MTED 562 Dimensions of Mathematics Education Bal Chandra
MTED 562: Dimensions of Mathematics Education Bal Chandra Luitel and Binod Prasad Pant 3/2/2021 1
Four Key Questions • • What am I going to learn? How am I going to learn? Why am I going to learn? Who am I becoming after completing this course/module? 3/2/2021 2
Transformative Approach Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race, and gender; our bodyawareness; our visions of alternative approaches to living; our sense of possibilities for social justice and peace and personal joy. (O’Sullivan, Morrell, & O’Connor, 2002, p. xvii) 3/2/2021 3
Different forms of understanding 1. 2. 3. 4. Conceptual Reflective Critical Creative/ imaginative 1 3/2/2021 2 3 4 4
Transformation: Visual Metaphor 1 Even if I eat less, I can make my move swiftly Trans-formation 3/2/2021 Oh my goodness, I eat that much of food and can barely make my moves Re-formation 5
Transformation: Visual Metaphor 2 Looks at the ground: A short-term vision 3/2/2021 Looks at the horizon: A longer-term vision 6
Mathematics Education • Mathematics education as a body of knowledge? • Mathematics education as a discipline? • Mathematics education as an activity? • Mathematics education as a field of study? 3/2/2021 7
Key Questions • What is the source of knowledge that we include in a mathematics curriculum? Whose knowledge counts? • How do you as a mathematics education practitioner conceive the notions of good (and bad) teaching? Who will benefit from a particular teaching method? • What are possible orientations you have developed as mathematics education professional to judge good and better learning? What has been proffered/prescribed as strategies for assessing student learning? Who will be empowered via those methods? • Whose ideology(s) is likely to be promoted by school mathematics education and mathematics teacher education in Nepal? Who is in the control? 3/2/2021 8
Six Modules • Module One: Mathematics Education and Me • Module Two: Pedagogies in Mathematics Education • Module Three: Critical Mathematics Education • Module Four: Mathematics Education and Technology • Module Five: Philosophies of Mathematics Education 3/2/2021 9
Module Learning Outcomes (MLOs) • Demonstration of – Conceptual understanding (by paraphrasing, summarising, synthesising, describing) – Reflective understanding (by sharing feelings, personalised writing, highlighting experiences of particular concepts) – Critical-reflective understanding (by critically examining social and cultural structures, articulating inadequacies, analysing unjust social practices, ) – Imaginative and creative understanding (by offering utopic images, creating models and visions, developing inclusive alternatives) 3/2/2021 10
Module 1 Conceptual orientations – autobiographical dimension of mathematics education • MLO 1 A: Reflect on your role as a learner, teacher, and teachereducator in relation to your beliefs about the nature of mathematics, mathematics pedagogy, and assessment practices; and • MLO 1 B: B Demonstrate an ability to envision your own learning journey through this course with a commitment of continuously clarifying your own values, beliefs and practices as a mathematics education professional 3/2/2021 Self-other 11
Module 2 Module Two: Pedagogies in Mathematics Education • MLO 2 A: Explain different forms of mathematics pedagogies arising from instructivist, constructivist, and transformative perspectives, and • MLO 2 B: Critically reflect on your practice as a mathematics teacher in relation to these three (instructivist, constructivist, and transformative) pedagogical possibilities. 3/2/2021 12
Module 3 Critical Mathematics Education • MLO 3 A: Justify the need to develop an agenda for empowerment (via inclusive, authentic, meaningful mathematics learning activities) in mathematics education in Nepal; and • MLO 3 B: Develop an ideal pedagogy for a particular topic of mathematics with a view to promoting meaningful, authentic and inclusive mathematical learning. 3/2/2021 13
Module 4 Module Four: Mathematics Education and Technology • MLO 4 A: Differentiate a conventional mathematics teaching from the one which is based on recently developed technology tools (e. g. , mobile, open source, and other ICTs) in terms of pedagogy, assessment, roles of teachers and students. • MLO 4 B: Construct a vision for developing a technology-rich mathematics classroom in your school/university with a view to making mathematics learning more meaningful, inclusive and authentic than ever before. 3/2/2021 14
Module 5 Module Five: Philosophies of Mathematics Education • MLO 5 A: Evaluate absolutist and inclusive philosophies of mathematics education in terms of their views of the nature of mathematics, pedagogical possibilities and assessment strategies. • MLO 5 A: Construct a coherent, inclusive and empowering philosophy of mathematics education to facilitate your role as a mathematics teacher educator who aims to develop mathematics as an inclusive and meaning-centred learning enterprise. 3/2/2021 15
Key learning activities • Reading the key papers (∞%)) • Bringing ideas and perspectives to the classroom (∞%) • Informal discussions (∞%) • Participating actively in classroom discussion (10) • Writing the Journals (10*10 = 100%) • Making presentations (10%) • End-Semester Assessment = (50%) 3/2/2021 16
Journal A’s • Journal A´s is a place for you to demonstrate your sound understanding of concepts discussed under the module. In responding to Journal A´s you may use an objective-analytical genre of writing unless otherwise stated. • An outstanding grade in Journal A´s is possible by responding adequately to the journal tasks with deepened engagement in key and additional readings • Length: 800 – 1200 words • APA style guidelines to be followed 3/2/2021 17
Journal B’s • Journal B´s is a place for you to reflect on your learning journey. You shall write a highly personalised and reflective genre together with sufficient engagement in concepts and ideas discussed under the module. • An outstanding grade is possible by responding adequately to the journal tasks and demonstrating higher level of reflective thinking (self-monitoring ability, intra-personal intelligence, introspective thinking, utopia, envisioning) about your own learning of different concepts and ideas under the module • Length: 800 – 1200 words • APA style guidelines to be followed 3/2/2021 18
Reading the key papers • How do you read? Passive and active readings • Reading and experiencing • Reading outside the box • Resistant reading • Reading as travelling. . . • Mapping out key ideas 3/2/2021 ? 19
Participating actively. . . • Suspending your disbelief • Principles of adult learning: respect, reason, reflect and re-envision • Learning to live together • Ideal speech situation • Taking responsibility of what we say • Being honest and truthful to our feelings 3/2/2021 20
Bringing ideas and perspectives • Continuous learning • Learning to learn • Creating thinking and sharing • Healthy scepticism • Developing ability to connect ideas • Sharing papers and books that you find 3/2/2021 21
Writing the Journals • Journals are a valuable means for recording your thoughts and ideas. • Two aspects of the journal: Conceptual and Critical; Reflective and Creative/imaginative • Writing and thinking go together and pre-suppose each-other • Reflective writing is a requirement 3/2/2021 22
Making presentations • At least three presentations person • The length of each presentation would be 30 minutes • You are welcome to use any media you prefer: Power. Point, Poster, Slides, Flipchart. . . 3/2/2021 23
Assessment Policy • Submission before the due dates is helpful for us to offer feedbacks • Assignments are redeemable provided that they are submitted before the due dates • Quality is the key criterion for higher grades. Quality refers to deep engagement in concepts; reflectivity; clarity in written tasks • Assignment tasks should be taken more than the requirements! They are means to another ends (i. e. , learning). 3/2/2021 24
• Thank you 3/2/2021 25
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