Teaching Mathematics through Concept Motivation and Action Learning
Bibliographic Data
| ID | 5686238 |
|---|---|
| Authors | Semyon Abramovich (0000-0003-0340-1689), Arcadii Z Grinshpan (0000-0001-6550-1197), David L Milligan (0000-0001-5873-7492) |
| Year | 2019 |
| Volume | 2019 |
| Pages | 1-13 |
| Publication date | 2019-04-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2019/3745406 |
| OpenAlex | W2937397640 |
| Language | EN |
| Citations received | 11 |
| References cited | 24 |
This is a practice-led, conceptual paper describing selected means for action learning and concept motivation at all levels of mathematics education. It details the approach used by the authors to devise insights for practitioners of mathematics teaching. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions, computer analysis (internet search included), and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The authors argue that the entire K-20 mathematics curriculum under a single umbrella is practicable when techniques of concept motivation and action learning are in place throughout that broad spectrum. This argument is supported by various examples that could be helpful in practice of school teachers and university instructors. The authors found pragmatic cause for action learning within mathematics education at virtually any point in student academic lives
Action (physics · Action research · Argument (complex analysis · Curriculum · Mathematics education · Natural (archaeology · Pedagogy · Point (geometry · Computer Science · Education and Critical Thinking Development · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Mathematics · Psychology
Research on Nonroutine Problems
Esquema lógico-esquemático para representar problemas básicos de matemáticas en la formación de ingenieros
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Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education
The effect of the flipped classroom strategy on motivation to learn mathematics among 9th-grade female students
Online-Offline Teaching for Bio-Pharmaceutical Students During the Covid-19 Pandemic
Enhancing Mathematics Instruction Through Laboratory Exercises
The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students
Technology-Immune/Technology-Enabled Problem Solving as Agency of Design-Based Mathematics Education
Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning
What factors affect student procrastination on mathematics homework
What do inventories of students' learning processes really measure? A theoretical review and clarification
Active Learning in Secondary School Mathematics
Signature pedagogies in the professions
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Action Learning in Higher Education
Realising the educational worth of integrating work experiences in higher education
University Students' Perceptions of the Learning Environment and Academic Outcomes
Active learning strategies in advanced mathematics classes
| Citations per year | 2.2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |