Students may joyfully experience formal mathematics education for twenty years or more, and they can be motivated everywhere across the expansive mathematics curricula. Also considered is integration of computer-assisted signature pedagogy (CASP) and nondigital technology as well as effective questioning with action learning (Sections 5 and 6). Arguments supporting the value of action learning for all individuals involved (at the college level, adding to the duo of student and mathematics instructor a third community or university nonmathematics professional) are presented (Sections 2– 4). To a certain extent, this paper promotes the idea of learning through practice in the context of mathematics education. To this end, this practice-led, conceptual paper, detailing the approach used by the authors to devise insights for practitioners of mathematics teaching, offers a survey of selected means for action learning across the formal mathematics education continuum. The main argument of the present paper is that in the context of mathematics education, action learning (the concept introduced in Section 3) is the very process to impart these experiences in conjunction with concept motivation (a term introduced in Section 2) when teaching mathematics across the entire K-20 curriculum. More recently, Billett, based on his studies of integrating learning experiences of tertiary students in the disciplines related to nursing and like services in support of human needs, suggested that “it might be possible to fully integrate practice-based experiences within the totality of higher education experiences that are generative of developing robust and critical occupational knowledge” (p.
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The genesis of this statement can be traced back to the writings of John Dewey, who emphasized the importance of educational activities that include “the development of artistic capacity of any kind, of special scientific ability, of effective citizenship, as well as professional and business occupations” (, p. Nowadays, students require both cognitive and practical experiences throughout the continua of their mathematics education to be productive 21st century citizens. The authors found pragmatic cause for action learning within mathematics education at virtually any point in student academic lives. This argument is supported by various examples that could be helpful in practice of school teachers and university instructors. 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. 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 paper shows that this approach in mathematics education based on action learning in conjunction with the natural motivation stemming from common sense is effective. It details the approach used by the authors to devise insights for practitioners of mathematics teaching. He spoke with Science World about his journey to become a mathematician-and what football taught him about tackling tough problems.This is a practice-led, conceptual paper describing selected means for action learning and concept motivation at all levels of mathematics education.
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Urschel plans to become a professor so he can teach the next generation how to use math to think critically about issues that affect their daily lives. He’s now at the Massachusetts Institute of Technology (MIT) working on his Ph.D.-the highest academic degree attainable. He wanted to devote himself to math full-time.
But after three seasons, at age 26, he retired from the sport. After earning a master’s degree in math, he was drafted to play in the National Football League (NFL) as an offensive guard for the Baltimore Ravens. In college, he realized he wanted to be an elite athlete and a mathematician.īoth of Urschel’s dreams ended up coming true. After high school, Urschel was awarded a football scholarship to Pennsylvania State University. Off the field, only one thing captivated him as much as his favorite sport: solving math problems.
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Growing up, John Urschel dreamed of playing pro football.
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