Document Type
Article
Publication Date
2019
Digital Object Identifier (DOI)
https://doi.org/10.1155/2019/3745406
Abstract
This is a practice-led, conceptual paper describing selected means for action learning and concept motivation at all levels of mathematics education. It details the approach used by the authors to devise insights for practitioners of mathematics teaching. The paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. Also, stimulating questions, computer analysis (internet search included), and classical famous problems are important motivating tools in mathematics, which are particularly beneficial in the framework of action learning. The authors argue that the entire K-20 mathematics curriculum under a single umbrella is practicable when techniques of concept motivation and action learning are in place throughout that broad spectrum. This argument is supported by various examples that could be helpful in practice of school teachers and university instructors. The authors found pragmatic cause for action learning within mathematics education at virtually any point in student academic lives.
Rights Information
This work is licensed under a Creative Commons Attribution 4.0 License.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Education Research International, v. 2019, art. 3745406
Scholar Commons Citation
Abramovich, Sergei; Grinshpan, Arcadii Z.; and Milligan, David L., "Teaching Mathematics through Concept Motivation and Action Learning" (2019). Mathematics and Statistics Faculty Publications. 84.
https://digitalcommons.usf.edu/mth_facpub/84
