A., & Wilson, A. T. (2014). Uncovering and Eliciting Mathematical Perceptions in Linguistically Diverse Classrooms. Mathematics Teaching in the Middle School, 20(2), 72–77.

In this essay, the authors share a professional dialogue about the ways in which issues of power emerge in preschool classrooms when teachers endeavor to build on childrens home and school mathematical experiences and understanding. From different perspectives, as early childhood and mathematics education researchers, the authors discuss ways in which data from teacher interviews and discussions collected during a professional development program provide evidence of whose knowledge is privileged.

Growing attention to preK mathematics and increased focus on standards in the US may be leading policy makers, administrators, and practitioners down the wrong path when it comes to assessing young children. The temptation to rely on standardised assessment practices may result in misguided understandings about what children actually know about mathematics.

Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the discussion surrounding these initiatives has focused on the preparation, professional development, evaluation, compensation, and career advancement of teachers. Yet one critical set of voices has been largely missing from this discussion - that of classroom teachers themselves.

Field placements serve as the traditional ‘clinical’ experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on medical education’s long-standing use of standardized patients, and the recent diffusion of clinical simulations to teacher and school leader preparation contexts.

Thinking critically. Communicating effectively. Collaborating productively. Students need to develop proficiencies while mastering the practices, concepts, and ideas associated with mathematics and science. Successful students must be able to work with large data sets, design experiments, and apply what they’re learning to solve real-world problems. Research shows that inquiry-based instruction boosts students’ critical thinking skills and promotes the kind of creative problem solving that turns the classroom into an energized learning environment.

A symmetric polynomial is a polynomial in one or more variables in which swapping any pair of variables leaves the polynomial unchanged. For example, f(x, y, z) = xy +xz + yz is a symmetric polynomial.

A symmetric polynomial is a polynomial in one or more variables in which swapping any pair of variables leaves the polynomial unchanged. For example, f(x, y, z) = xy +xz + yz is a symmetric polynomial.