Mathematics Education As A Research Domain †Myassignmenthelp.Com

Question: Discuss About The Mathematics Education As A Research Domain? Answer: Introduction Globally, the education systems considers Mathematics or Arithmetic a crucial foundation course for all learners. This is the study of numbers, quantity, patterns, processes, logic and space among others. Mathematical reasoning comprises of systematic models, which lead to the acquisition of numeracy skills. Therefore, Math is necessary for making scientific deductions and developing numeracy. The difference between Math and Numeracy lies in their concepts. The two also have similarities in application. Mathematics The Mathematical calculations facilitate for the development of different discoveries(Sierinska Kilpatrick, 2012). Under the mathematic laws, objectivity provides concrete evidence for applications in real life situations. Its classification includes pure and applied mathematics. Pure mathematical concepts such as arithmetic is useful in scientific studies like engineering and physics. It presents ideas and models for studying abstract phenomenon such as abstract research on space distance. Its ideas also provide solutions in applied mathematics for subjects like social research. Mathematics simplifies notions and classifies case studies. Algebra, which is part of its study, provides rules for manipulating numbers. It also comprises of geometry, which focuses on figures, shapes and sizes. Numeracy Numeracy is a skill obtained from studying Mathematics. Learners who have the ability to use numbers and Math concepts have numeracy skills(Purpura, Hume, Sims, Lonigan, 2011). Being literate in Math calls for an ability to reason using numbers. It involves the use of a wide variety of concepts in problem solving. Referred to as logic reasoning or thinking it consists of knowledge in calculations, data interpretation, reading charts, processes and numbers. Reasoning through numbers calls for an understanding of Mathematical concepts such as arithmetic, statistics, geometry, and others. Learners have different levels of numeracy therefore the assessment levels also vary. For example, foundation mathematics teaches basic mathematic concepts like addition, subtraction and multiplication. Advanced learners know how to make deductions from complex concepts like ratios, probabilities and matrices. Professional numeracy involves the use of multiple concepts. Similarities between Math and Arithmetic The development of numeracy skills starts at an early stage and develops to maturity depending on the exposure of the learner. Competency in numeracy skills dictates that the learner has the ability to process, make interpretation and communicate mathematic concepts effectively. This calls for a combination of different ideas such as the analysis and interpretation of frequencies, graphs and trends. Thus, Math and numeracy are similar in application. Their concepts overlap during application. Both concepts have evolved over time and they apply to real life situations. Numeracy helps people run bank accounts and make purchases while Math helps business people to make transactions. Both involve the use of numbers for problem solving. The application of Mathematics and numbers is evident in the creation of timetables, and setting the time. Preschool and early numeracy learning Evidence: Pirjo, A., Pekka, H., Joannes, E. H., Jari-Matt, V. (2014). The development of early numeracy skills in kindergaten in low-average-and high perfomance groups. Journal of Early Childhood Research, 13(1), 3-16 Description: Pirjo, Pekka, Joannes, Jari-Matt (2014) note that the development of early numeracy skills in preschool children is different in all children. Though numeracy starts early, there are factors which influence the development of numeracy in preschoolers. Teachers support this development by breaking down complex arithmetic lessons into simple tasks that learners enjoy. Rationale: This resource supports the mental capacities and the development of numeracy skills. Understanding numbers starts with early development of math skills(Stanberry, 2017). Young learners between 2 and 5 years learn math by counting physical objects from memory. Activities such as measuring water jars, counting bubbles and building blocks simplify math concepts for the learners. Numerical skills acquired through interesting math concepts from real world examples are memorable(Yelland, 2011). However, the mind develops through training and learning activities. Learners need professionally trained teachers to develop complex numerical skills. Although there are inborn abilities, this age group also learns numeracy from exposure(Morales, Calvo, Bialystok, 2013). Application: Learning mathematical concepts is easier with practical examples from what children have seen, touched or interacted with and kids games are excellent. Computerized games and rhymes also use common themes that children can comprehend. Learning through fun and games or audiovisual shapes childrens memory. Children in preschool learn counting by shapes, numbers and simple charts. In order to acquire numeracy, learners