International Journal of Science and Mathematics Education最新文献_第2页

The Effect of a Cross-Curricular Course on Pre-Service Teachers’ Sustainable Development Attitudes and Mathematical Modeling Self-Efficacy Beliefs 跨学科课程对职前教师可持续发展态度和数学建模自我效能信念的影响

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-30 DOI: 10.1007/s10763-024-10497-9

Naz Fulya Çibik, Burçak Boz-Yaman

{"title":"The Effect of a Cross-Curricular Course on Pre-Service Teachers’ Sustainable Development Attitudes and Mathematical Modeling Self-Efficacy Beliefs","authors":"Naz Fulya Çibik, Burçak Boz-Yaman","doi":"10.1007/s10763-024-10497-9","DOIUrl":"https://doi.org/10.1007/s10763-024-10497-9","url":null,"abstract":"Considering the interdisciplinary nature of the sustainable development concept, this study aims to investigate the effect of a cross-curricular mathematical modeling course on pre-service teachers’ sustainable development attitudes and mathematical modeling self-efficacies and to investigate their opinions about the course. The sample for this mixed-method study with concurrent triangulation design was 44 pre-service mathematics teachers who were enrolled in a university from the western region of Türkiye. The data for the study is gathered through the sustainable development attitude scale, the mathematical modeling self-efficacy scale, and open-ended questions administered before and after the cross-curricular mathematical modeling course. Findings and analysis of the quantitative and qualitative data revealed that pre-service teachers showed a statistically significant improvement in both sustainable development attitude and mathematical modeling self-efficacy scores. Their statements from open-ended questions also supported the quantitative findings.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Insights into Pothole Damage: Exploring Culturally Responsive Mathematical Modeling 洞察坑洞损害：探索符合文化习惯的数学建模

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-28 DOI: 10.1007/s10763-024-10492-0

William Reid Carlisle, Hyunyi Jung, Megan H. Wickstrom, Kayla Sutcliffe, Hee-jeong Kim

{"title":"Insights into Pothole Damage: Exploring Culturally Responsive Mathematical Modeling","authors":"William Reid Carlisle, Hyunyi Jung, Megan H. Wickstrom, Kayla Sutcliffe, Hee-jeong Kim","doi":"10.1007/s10763-024-10492-0","DOIUrl":"https://doi.org/10.1007/s10763-024-10492-0","url":null,"abstract":"Although culturally responsive mathematics teaching is important, post-secondary education for preservice teachers (PTs) does not typically lead to learning opportunities for them to use mathematics to recognize the roles of social agents. To address this issue, we created a culturally responsive mathematical modeling task in which we invited PTs to use diverse approaches to create an action plan for the handling of local pothole data and maintenance. This study explores the approaches that PTs take when generating solutions to solve a culturally responsive mathematical modeling task and to investigate the perceptions of preservice teachers towards the task. The study involved 41 PTs, most of whom had no prior experience with mathematical modeling before participating in the task. PTs compared and inspected the documented data and noticed problems, such as a large economic disparity in the city. The PTs drafted solutions and shared their findings and suggestions in a proposal to the City’s Public Works Department. The proposals reflected different approaches, which helped the PTs understand the large income disparity and inequities certain neighborhoods in the city experience and provided recommendations for the city to address these issues. The creation of a culturally responsive mathematical modeling task provided an opportunity for PTs to engage in critical thinking and problem-solving while using diverse approaches to address a local social justice issue. This study provides insights into effective strategies for promoting socially responsible mathematics education in teacher preparation programs.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"22 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Students’ Conceptual Understanding of Isomers Based on a Four-Tier Diagnostic Tool in Upper Secondary Schools 基于四层诊断工具评估高中学生对同分异构体概念的理解

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-28 DOI: 10.1007/s10763-024-10494-y

