Real World Connections in High School Mathematics Curriculum and Teaching

Yıl 2015, Cilt: 6 Sayı: 1, 31 - 46, 07.04.2015

Gökhan Karakoç Cengiz Alacacı

https://doi.org/10.16949/turcomat.76099

Cited By: 10

Öz

Making real world connections in mathematics curricula and in teaching mathematics is generally viewed favorably within the educational community, however, little empirical research has examined how and why to use real world connections in mathematics education based on the views of experts. This study describes the feasibility of the use of real world connections according to high school mathematics teachers and academicians of mathematics education. Opinions of high school mathematics teachers (n=16) and academicians (n=8) about advantages, disadvantages, and examples of real world connections are elicited and reported. Teachers and academicians report several advantages of the use of real world connections in teaching mathematics as well as its disadvantages and limitations. Suggestions about dealing with limiting factors for using real world connections are also reported.

Keywords: Mathematics curriculum, real world connections, mathematics teaching

Anahtar Kelimeler

Mathematics curriculum, real world connections, mathematics teaching

Kaynakça

• Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and Misapplications of Cognitive Psychology to Mathematics Education. Texas Educational Review, 1(2), 29-49.
• -
• Blum, W. (2002). Applications and modelling in mathematics education. Educational Studies in Mathematics, 14, 149-171.
• Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-258.
• Cuban, L. (1976). Determinants of curriculum change and stability, 1870-1970. Retrieved from ERIC database. (ED141224)
• De Bock, D., Verschaffel, L., Janssens, D., Van Dooren, W., & Claes, K. (2003). Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems. Learning & Instruction, 13(4), 441-463.
• Department of Education, U. K. (2013). Mathematics programs of study: Key Stage 4 (National Curriculum in England). London: Her Majesty’s Stationery Office.
• Gainsburg, J. (2008). Real world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
• Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777-796.
• Hirsch, C. R. (2007). Perspectives on the design and development of school mathematics curricula. Reston, VA: NCTM.
• Joiner, K. D., & Landreth, G. L. (2005). Play therapy instruction: A model based on objectives developed by the Delphi technique. International Journal of Play Therapy, 14(2), 49-68.
• Lubienski, S. (2000). Problem solving as a means toward mathematics for all: A look through a class lens. Journal for Research in Mathematics Education, 31(4), 454, 482.
• Ministry of National Education [MoNE]. (2012). Secondary mathematics curriculum (Grades 9-12) [Ortaöğretim matematik (9, 10, 11 ve 12. sınıflar) dersi öğretim programı] Ankara: MoNE
• Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice (3rd ed.). London, UK: Sage Publications.
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. VA: Reston.
• Özdemir, E. ve Üzel, D. (2011). Gerçekçi matematik eğitiminin öğrenci başarısına etkisi ve öğretime yönelik öğrenci görüşleri. Hacettepe University Journal of Education, 40, 332-343.
• Patton, J. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities. Journal of Learning Disabilities, 30(2), 178-187.
• Reyes, L. (1984). Affective variables and mathematics education. Elementary School Journal, 84(5), 558.
• Saxe, G. (1988). Candy selling and mathematics learning. Educational Researcher, 17(6), 14-21.
• Sorensen, V. (2006). Motivating middle school mathematics students. Retrieved from http://digitalcommons.unl.edu/mathmidactionresearch/28/
• Van Den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35.
• Vos, P., & Kuiper, W. (2005) Trends (1995-2000) in the TIMSS mathematics performance assessment in the Netherlands. Educational Research and Evaluation, 11(2), 141-154. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13803610500110794
• Wiersma, W., & Jurs, S. G. (2009). Research methods in education (9th ed.).Boston, MA: Pearson Education.
• Wubbels, T., Korthagen, F., & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32(1), 1-28.