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Proof and Argumentation in K-12 Mathematics: A Review of Conceptions, Content, and Support
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Campbell, Tye G.; Boyle, Justin D.; King, Shande – International Journal of Mathematical Education in Science and Technology, 2020
Current international curriculum frameworks and research advocate for K-12 mathematics to emphasize proof and argumentation. This review synthesizes literature related to conceptions, content, and supportive actions for proof and argumentation across four grade-level bands: K-2, 3-5, 6-8, and 9-12. Our systematic search and subsequent screening…
Descriptors: Elementary Secondary Education, Validity, Mathematical Logic, Persuasive Discourse
On MTE-Model of Mathematics Teaching: Studying the Problems Related to a Plane Division Using the MTE-Model
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Bodroza-Pantic, O.; Matic-Kekic, Snezana; Jakovljev, Bogdanka; Markovic, Doko – International Journal of Mathematical Education in Science and Technology, 2008
In this paper the didactically-methodological procedure named the MTE-model of mathematics teaching (Motivation test-Teaching-Examination test) is suggested and recommended when the teacher has subsequent lessons. This model is presented in detail through the processing of a nonstandard theme--the theme of decomposition of planes. Its efficiency…
Descriptors: Vocational Schools, Foreign Countries, Control Groups, Models
A Rationale for Relating Test Scores to Objectives
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Godwin, D. C.; Shannon, A. G. – International Journal of Mathematical Education in Science and Technology, 1975
The educational and statistical validity of grading schemes is often open to question when multiple evaluation techniques are used. A method of scaling is proposed and discussed in relation to normal scores. (SD)
Descriptors: Elementary Secondary Education, Evaluation, Grading, Mathematics Education