draw, classify and count different items. Singing in numerical themes is one way to motivate arithmetic learning. The preschool themes come to life with experiences that children can connect and interact with when learning. Among these are video clips of activities done with parents and caregivers. Math in the real world reveals challenges and opportunities. Buying items at the groceries provides a number of math ideas for learners. This is a chance for children to learn math addition, subtraction, and shapes. Using a video on the market place reminds childre n of shopping experiences. Using their favorite fruits helps them to add fruits and vegetables. This age may not be conversant with pricing but will learn counting and subtracting items. Age, vocabulary and attention abilities are some factors, which determine the effectiveness of the learning process(Melissa, Lisa, Halberda, 2013). Videos, toys, the internet, books, and magazines are some useful learning resources for preschool mathematics. Planned Play and Incidental Play Experiences Evidence: Robinson, K. (2011). Out of our minds: Learning to be creative. John Wiley Sons Description: Using interesting and creative ideas stimulates the learners mind(Robinson, 2011). Play based learning curriculum consists of creative games such as dancing, ball games and building blocks. In order to develop numeracy effectively, a teacher adds incidental play experiences in the learning environment. Leaning math is interesting with colorful blocks made of different shapes. Rationale: Structured play needs planned and incidental experiences because children can recognize shapes and symbols depending on familiarity. Shaping a students attitude towards math calls for the incorporation of fun in learning. Further research shows the importance of building blocks in helping students to learn math(Clements, Sarama, Spitler, Lange, Wolfe, 2011). The resource identifies planned play as effective in the development of math because it relies on research evidence. Planned play includes outdoor and indoor activities that children enjoy. Psychologists and educational researchers encourage the use of creativity in solving problems and brainstorming. However, learning outcome is not always positive and it hinders the childs ability to become independent in creativity. Application: Creating a conducive learning environment fosters learning through Incidental play. Children develop math ideas through incidences like drawing. The combination of songs and sequence images helps young learners to connect numbers and their symbols. Having a song board in the play school connects the learner to unplanned learning. This environment is conducive for children with mental challenges like Autism(Baron-Cohen, Tager-Flusberg, Lombardo, 2013). Shaping arithmetic skills needs both planned and incidental learning activities. This is important because it replaces negative behavior with attention and interactive behavior. Family members and caregivers are important elements in incidental learning because children also grasp information from observation and repeated action(Jonassen Land, 2012). Effective and efficient learning involves both formal and informal processes. ECD learning is important in shaping futures math careers therefore a learning institution needs a good plan. Planned play is effective in mentorship programs and professional training. Planned play sticks within the curriculum in order to ensure that learners understand variety of concepts. On the other hand, incidental learning is good for reflective, experimental and impromptu learning. An integrated model provides a comprehensive approach that caters for classroom and out of class learning for the effective development of numeracy(Entwistle, 2013). Mathematics in primary school Evidence: Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in mathematics, 79(1), 127-147 Description: Learning mathematics in primary school forms the foundation of careers in mathematics, but does not shape a mathematician. School mathematics has a different focus from its practice in real life. The classroom math has different activities from what mathematician practice. Based on these differences, it is difficult to predict a students outcome at primary level. Rationale: A successful learning experience in math could lead to a mathematician career. However, the field of mathematics practice is highly diversified. Primary level learners have a wide variety of subjects to choose from and this makes it hard to predict a students trend or career choice. A good mathematics foundation prepares learners for careers in different sectors including sciences and technology careers (McAleavy, 2012). In order to shape a primary school student into a mathematician the student needs exposure to a math-oriented curriculum. This is important in sharpening the ability to memorize, develop progression and focus on numeracy continuously. Application: Mathematics as a subject is complex. It requires a comprehensive learning approach that encourages innovative and friendly training. This is a better option than coercive training, which affects the learners attitude. The process