International Journal of Mathematical Education in Science and Technology最新文献_第10页

Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: a mixed method study 马来西亚中学教师和学生数学学习价值观的比较：一项混合方法研究

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-02 DOI: 10.1080/0020739X.2023.2204103

Hui Min Chia, Qiaoping Zhang

{"title":"Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: a mixed method study","authors":"Hui Min Chia, Qiaoping Zhang","doi":"10.1080/0020739X.2023.2204103","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2204103","url":null,"abstract":"Teachers’ and students’ values influenced the teaching and learning process in the mathematics classroom. Few studies were conducted to compare teachers’ and students’ value in mathematics learning. This paper explores Malaysian mathematics teachers’ and students’ values in mathematics learning. Fifty-three mathematics teachers and 354 secondary school students participated in the online survey. This study reports ten semantic differential items and an open-ended question related to mathematics learning. An independent t-test was conducted on the semantic differential items. Thematic coding analysis was performed to code the open-ended questions based on the framework of three intersecting values: mathematical values (the discipline), mathematics educational values (the pedagogy), and general educational values (the ethical and moral principles). The findings showed significant mean differences in mathematics educational values between teachers and students. No significant difference was found in mathematical values between teachers and students. Moreover, the qualitative data confirmed the similarities in mathematical values and differences in mathematics educational values between teachers and students. The current study also discusses possible reasons for the differences in teachers’ and students’ values. The findings imply that teachers’ and students’ values are crucial in enhancing teaching and learning in the mathematics classroom.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"1697 - 1715"},"PeriodicalIF":0.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43838435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching mathematics for social justice beliefs scale: psychometrics and practices in teacher education 社会正义信念量表的数学教学:教师教育的心理测量学与实践

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-01 DOI: 10.1080/0020739X.2023.2204473

C. Jong, Thomas E. Hodges, Hao Zhou

引用次数: 1

Issue 54-6: Covers and Table of Contents 第54-6期：封面和目录

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-04-26 DOI: 10.1080/0020739x.2023.2206180

引用次数: 0

Embodied learning in a virtual mathematics classroom: an example lesson 虚拟数学课堂中的具象学习：一堂示例课

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-04-25 DOI: 10.1080/0020739x.2023.2197906

C. Smith

引用次数: 0

Online integral calculators and the concept of indefinite integral 在线积分计算器与不定积分的概念

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-04-21 DOI: 10.1080/0020739X.2022.2047810

E. M. Vorob’ev

{"title":"Online integral calculators and the concept of indefinite integral","authors":"E. M. Vorob’ev","doi":"10.1080/0020739X.2022.2047810","DOIUrl":"https://doi.org/10.1080/0020739X.2022.2047810","url":null,"abstract":"This paper discusses the mathematical and didactical problems of teaching indefinite integral in the context of the ubiquitous availability of online integral calculators. The symbol of indefinite integral introduced by Leibniz, unfortunately, does not contain an indication of the interval on which the antiderivatives should be calculated. This yields mismatched results of calculating the same integral on different online calculators. The paper justifies the expediency of including the interval of integration in the designation of indefinite integral or, at least, in the settings of problems of its calculation. Indication of the integration interval ensures the uniqueness of the solution to the problem of calculating the indefinite integral, the uniqueness that does not occur in the traditional setting of the integration problem. This is important because online calculators provide users with formulas that differ from each other and can represent both different and coincidental antiderivatives of the same function. Analysis of the domains of definition of the obtained by calculators antiderivatives allows users to understand how they relate to each other.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"630 - 637"},"PeriodicalIF":0.9,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48046614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Issue 54-5: Covers and Table of Contents 第54-5期：封面和目录

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-03-31 DOI: 10.1080/0020739x.2023.2196840

引用次数: 0

Interactive theorem provers for university mathematics: an exploratory study of students’ perceptions 大学数学交互式定理证明者：对学生认知的探索性研究

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-03-30 DOI: 10.1080/0020739x.2023.2178981

P. Iannone, Athina Thoma

引用次数: 0

Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching 探究性数学教学背景下学生的数学信念与动机

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-03-29 DOI: 10.1080/0020739X.2023.2189171

I. Pedersen, P. Haavold

{"title":"Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching","authors":"I. Pedersen, P. Haavold","doi":"10.1080/0020739X.2023.2189171","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2189171","url":null,"abstract":"In this paper, we investigate the learning experiences, beliefs and motivations of students in classes where the mathematics teachers have received support for using inquiry-based learning activities. Data were collected from 248 students in the age-range 11–16 using electronic questionnaires. Our results show that key features of inquiry-based mathematics were only moderately reflected in these students’ beliefs about the subject, their dispositions towards mathematics were less positive across the transition from primary to secondary school, and with respect to motivation this decline was stronger for girls than for boys. Furthermore, medium to strong correlations between belief- and motivation subdomains were found, for instance, students who view mathematics as a creative subject and/or have a growth mindset of mathematics also tend to find this subject enjoyable and perceive it as useful. Finally, our results indicate that inquiry-based teaching has a potential for fostering positive dispositions towards mathematics, as students who often experience inquiry-related activities in class also tend to see mathematics as a creative and interesting subject that will be useful for them in the future.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"1649 - 1663"},"PeriodicalIF":0.9,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs 在大学水平上学习数学：一项用于调查认识论信念内涵方面的连续队列研究

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-03-27 DOI: 10.1080/0020739X.2023.2184281

Ann L. Schreck, Jana Groß Ophoff, Benjamin Rott

{"title":"Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs","authors":"Ann L. Schreck, Jana Groß Ophoff, Benjamin Rott","doi":"10.1080/0020739X.2023.2184281","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2184281","url":null,"abstract":"In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the development of students' epistemological beliefs about mathematics in the course of studying mathematics at university level. In a sequential cohort study, 1774 responses of mathematics students were surveyed in three consecutive years. The participants rated claims about the nature of mathematical knowledge in a spontaneous manner - a research procedure stimulating their connotative aspects of epistemological beliefs. Analyses showed that students hold different epistemological beliefs regarding ‘mathematics as a scientific discipline’ and ‘mathematics as a school subject’ - with mathematics major students and future upper secondary school teachers rating ‘mathematics as a school subject’ to be relatively simple and superficial compared to future primary school and lower secondary school teachers. Nonetheless, all student groups find ‘mathematics as a scientific discipline’ to be significantly more complex and profound than ‘mathematics as a school subject’. Interestingly, the domain-specific beliefs remain rather stable in the course of studies regardless of the students’ study programme.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"1634 - 1648"},"PeriodicalIF":0.9,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47665697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design in the service of topology and the classification theorem 设计服务于拓扑学和分类定理

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-03-22 DOI: 10.1080/0020739x.2023.2182239

Shahar Rozenstin, Shai Gul

引用次数: 1