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

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

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Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities 研究职前数学和科学教师职业身份的学科特殊性

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-07-09 DOI: 10.1007/s10763-024-10486-y

Wittaya Pulsawad, Anusorn Tong-on, Luecha Ladachart, Ladapa Ladachart

{"title":"Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities","authors":"Wittaya Pulsawad, Anusorn Tong-on, Luecha Ladachart, Ladapa Ladachart","doi":"10.1007/s10763-024-10486-y","DOIUrl":"https://doi.org/10.1007/s10763-024-10486-y","url":null,"abstract":"Many countries have adopted integrative approaches to science, technology, engineering, and mathematics (STEM) education. As preservice teachers with majors in mathematics and science are prospective targets for addressing the demand for STEM education, they are expected to develop professional identities as STEM teachers, in addition to professional identities as general and disciplinary teachers. However, research investigating the extent to which preservice teachers with these majors identify as STEM teachers is scant. Moreover, the disciplinary specificity of preservice teachers’ professional identities remains an issue in literature. This study involves survey research examining the degree to which preservice teachers with majors in mathematics (42), general science (44), and advanced science (47) identify as general, disciplinary, and STEM teachers. We collected data using Likert-type questionnaires focusing on three components—motivation, self-efficacy, and self-image—as proxies of professional identity. We analyzed the data using Friedman tests with Conover’s post-hoc tests. The results show that preservice teachers similarly self-identify as general and disciplinary teachers regardless of their majors but see themselves significantly less as STEM teachers. When comparing across the components, they imagine themselves significantly less as STEM teachers than they were motivated and self-efficacious to become STEM teachers. The results suggest that the disciplinary specificity of preservice teachers’ professional identities largely manifests in the context of STEM education. The siloed approach to teacher education may not adequately prepare preservice teachers to develop professional identities as STEM teachers. Effective and ongoing support is needed for preservice teachers to identify as STEM teachers.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573791","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

“It’s Not Like I Go Oh That’s Really Exciting” – A Qualitative Study of Upper Secondary School Students’ Identity Negotiations in Physics "我并不觉得这很令人兴奋"--高中生物理学习中的身份协商定性研究

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-07-08 DOI: 10.1007/s10763-024-10483-1

Emilie Gertz, Lene Møller Madsen, Henriette Tolstrup Holmegaard

{"title":"“It’s Not Like I Go Oh That’s Really Exciting” – A Qualitative Study of Upper Secondary School Students’ Identity Negotiations in Physics","authors":"Emilie Gertz, Lene Møller Madsen, Henriette Tolstrup Holmegaard","doi":"10.1007/s10763-024-10483-1","DOIUrl":"https://doi.org/10.1007/s10763-024-10483-1","url":null,"abstract":"Transitions between educational levels have been identified as posing potential barriers for students’ sense of belonging in science. In this paper, we focus on the transition from lower secondary to upper secondary school while foregrounding physics as a subject. We approach transitions as an ongoing negotiation-process of identities embedded within the norms, practices, and expectations of physics. Methodologically, we narrow the focus to students who self-identify as female, as these are underrepresented in physics worldwide. We apply the analytical lens of physics identity constructed through competence, performance, interest, and recognition while drawing on the concept of the ideal student to understand what identities are idealized and marginalized, and how these are negotiated by the students. We found that a large group of the students were marginalized in relation to their interests in physics and experienced learning physics to be instrumental and meaningless. Only a small group were able to form a sense of identity mainly due to the resemblances of physics to mathematics. In conclusion we call for attention on who counts as knowledgeable and what counts as knowledge in the physics classroom. Second, we wish to question interests as imperative for being in physics. Lastly, we urge reflection on mathematics’ role in physics and what physics is without mathematics to disrupt the elite status of the subject.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573792","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

Adopting a Framework for Investigating Mathematics Teachers’ Technology-integrated Classroom Teaching Practice: Structuring Features of Classroom Practice 采用框架调查数学教师的技术整合课堂教学实践：课堂实践的结构特征

IF 2.2 3区教育学

International Journal of Science and Mathematics Education Pub Date : 2024-07-06 DOI: 10.1007/s10763-024-10480-4

Ali Simsek, Alison Clark-Wilson

{"title":"Adopting a Framework for Investigating Mathematics Teachers’ Technology-integrated Classroom Teaching Practice: Structuring Features of Classroom Practice","authors":"Ali Simsek, Alison Clark-Wilson","doi":"10.1007/s10763-024-10480-4","DOIUrl":"https://doi.org/10.1007/s10763-024-10480-4","url":null,"abstract":"In recent years, there has been a growing effort to deepen our understanding of the complexities and mechanisms involved in integrating technology into mathematics education. This pursuit has led to the emergence of various theoretical frameworks, among which the Structuring Features of Classroom Practice (SFCP) (Ruthven, 2009) stands out. This paper presents a thorough review of the SFCP framework and its fundamental components, with a particular emphasis on its utilisation in examining teachers’ domain-specific classroom practices involving digital technology. Drawing upon data from a recent multiple case study, this paper aims to illustrate the adoption and operationalisation of the SFCP in analysing how secondary mathematics teachers integrate dynamic digital tools into their practices as they teach the mathematical domain of geometric similarity. By contributing to the testing and refinement of the SFCP, this paper advances our comprehension of this innovative yet promising framework. Additionally, it provides a demonstration of its practical application and offers a critical reflection on its utility in exploring teachers’ everyday classroom practices involving technology for teaching specific mathematical concepts.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573793","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