International Journal of Mathematical Education in Science and Technology最新文献

{"title":"Lesson plays as an approach to learning to teach proving","authors":"K. Arnesen, A. Valenta","doi":"10.1080/0020739x.2023.2288822","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2288822","url":null,"abstract":"","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982615","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}

{"title":"Demonstration of a partially automated assessment approach to create an individualised, open-ended modelling worksheet","authors":"Peter Rowlett, Chris Graham, Christian Lawson-Perfect","doi":"10.1080/0020739x.2023.2289068","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2289068","url":null,"abstract":"","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982031","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}

{"title":"Mathematical connections – a growing construct","authors":"V. Hatisaru","doi":"10.1080/0020739x.2023.2283346","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2283346","url":null,"abstract":"","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599972","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}

{"title":"International Journal of Mathematical Education in Science and Technology","authors":"Dr Colin Foster, Dr. M. McCartney, Professor G. Oates, Dr. Katherine Seaton, Professor S. Abramovich, Professor B. Bradie, Dr Cornelia Connolly, Professor T. Dana-Picard – Applied, Mathematics, Dr Peter Dunn, Professor J. Engelbrecht, Professor M. Goos, Dr Suzanne E. Hiller, Professor B. Loch, Dr. Elizabeth Lugosi, Dr. Andrea Maffia, Dr. Alan McCarthy, Dr L. Rylands, Professor A. G. Shannon, Dr Giovanni Vincenzi, Professor L. Wood, Professor R. Zazkis, Avi C. Bajpai, W. T. Martin, M. Harrison","doi":"10.1080/0020739X.2023.2282343","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2282343","url":null,"abstract":"","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265358","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}

{"title":"Paths of integration of digital resources for geometry by two primary-school teachers","authors":"Ana Isabel Sacristán, Marisol Santacruz-Rodríguez","doi":"10.1080/0020739x.2023.2268101","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2268101","url":null,"abstract":"AbstractThis paper reports some results of a study on how Colombian primary-school teachers, experienced in the use of technological tools, integrate digital resources into their practice. Specifically, we investigate the processes of selection and integration (including appropriation and orchestration) of these resources in the teaching of geometry. We aim to illustrate the potential paths (along with associated criteria) that teachers follow when selecting and integrating digital resources into their practice, using the Documentational Approach to Didactics. Accordingly, we present case studies of a 1st-grade teacher and a 5th-grade teacher, which describe their paths during their respective geometry lessons. The paths followed by the teachers were influenced by their knowledge and beliefs regarding the utilisation of digital technology resources and the potential student engagement with such resources. All these aspects come into play as teachers select and orchestrate digital resources. Our empirical data analysis enabled us to infer several criteria for resource selection and levels of orchestration and appropriation manifested by the teachers as they integrated digital resources into their classes. This work can provide valuable insights for further exploration of how teachers integrate digital resources, and can contribute to the development of professional development programmes.Keywords: Teachers’ practicesprimary-schoolgeometrydigital resourcesselectionappropriationorchestrationDocumentational Approach to Didactics AcknowledgmentsThe authors thank Prof. Luc Trouche for his help in preparing the initial version of this document.We also acknowledge that the research presented in this paper was ethically approved by the Colombian schools where it took place, after written and oral presentations to the authorities, parents and participants. The research project was also approved by the Department of Mathematics Education of the Centre for Research and Advanced Studies (Cinvestav), Mexico. Additionally, all research participants in our study provided their informed signed consent, although the names given in this paper are pseudonyms.Partial funding for the research study was provided by Mexico’s National Council for Research and Technology (CONACYT), through the Becario #678019 grant.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Mexico's Consejo Nacional de Ciencia y Tecnologia (Conacyt): [Grant Number Becario 678019].","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393169","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}

{"title":"Modelling the historic total global human population","authors":"Jean Marie Linhart","doi":"10.1080/0020739x.2023.2259388","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2259388","url":null,"abstract":"AbstractThe historic total global human population dataset is available on Wikipedia and provides an opportunity for modelling with simple models such as the exponential and logistic differential equations for population. Using the per-capita population growth rate (PPGR) predicted by these two models and estimated PPGR from the data, we are able to estimate parameters for the exponential model and discover that we cannot estimate parameters for the logistic model. However, we are able to create a new differential equation that models this data using ideas from the derivation of the logistic model. This is the superexponential model that goes to infinity in finite time. While the initial exponential and superexponential models are good for approximating the population data, neither really matches the PPGRs estimated from the data. We switch to a hybrid model that better matches the estimated PPGRs. It is superexponential for the first portion of the data and logistic for the rest. This hybrid model greatly reduces the modelling error and can extrapolate from the data. We note that the model switches between superexponential and logistic around 1960, the year the FDA-approved oral contraceptives, a fascinating historical tie-in with our modelling.KEYWORDS: Populationper-capita population growth ratelogistic modelexponential modelsuperexponential modelMATHEMATICAL SUBJECT CLASSIFICATIONS: 97M1092-10 Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135927889","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}

