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Explanation:
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.
1. Introduction
Nowadays, students require both cognitive and practical experiences throughout the continua of their mathematics education to be productive 21st century citizens. 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” ([1], p. 307). More recently, Billett [2], 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. 840). 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. 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. To a certain extent, this paper promotes the idea of learning through practice [3] in the context of mathematics education. 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). 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).
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