of training future mathematicians follows learning theories such as constructivism, which has instrumental and progressive learning(Jonassen Land, 2012). Its effect supports knowledge obtained from the cognitive abilities and the nurturing environment. As a result, the learner can pursue different interests. A learners attitude is important in an arithmetic based career. Choosing to focus on numeracy prepares a learner for an independent professional development. A mathematicians career needs an in-depth analysis of concepts giving the learner confidence. The primary school learning environment helps the student to learn standard procedures while discovering strategies for solving mathematical problems. This stage motivates and removes any anxi eties that the student may have. Primary arithmetic shapes the cognitive in order to prepare the learner for complex problems in future. Different grades have concepts to develop the reasoning capacity in stages (Mrbee, 2017). Among these is Meta recognition, rules of calculation, concepts and identification of facts. Math and the learning environment Evidence: Charlesworth, R. (2015). Math and science for young children. Cengage. Description: The learning environment determines the successful implementation of science and math subjects. It encourages awareness creation through the stimulation of ideas. Education in numeracy combines extrinsic factors such as assessments, curriculum, professional instruction and coaching. Mathematical skills mature over time hence a conducive environment caters for different approaches including classroom, audio visual and outdoor learning. Rationale: An example of a stimulating math-learning environment is the Princeton International School of Mathematics and Science(PRISMS, 2016). In this environment, learners experiment and share knowledge. The students also participate in the content development of the curriculum. The authenticity of the curriculum has in mind the learners ability and motivations. As a result, its evaluation and learning processes shape the learner into becoming mathematicians and scientists. Although this conditioned learning is effective in focusing the learners attention, it limits the students creative abilities to innovate and diversify into different careers. This may also have monotony, which affects the motivation and students efficiency. Application: Researchers support a mixed learning environment because it is inclusive(Salvia, Ysseldyke, Witmer, 2012). A math-learning environment is exclusive and it targets specific qualifications and learners. Students wishing to join such learning institutions need to pass certain tests. Its curriculum design provides an opportunity for professional development. Students have a chance to explore each other and widen their curiosity. Having common standards of learning within the learning environment encourages the development of the subject and it encourages competence( National Research Council, 2012). The learning environment is crucial for individuals and teams. Behaviorist propose the use of rewards for a positive outcome in a learning environment. Math students need both intrinsic and extrinsic motivation in order to succeed(Sadler, Sonnert, Hazari, Tai, 2012). Pursuing a career in mathematics calls for inner drive. Evidently, learners in preschool, primary and high schoo l levels learn math at different levels because children have multiple intellectual abilities. However, specialization in professional development calls for a focus. When designing the learning environment for the development of numeracy skills, it is important to consider the teaching strategies. This encourages consistency and learners can gain knowledge by exploration. Motivating learners for numeracy skills Evidence: Attard, C. (2014). I dont like it, I dont love it, and I dont mind. Introducing a framework for engagement with mathematics. Curriculum Perspective, 34(3), 1-14 Description: The primary and secondary school curriculum comprises of mathematics as one of the major subjects. The significance of numeracy skills is evident in learners literacy levels. However, a good number of learners lack the passion for math. How can teachers motivate learners to develop a passion and open mind for mathematics? Rationale: The process of learning numeracy through mathematics is important. Its agenda is to prepare competent learners ready for the professional and real life application. The environment needs an effective environment for reasoning, planning and learning. Factors affecting the learner include foundational learning, exposure to the external environment and individual drive(Dabbah Kitsantas, 2012). Each student has a perception on his or her learning environment. Some students learn better through exploration while others embrace learning through the social environment. Learning environments have both formal and informal approaches in order to accommodate all kinds of learners. However, having an environment that motivates all individuals is impossible. Application: The development of numeracy skills has different effects on learners. Some pursue math courses in order to develop