{"title":"Understanding logarithm in a mathematical card game environment","authors":"Klára Kelecsényi, Éva Osztényiné Krauczi, Attila Végh","doi":"10.1080/0020739x.2023.2268076","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2268076","url":null,"abstract":"AbstractThe study examines the levels of understanding logarithmic expressions within the frames of a mathematical card game. The game is based on the popular card game Saboteur. In this paper, we analyse the progress of a group of six undergraduate students participating in a remedial course using games for recalling some fundamental mathematical concepts. The context of the game allowed us to observe and rank their levels of understanding logarithm and the change of these levels during the game.KEYWORDS: Games and mathematicsunderstandinglogarithmcard gamesAPOS theorySubject classification codes: 97C30 Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 PhotoMath is a freely available mobile application for solving mathematical problems. It identifies the handwritten problem, provides the detailed solution and the corresponding explanations.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134887","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}

{"title":"Tasks in paper and digital environments: an exploratory qualitative study","authors":"Alice Lemmo","doi":"10.1080/0020739x.2023.2268613","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2268613","url":null,"abstract":"AbstractThe use of digital technologies in teaching and learning processes has opened new and wide frontiers in mathematics education. Research in education moves towards teaching and learning (and assessing) twenty-first-century skills and computer-based testing seems an interesting possibility for assessing such skills. From this perspective, comparing computer-based with paper and pencil testing is an important issue for the educational community. It could allow us to better understand differences, innovations and weaknesses of classical assessing strategies and methods. The purpose of this study is to provide an example of the differences that can be found in migrating a task from one environment to another through a qualitative analysis of task and students’ solution processes. The sample involved in this study includes grade 6 and 8 students. The analysis shows that the environment migration process is not neutral: the tasks present differences. Students’ performances in the tasks are the same, but differences can be observed in solving processes. In particular, students of our sample differ in the mathematical resources applied, and in the assessing processes. In addition, it seems that students activate similar problem-solving processes as they become more familiar with the task and the environment in which it is administered.KEYWORDS: Computer-based assessmentcomparative studyqualitative analysistest mode effect Disclosure statementNo potential conflict of interest was reported by the author.Notes1 https://timssandpirls.bc.edu/timss2023/frameworks/pdf/T23_Frameworks_Ch1_Mathematics.pdf2 https://research.ncl.ac.uk/fasmed/","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017829","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}

{"title":"Calculus is the study of change, but differential equations students need help quantifying it","authors":"Jennifer A. Czocher, Elizabeth Roan, Abigail Quansah, Andrew Baas","doi":"10.1080/0020739x.2023.2255205","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2255205","url":null,"abstract":"AbstractStudents exit calculus with understandings of change that want for conceptual depth and are disconnected from real-world contexts. In this paper, we present a problem that will develop their skills in using change concepts for learning differential equations through modelling. The problem comes from a qualitative study of how STEM majors approach and think about differential equations as models for real-world scenarios. Our purpose is to inform faculty who are using open, authentic, scenario-driven instructional materials about the ways their students think about what are often taken-for-granted concepts in advanced mathematics and to support faculty in ensuring their students get the most from their innovative instructional materials.KEYWORDS: Modellingdifferential equationsundergraduate educationconceptions of change Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 In this paper, we share the task, its rationale, some supports and some samples of student work. It is not intended to be a research report, but we do provide some additional details on the qualitative methods used to generate the results in a supplement.2 The full Cancerous Mass and Weight Loss Problems, along with suggested prompts, are included in supplemental material, to help students reflect on their understanding of the developing model, are in a supplement.Additional informationFundingThis work was supported by the National Science Foundation under [grant number 1750813].","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017837","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}

{"title":"A gentle alert on the definitions of basic algebraic structures","authors":"Jonathan Hoseana","doi":"10.1080/0020739x.2023.2268060","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2268060","url":null,"abstract":"AbstractWe provide a gentle alert that the standard definitions of basic algebraic structures—such as that of a group—contain aspects that may be questionable to students, and discuss what instructors could do to minimise the questionability.KEYWORDS: Definitionalgebraic structuregroup2020 MSC SUBJECT CLASSIFICATION: 97H40 Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315582","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}