Min Wu, Peiyao Tian, Daner Sun, Dan Feng, Ma Luo

{"title":"Evaluating Students’ Conceptual Understanding of Isomers Based on a Four-Tier Diagnostic Tool in Upper Secondary Schools","authors":"Min Wu, Peiyao Tian, Daner Sun, Dan Feng, Ma Luo","doi":"10.1007/s10763-024-10494-y","DOIUrl":"https://doi.org/10.1007/s10763-024-10494-y","url":null,"abstract":"This study aimed to develop a comprehensive diagnostic tool for assessing upper-secondary school students’ understanding of isomers, expanding upon existing two- and three-tier conceptual diagnostic methods. By incorporating ‘Confidence Rating Factor’ tiers within the answer and reason sections, a four-tier test was designed and developed. This test was utilized to evaluate students’ comprehension of the isomeric conceptual framework and to identify prevalent misconceptions in terms of quantity, complexity, and typicality. The initial phase involved evaluating the reliability and content validity of the developed test before its distribution, resulting in a total of 385 effective test returned for analysis. Data analysis focused on descriptive statistics of students’ scores across each tier and dimension, supplemented by unstructured interviews to gain deeper insights. Results indicated a general suboptimal mastery of isomer conceptual understanding among upper secondary school students. Notably, students exhibited higher scores and confidence ratings in the answer tier compared to the reason tier. At both tiers, there was a significant positive correlation between scores and their confidence ratings. Further examination revealed varying levels of proficiency across different content dimensions, with students demonstrating the strongest grasp on the concept of isomers but facing challenges, particularly in ‘number judgment and writing’. The study identified eight misconceptions, classified as moderate, serious, and typical across four dimensions, offering valuable insights for teachers. These insights enable teacher to address students’ specific learning challenges related to isomers promptly and effectively, ultimately enhancing their understanding and mastery of the subject.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"29 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revisiting the Relationship of Arithmetical Thinking and Letter-Symbolic Algebra 重新审视算术思维与字母符号代数的关系

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-23 DOI: 10.1007/s10763-024-10493-z

Demetra Pitta-Pantazi, Maria Chimoni, Constantinos Christou

{"title":"Revisiting the Relationship of Arithmetical Thinking and Letter-Symbolic Algebra","authors":"Demetra Pitta-Pantazi, Maria Chimoni, Constantinos Christou","doi":"10.1007/s10763-024-10493-z","DOIUrl":"https://doi.org/10.1007/s10763-024-10493-z","url":null,"abstract":"This article reports on an empirical study that investigates the way students’ performance in solving arithmetical tasks may be related to their performance in solving algebraic tasks. The sample consisted of 203 Grade 6 students. The arithmetical tasks involved arithmetical expressions with known quantities, whereas the algebraic tasks involved algebraic expressions with both known quantities and unknown quantities; the latter were represented by letter-symbolic representations. The analysis of students’ responses in solving the arithmetical tasks showed that students either used “strategies based on calculations” or “strategies based on structure sense”. The results from the Analysis of Variance (ANOVA) indicated that “strategies based on structure sense” had a significant effect on students successfully solving the algebraic tasks. The findings also suggested that “structure sense” is a shared characteristic of arithmetical thinking and algebraic thinking that is essential for successful engagement with both arithmetic and letter-symbolic algebra contexts.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dirt Don’t Hurt: How Relevant Soil Data Can Support Learning and Motivation at a Hispanic Serving Institution 泥土不伤人：相关土壤数据如何支持西班牙裔服务机构的学习和动力

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-21 DOI: 10.1007/s10763-024-10491-1

Ian Thacker, Rebecca Schroeder, Sara Shields-Menard, Nickolas Goforth

引用次数: 0

Teacher Educators’ Use of Formative Feedback During Preservice Teachers’ Simulated Teaching Experiences in Mathematics and Science 教师教育者在职前教师数学和科学模拟教学体验中使用形成性反馈的情况

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-21 DOI: 10.1007/s10763-024-10489-9

Jamie N. Mikeska, Heather Howell, Devon Kinsey

{"title":"Teacher Educators’ Use of Formative Feedback During Preservice Teachers’ Simulated Teaching Experiences in Mathematics and Science","authors":"Jamie N. Mikeska, Heather Howell, Devon Kinsey","doi":"10.1007/s10763-024-10489-9","DOIUrl":"https://doi.org/10.1007/s10763-024-10489-9","url":null,"abstract":"The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs’ discussion performance in the form of a feedback report and a scoring report. The study used qualitative content analysis to analyze and interpret key themes from TEs’ interview data to determine how they used this formative information. Findings suggest the TEs used the formative information provided in the feedback and scoring reports: (a) to gauge their PSTs’ instructional capabilities, (b) to reflect on and make changes to their practice, (c) to evaluate their PSTs’ understanding and interpretation of the feedback reports, and (d) to attend to specific features of their PSTs’ practice. Study results highlight the usefulness of providing TEs with formative information about their PSTs’ ability to engage in specific aspects of a core teaching practice, especially to support identification of areas for improvement and inform future instruction.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests 如何评估数学教师的 TPACK？自我报告与知识测试的比较

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-06 DOI: 10.1007/s10763-024-10490-2

