Transitions in Mathematics Education: ICME 13 Topical Surveys

The Importance of Transitions in Mathematics Education

As the field of mathematics education continues to evolve, researchers and educators have recognized the significance of studying transitions within the discipline. Transitions refer to the changes and shifts that students experience as they progress through the different stages of their mathematical learning journey. Understanding these transitions is crucial in developing effective teaching strategies and curriculum design that can support students' mathematical development.

ICME 13 Topical Surveys: A Comprehensive Overview

The International Congress on Mathematical Education (ICME) is a renowned conference that brings together experts and practitioners from around the world to discuss and share research findings and best practices in mathematics education. ICME 13, held in Hamburg, Germany, emphasized the importance of transitions in mathematics education. As part of the conference, the organizers commissioned a series of topical surveys that delved into various aspects of transitions and their impact on students' mathematical learning.

Diverse Topics Explored

The ICME 13 topical surveys covered a wide range of themes related to transitions in mathematics education. Topics included the transition from early childhood to primary school mathematics, the transition from primary to secondary school mathematics, the transition from secondary school to university-level mathematics, and transitions influenced by technology and digital learning environments.

Transitions in Mathematics Education (ICME-13 Topical Surveys)

by Bob McCullough(1st ed. 2016 Edition, Kindle Edition)

4.2 out of 5

Language	:	English
File size	:	269 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	44 pages

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Research Findings and Insights

The topical surveys presented at ICME 13 provided valuable insights and research findings that shed light on the challenges and opportunities surrounding transitions in mathematics education. Researchers highlighted the importance of considering students' prior knowledge and experiences during significant transitions and discussed strategies to bridge any gaps in understanding. The surveys also addressed the role of technology in supporting smooth transitions and explored the impact of technology-rich learning environments on students' mathematical development.

Implications for Teaching and Curriculum Design

The information gathered from the ICME 13 topical surveys has significant implications for mathematics educators and curriculum designers. By understanding the complexities of transitions, educators can implement targeted teaching strategies that bridge gaps in understanding and support students as they navigate through different stages of mathematical learning. Curriculum designers can use the research findings to develop coherent and effective curricula that take into account the challenges posed by transitions and strive for a seamless learning experience for students.

Beyond ICME 13: Continuing the Conversation

The topical surveys presented at ICME 13 were just the beginning of an ongoing conversation surrounding transitions in mathematics education. Educators, researchers, and policymakers worldwide continue to explore ways to improve mathematics education and ensure smooth transitions for students. The insights gained from ICME 13 signal a shift towards a more comprehensive understanding of how transitions impact students' mathematical learning, and the ongoing discussions and research in the field will undoubtedly contribute to further advancements in mathematics education.

Transitions in Mathematics Education (ICME-13 Topical Surveys)

by Bob McCullough(1st ed. 2016 Edition, Kindle Edition)

4.2 out of 5

Language	:	English
File size	:	269 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	44 pages

FREE

This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.