The impact of advanced mathematics in teaching school mathematics through secondary teachers’ reflections on students’ reasoning

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2025-07-17 DOI:10.1016/j.jmathb.2025.101277

Theodossios Zachariades , Charalampos Sakonidis , Sotirios Zoitsakos

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引用次数: 0

Abstract

In this paper, we examine the impact of advanced mathematics on secondary school mathematics teaching through teachers' reflections on students' reasoning. Our study explored this impact by examining how 100 in-service secondary mathematics teachers reflected on four students’ answers provided in a hypothetical teaching scenario related to numbers with double decimal representation. The notions of nonlocal and local neighborhoods of mathematics knowledge were employed to analyze the data. The results suggest that the impact of advanced mathematics on teaching identified in teachers’ reflections is related to the interplay between local and nonlocal neighborhoods of the mathematical knowledge being taught. This interplay is productive when it is epistemologically sound and is often influenced by contextual and temporal characteristics of the teaching context (e.g., the tasks provided and the associations encouraged in the moment during teaching).

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从中学教师对学生推理能力的反思看高等数学对学校数学教学的影响

本文通过教师对学生推理能力的反思来考察高等数学对中学数学教学的影响。我们的研究通过调查100名在职中学数学教师对四名学生在一个与双十进制表示的数字有关的假想教学场景中提供的答案的反应来探讨这种影响。采用数学知识的非局部邻域和局部邻域概念对数据进行分析。结果表明，教师反思中确定的高等数学对教学的影响与所教数学知识的本地和非本地邻域之间的相互作用有关。当这种相互作用在认识论上是合理的，并且经常受到教学背景的上下文和时间特征（例如，在教学过程中提供的任务和鼓励的联想）的影响时，这种相互作用是有效的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.