Multilingual Approach to Mathematics Education

What ain’t mathematics education?!

Abstract: In 1996 at the first Iranian Mathematics Education Conference (IMEC1) that was held in Isfahan. I obliged myself as a mathematics educator, to inform the mathematics community at large by presenting a paper entitled “what is mathematics education?” to pave the way for the establishment of the master program of mathematics education in Iran. Now, after 16 years, we need to reflect on t...

A Science-of-learning Approach to Mathematics Education

A scientifically disciplined, learning-oriented approach to mathematics education is described and illustrated through examples. Mathematicians tend to focus on teacher education, with an implicit presumption that the current teacher corps is not sufficiently competent. The analysis here suggests that the teachers are competent enough, but the methodology they have been taught to use is incompe...

Mathematics Teachers’ Approaches to “Listening” in Mathematics Classes: A phenomenographic approach

The ways that mathematics teachers listen to students’ explanation, influence their understanding of students and their teaching activities. If teachers be informed about different ways of “listening” to students’ ideas and conceptions concerning mathematics, they might be able to use listening as an effective teaching method to enhance students’ mathematical learning. The related literature in...

Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education

A Multilingual Approach to Multilingual Information Retrieval

Multilingual IR is usually carried out by first performing crosslanguage IR on separate collections, each for a language. Once a set of answers has been found in each language, all the sets are merged to produce a unique answer list. In our experiments of CLEF2002, we propose a truly multilingual approach in which the documents in different languages are mixed in the same collection. Indexes ar...