International Journal of Mathematical Education in Science and Technology最新文献_第9页

Measuring Austrian students’ procedural knowledge at the end of upper secondary level 测量奥地利学生在高中阶段的程序知识

International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-30 DOI: 10.1080/0020739x.2023.2209093

Christoph Ableitinger, Christian Dorner

{"title":"Measuring Austrian students’ procedural knowledge at the end of upper secondary level","authors":"Christoph Ableitinger, Christian Dorner","doi":"10.1080/0020739x.2023.2209093","DOIUrl":"https://doi.org/10.1080/0020739x.2023.2209093","url":null,"abstract":"The number of complaints university lecturers make about a lack of knowledge, especially first-year students’ procedural knowledge, has increased recently. Due to missing adequate empirical evidence, a survey of procedural knowledge among students of Austrian high schools in their final year was conducted. For this purpose, test items for procedural knowledge were created, validated and processed by a total of 455 students without technology and formula booklets. The test items were based on a theoretical model with the dimensions number of procedural steps, curricular grade level, content area and rating of importance. Linear models were used to describe the dependencies between the students’ success rate and these dimensions. The results show that the level of procedural knowledge among the students is relatively low overall. A closer look reveals that tasks at lower secondary level have a significantly higher students’ success rate than tasks at upper secondary level. Furthermore, there is a positive correlation between the students’ success rate of a task and the experts’ assessment of whether this task should be able to be solved by students without technological aids. Interestingly, the dimensions number of procedural steps and content area have no significant impact on the students’ success rate.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690219","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

Imaging phase plane models 成像相平面模型

IF 0.9

International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-28 DOI: 10.1080/0020739x.2023.2212272

R. Melka, H. A. Yousif

引用次数: 0

Exploring how writing-to-learn in a mathematics methods course influences preservice teachers’ beliefs 探究数学方法课程中的写作学习如何影响职前教师的信念

IF 0.9

International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-28 DOI: 10.1080/0020739x.2023.2212278

Tye G. Campbell, Tracey Hodges, Sheunghyun Yeo, Erin Rich, Kaleigh Pate

引用次数: 0

Teacher perspectives on adoption of student-made screencasts as a peer learning approach in secondary school mathematics 教师对在中学数学中采用学生制作的屏幕截图作为同伴学习方法的看法

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-28 DOI: 10.1080/0020739x.2023.2204106

S. Snead, B. Loch, T. Keane

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A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns 语言的功能观:数学教育研究准教师话语模式转变的方法论

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-07 DOI: 10.1080/0020739X.2023.2204506

Andreas Ebbelind

{"title":"A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns","authors":"Andreas Ebbelind","doi":"10.1080/0020739X.2023.2204506","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2204506","url":null,"abstract":"This paper set out to contribute to mathematics education research by elaborating on a methodology developed during a study, trying to understand, view and follow shifts in prospective teachers' discursive patterns. The methodology aims to illustrate and describe how prospective teachers adapt to the context of teaching through a flexible process. This flexible process is then described in the result as a narrative. It is argued that the methodology can be used in relation to different theoretical directions, such as research about beliefs, knowledge, or identity. Another contribution is that the methodology presented gives insights into bridging the gap between different analytical levels, micro and macro. With a theoretical foundation in ‘Cultural Worlds’ [Holland, D., Skinner, D., Lachicotte, W., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.] the Social Semiotic approach of Systemic Functional Linguistics, SFL [Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press] is used as a methodological tool. SFL offers a toolkit that allows the analysis of meaning at the clause level to uncover how and why a speaker produces a particular wording rather than any other in a specific social practice. The paper aims to illustrate and describe how to go beyond findings in the micro-analysis and then present the result as a narrative case.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"1731 - 1745"},"PeriodicalIF":0.9,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47555945","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

Teacher tensions: managed or resolved 教师关系紧张:管理或解决

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-07 DOI: 10.1080/0020739X.2023.2190328

P. Liljedahl, C. Andrà, Annette Rouleau, P. Martino

引用次数: 0

Developing a framework to support teachers’ implementation of mathematical modelling 开发一个支持教师实施数学建模的框架

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-07 DOI: 10.1080/0020739x.2023.2204098

Ayşe TEKİN DEDE, Esra Bukova Güzel

引用次数: 0

The role of textbooks for supporting instruction with inquiry: the case of Active Calculus 教材对探究性教学的辅助作用:以《主动微积分》为例

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-04 DOI: 10.1080/0020739x.2023.2197904

Saba Gerami, V. Mesa, Lynn Chamberlain, Carlos Quiroz

引用次数: 0

Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab 谁移动了我的三角形？数学实验室的职前和在职教师探究

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-04 DOI: 10.1080/0020739x.2023.2199314

Zehavit Kohen, Liron Schwartz-Aviad, Tomer Peleg

引用次数: 0

Cultural values and prospective teachers’ beliefs about success in mathematics and in its teaching 文化价值观和未来教师对数学及其教学成功的信念

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International Journal of Mathematical Education in Science and Technology Pub Date : 2023-05-02 DOI: 10.1080/0020739X.2023.2203159

Andreas Eichler, F. Ferretti, Andrea Maffia

{"title":"Cultural values and prospective teachers’ beliefs about success in mathematics and in its teaching","authors":"Andreas Eichler, F. Ferretti, Andrea Maffia","doi":"10.1080/0020739X.2023.2203159","DOIUrl":"https://doi.org/10.1080/0020739X.2023.2203159","url":null,"abstract":"International literature is increasingly disclosing the relevance of cultural aspects within the processes of teaching and learning mathematics. Knowledge is inextricably linked to the activities in which the subjects engage, and must be considered in relation to the socio-cultural context wherein the activity takes place. Literature reveals the relationship between the background culture (e.g. language, nationality, etc.) of prospective elementary teachers and their beliefs about mathematics and its teaching. In this paper, we define culture with reference to the wider discussion from cross-cultural psychology literature about cultural values, and we investigate if and how differences in individuals’ cultural values are related to prospective teachers’ beliefs about being successful in mathematics and in its teaching. We adopt a questionnaire from the studies by Schwartz to measure participants’ values. We assign each prospective teacher of our sample to a cluster of beliefs and we analyse how the beliefs of prospective teachers are related to their values. Results show that cultural values and beliefs about mathematics are related, while this is not the case for beliefs about the teaching of this subject.","PeriodicalId":14026,"journal":{"name":"International Journal of Mathematical Education in Science and Technology","volume":"54 1","pages":"1681 - 1696"},"PeriodicalIF":0.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798234","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