problem-solving skills. In other incidences learner intends to understand the basic concepts. However motivating them towards pursuing math related careers takes individual efforts(Posamentier, 2013). Every learning institution needs to invest in quality teachers and curriculum development for intrinsic and extrinsic motivation. The performance of the learning teams depends on the personality of the teachers, the classroom environment, motivation from the school and learning techniques. The development of numeracy is a continuous process and visible change in individuals is important. Classroom and out of class challenges stimulate the learner but practical application gives them the interest. The use of puzzles and games makes the games practical. Learning math is important for numeracy skills. It provides important skills for everyday life. Baking requires accurate measures of ingredients, and surveyors make use of perimeter, circumference and length measurements to allocate land. Numeracy helps professionals and leaners across different levels. Its wide knowledge comprises of different theories and symbols for problem solving, estimation, measurements and mathematical ideas. This makes math subjects useful across different industries. Students should learn about its wide variety of definitions for different subjects of study, scientific and artistic applications(Brophy, 2013). New modalities and math Evidence: Beschorner, B., Hutchinson, A. (2013). Ipads as a literacy teaching tool in early childhood. Online Submission, 1(1), 16-24 Description: Beschorner Hutchinson ( 2013) agrees that the use of technoloogy is important today. Young children use ICT applications and devices for classroom learning. The use of ipads as a teaching method is preschool has its pros and cons. In mathematics, the counting games support the learners by boosting their thinking ability. Rationale: The new modalities of teaching and learning mathematics includes ICT applications and devices. These technology tools enhance learning through lively digital experiences. This gives children the exposure to modern learning techniques. Although there have been concerns that the use of computer in learning alters the teaching modalities, there are some play school games that are beneficial. Incorporating them in the planned and incidental play has more benefits than harm. The creative use of ICT in the development of numeracy skills needs effective model that will not hinder social development of the child. Preschool learning is supposed to be holistic(Desoete, Ceulemans, De Weerdt, Pieters, 2012). Application: The use of counting games within an Early Childhood context is effective and does not inhibit play behavior. In order to create an engaging activity using ICT, devices such as iPads have computer supported learning (CSCL) themes, which young people enjoy (Light Blaye). Research on the use of tablets for home and school learning environments agrees that tablets have practical applications for learning numeracy(Neumann Neumann, 2014). However, in order to avoid misusing technology in learning, the effective use of the iPad, is important. This will distinguish between its impact as a teaching support tool and its effective use by learners and teachers. Children can easily learn about mathematic symbols and shapes through the images and pictures portrayed in audiovisual technology. Educational software provides 3D and animation characters for easy learning. The games improve children creativity and problem solving skills for a positive attitude in learners. However, techno logy may not be affordable for all students. Teachers also need to monitor preschoolers use of technology for the greatest benefits. Web based platforms provide a wider scope of understanding and it enhances the instructional delivery modules. It also encourages learners to explore mathematics with an open mind for future development. Conclusion Numeracy is the ability to understand and interpret patterns, formulations and logic and applications is numeracy. Useful for theoretical applications, it provides practical approaches for daily functions and operations. Mathematical subjects prepare learners by equipping them with these skills. Early childhood development shapes the trend for the future. However, it takes a continuous learning process for a learner to focus on a career in math. This may not happen in preschool nor primary level. Whether physical or digital, the learning environment needs to have important elements that encourage the development of a mathematician. This includes teachers, learning platforms, curriculum and the social surrounding. References National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. National Academies Press. Attard, C. (2014). I dont like it, I dont love it, and I dont mind. Introducing a framework for engagement with mathematics. Curriculum Perspective, 34(3), 1-14. Baron-Cohen, S., Tager-Flusberg, H., Lombardo, M. (2013). Understanding other minds: Perspectives from developmental social neuroscience. Oxford University Press. Beschorner, B., Hutchinson, A. (2013). 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