Alina Kadluba, Andreas Obersteiner

{"title":"How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests","authors":"Alina Kadluba, Andreas Obersteiner","doi":"10.1007/s10763-024-10490-2","DOIUrl":"https://doi.org/10.1007/s10763-024-10490-2","url":null,"abstract":"Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports to assess such knowledge. However, it is questionable whether self-reports are valid measures for this purpose. This study investigates how mathematics teachers’ self-reports correlate with their scores in a paper–pencil knowledge test regarding TPCK (technological pedagogical content knowledge), CK (content knowledge), pedagogical content knowledge (PCK), and technological knowledge (TK). Participants were (N = 173) pre- and in-service mathematics teachers. To assess self-reports, we adapted an existing survey from the literature. We also compiled a knowledge test based on items from existing test instruments. To increase comparability between the two instruments, both the self-report and the paper–pencil knowledge test addressed the specific topic of fractions. The four subscales in both instruments had sufficient reliability. The correlations between the self-reports and the paper–pencil test scores were low or very low for all subscales (left(r=.00-.23right)), suggesting that the two instruments captured different underlying constructs. While paper–pencil tests seem more suitable for assessing knowledge, self-reports may be influenced more strongly by participants’ personal traits such as self-efficacy. Our findings raise concerns about the validity of self-reports as measures of teachers’ professional knowledge, and the comparability of studies that use distinct assessment instruments. We recommend that researchers should be more cautious when interpreting self-reports as knowledge and rely more strongly on externally assessed tests.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"7 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affordances and Constraints to Implementing Project-Based STEM: A Case Study of Systemic School Change 实施以项目为基础的科学、技术和工程教育（STEM）的能力和制约因素：系统性学校变革案例研究

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-02 DOI: 10.1007/s10763-024-10487-x

Michael Giamellaro, Benjamin Ewing, Deborah Siegel

{"title":"Affordances and Constraints to Implementing Project-Based STEM: A Case Study of Systemic School Change","authors":"Michael Giamellaro, Benjamin Ewing, Deborah Siegel","doi":"10.1007/s10763-024-10487-x","DOIUrl":"https://doi.org/10.1007/s10763-024-10487-x","url":null,"abstract":"School change is difficult and is both leveraged and hindered by interactive influences within complex systems of social practice. Whole-school STEM (science, technology, engineering, and mathematics) is a growing trend with unique aspects of change required of educators. A qualitative case study was used to analyze educator perspectives of the affordances and constraints to implementing a project-based, STEM-focused curriculum across all grades and classes of a rural school district in the United States. Educator journals and interviews informed the case over the first 1.5 years of the initiative. Identified affordances and constraints to implementation were organized into six factors and one element. External, teacher, and curriculum factors were disproportionately described as affordances, while administration and district factors were disproportionately described as constraints to the initiative. Student elements and fixed factors were identified as balanced between affordances and constraints. STEM-specific implications of these findings are discussed.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"58 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Bhutanese Biology Teachers’ Perceptions of Scientific Models 探索不丹生物教师对科学模型的认识

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-08-01 DOI: 10.1007/s10763-024-10485-z

Karma Dorji, Tashi Choden, Pem Choden, Pema Tshering

{"title":"Exploring Bhutanese Biology Teachers’ Perceptions of Scientific Models","authors":"Karma Dorji, Tashi Choden, Pem Choden, Pema Tshering","doi":"10.1007/s10763-024-10485-z","DOIUrl":"https://doi.org/10.1007/s10763-024-10485-z","url":null,"abstract":"While Bhutanese biology teachers are expected to possess a rich understanding of scientific models, little is known about their perceptions of scientific models. This study, thus, examined Bhutanese biology teachers’ perceptions of scientific models. The study recruited one hundred and eleven (N = 111) biology teachers using a total population sampling strategy. Quantitative data were collected using an online survey questionnaire, whereas, qualitative data were collected through semi-structured interviews. Quantitative and qualitative data were analysed using statistical methods and content analysis respectively. Findings indicated that Bhutanese biology teachers' views surrounding multiplicity and tentativeness of scientific models were almost entirely correct. However, they held a range of incorrect views in that they openly considered photographs as scientific models, scientific models as exact copies of realities, and physical objects as only real scientific models. Furthermore, their views regarding the potential application of scientific models appeared increasingly limited with models being a mere communication devices. The independent sample t-test revealed a lack of significant difference in Bhutanese biology teachers’ perceptions of scientific models based on gender (p > .05). Similarly, the three-factor ANOVA revealed no significant effects of an individual or the combination of academic qualifications, school type, and teaching experiences on Bhutanese biology teachers’ perceptions of scientific models (p > .05). Further, the multiple linear regression model indicated no significant influence of gender, academic qualifications, school type, and teaching experiences on Bhutanese biology teachers’ perceptions of scientific models (p > .05). Research implications related to the Ministry of Education, science curriculum developers, and teacher training modules are discussed.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"47 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Overt and Covert Participation in an Argumentative whole-class Discussion: Spread of Ideas about Quadratic Functions 公开和秘密参与全班争论性讨论：二次函数思想的传播

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-07-24 DOI: 10.1007/s10763-024-10488-w

Ofra Ofri, Michal Tabach

引用次数: 0