International Journal of Science and Mathematics Education最新文献_第7页

“Is the Moon Self- or Hetero-luminous?”: an Investigation of Primary School Students’ Ideas on the Luminosity of the Moon “月亮是自发光还是异光?”——小学生对月球亮度观念的调查

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-11-10 DOI: 10.1007/s10763-023-10427-1

Rigas Neofotistos, Ioannis Starakis, Krystallia Halkia

引用次数: 0

Collective pedagogical content knowledge for teaching sustainable development 集体教学内容知识促进教学可持续发展

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-11-04 DOI: 10.1007/s10763-023-10421-7

Annika Forsler, Pernilla Nilsson, Susanne Walan

{"title":"Collective pedagogical content knowledge for teaching sustainable development","authors":"Annika Forsler, Pernilla Nilsson, Susanne Walan","doi":"10.1007/s10763-023-10421-7","DOIUrl":"https://doi.org/10.1007/s10763-023-10421-7","url":null,"abstract":"Abstract It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers’ pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams’ collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team’s collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"15 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135774540","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

Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task 多边形课堂学习机会:教师动作、儿童几何思维和几何任务之间的相互作用

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-28 DOI: 10.1007/s10763-023-10425-3

Melania Bernabeu, Mar Moreno, Salvador Llinares

{"title":"Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task","authors":"Melania Bernabeu, Mar Moreno, Salvador Llinares","doi":"10.1007/s10763-023-10425-3","DOIUrl":"https://doi.org/10.1007/s10763-023-10425-3","url":null,"abstract":"Abstract This study identifies characteristics of polygon class learning opportunities for 8–9-year-old children during the whole-class instruction. We consider the interplay between the geometrical tasks demanding different ways of reasoning, features of children’s geometrical thinking, and the teacher’s moves to identify characteristics of learning opportunities. We identified 3 types of learning opportunities during whole-class instruction: (a) recognizing (initiating the deconstruction dimensional), (b) supporting children’s analytical reasoning, and (c) encouraging children to establish relations between attributes of the figures. Our findings highlight the holistic facet of the learning opportunities of geometry in primary education that connect the students’ geometrical arguments generated by solving enriching geometrical tasks and the teacher’s moves drawing on children’s geometrical thinking during the whole-class instruction. We conjectured that weaving these 3 aspects together supported the emergence of relevant geometric learning opportunities for children.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"59 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160665","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

Integrating Computational Thinking into Geoscientific Inquiry About Volcanic Eruption Hazards and Risks 将计算思维融入火山喷发危害与风险地学探究

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-27 DOI: 10.1007/s10763-023-10426-2

Christopher Lore, Hee-Sun Lee, Amy Pallant, Charles Connor, Jie Chao

引用次数: 0

Correction to: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance 修正:在中学数学学习的背景下探索计算思维:倾向、参与和学习表现

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-23 DOI: 10.1007/s10763-023-10428-0

Chee‑Kit Looi, Shiau‑Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun

引用次数: 0

Correction to: Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models 更正:学生并不总是我们认为的那样:一种提问策略，以引出学生系统模型中意外因果模式背后的推理

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10422-6

A. Lynn Stephens, Steven Roderick, Namsoo Shin, Daniel Damelin

引用次数: 0

Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It 中学生问题解决能力的影响因素

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10423-5

Mesut Öztürk, İsmail Sarikaya, Kübra Ada Yıldız

引用次数: 0

Current Trends in Math Anxiety Research: a Bibliometric Approach 数学焦虑研究的当前趋势:文献计量学方法

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10424-4

Luna Radević, Ilija Milovanović

引用次数: 0

The Evolution from “I think it plus three” Towards “I think it is always plus three.” Transition from Arithmetic Generalization to Algebraic Generalization 从"我觉得是加三"到"我觉得永远是加三"的演变从算术推广到代数推广的过渡

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-12 DOI: 10.1007/s10763-023-10414-6

María D. Torres, Antonio Moreno, Rodolfo Vergel, María C. Cañadas

{"title":"The Evolution from “I think it plus three” Towards “I think it is always plus three.” Transition from Arithmetic Generalization to Algebraic Generalization","authors":"María D. Torres, Antonio Moreno, Rodolfo Vergel, María C. Cañadas","doi":"10.1007/s10763-023-10414-6","DOIUrl":"https://doi.org/10.1007/s10763-023-10414-6","url":null,"abstract":"Abstract This paper is part of broader research being conducted in the area of algebraic thinking in primary education. Our general research objective was to identify and describe generalization of a 2nd grade student (aged 7–8). Specifically, we focused on the transition from arithmetic to algebraic generalization. The notion of structure and its continuity in the generalization process are important for this transition. We are presenting a case study with a semi-structured interview where we proposed a task of contextualized generalization involving the function y = x + 3. Special attention was given to the structures evidenced and the type of generalization expressed by the student in the process. We noted that the student identified the correct structure for the task during the interview and that he evidenced a factual type of algebraic generalization. Due to the student’s identification of the appropriate structure and the application of it to other different particular cases, we have observed a transition from arithmetic thinking to algebraic thinking.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969617","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

Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies 中学低年级数学学生对推荐教学策略的看法

3区教育学

International Journal of Science and Mathematics Education Pub Date : 2023-10-12 DOI: 10.1007/s10763-023-10420-8

Jeremy Hodgen, Colin Foster, Margaret Brown, David Martin

{"title":"Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies","authors":"Jeremy Hodgen, Colin Foster, Margaret Brown, David Martin","doi":"10.1007/s10763-023-10420-8","DOIUrl":"https://doi.org/10.1007/s10763-023-10420-8","url":null,"abstract":"Abstract Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students’ learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9–10 (ages 13–15) in England. The interviews addressed the students’ perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969446","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