LUMAT: International Journal on Math, Science and Technology Education最新文献

{"title":"Beliefs-oriented subject-matter didactics","authors":"Frederik Dilling, Gero Stoffels, Ingo Witzke","doi":"10.31129/lumat.12.1.2125","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2125","url":null,"abstract":"This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"34 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139874568","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":"Attitudes in mathematical discovery processes:","authors":"Carolin Danzer","doi":"10.31129/lumat.12.1.2131","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2131","url":null,"abstract":"This paper’s purpose is to investigate the attitude of students in mathematical discovery processes in terms of the handling of counterexamples. By understanding this attitude as a kind of scientific attitude, it consists of different aspects that become visible in the behaviour during a mathematical discovery process. Since such a process is particularly complex, the author’s interest is to use the concept of attitude as an explanation for students’ behaviour that occurs when dealing with conflicts such as counterexamples. Semi-structured interviews with sixth graders of a German Gymnasium were conducted and analysed in a qualitative and interpretative way. As a result, the case study of Alex and Milo is presented. Based on the framework that observable behaviour is influenced by an underlying attitude, there are drawn conclusions about Alex’s and Milo’s attitudes adopted in the mathematical discovery process and their impact on the process is elaborated.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"131 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139826053","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":"Connotative aspects of epistemological beliefs","authors":"Anna Schreck, Jana Groß Ophoff, Benjamin Rott","doi":"10.31129/lumat.12.1.2138","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2138","url":null,"abstract":"Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"19 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139827657","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":"Attitudes in mathematical discovery processes:","authors":"Carolin Danzer","doi":"10.31129/lumat.12.1.2131","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2131","url":null,"abstract":"This paper’s purpose is to investigate the attitude of students in mathematical discovery processes in terms of the handling of counterexamples. By understanding this attitude as a kind of scientific attitude, it consists of different aspects that become visible in the behaviour during a mathematical discovery process. Since such a process is particularly complex, the author’s interest is to use the concept of attitude as an explanation for students’ behaviour that occurs when dealing with conflicts such as counterexamples. Semi-structured interviews with sixth graders of a German Gymnasium were conducted and analysed in a qualitative and interpretative way. As a result, the case study of Alex and Milo is presented. Based on the framework that observable behaviour is influenced by an underlying attitude, there are drawn conclusions about Alex’s and Milo’s attitudes adopted in the mathematical discovery process and their impact on the process is elaborated.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139885981","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":"Characterizing students’ beliefs about mathematics as a discipline","authors":"M. Østergaard","doi":"10.31129/lumat.12.1.2113","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2113","url":null,"abstract":"To fully possess mathematical competence and to understand its relevance, importance and aesthetics, it is essential to be aware of aspects of mathematics not only as a school subject but also as a scientific discipline. In a systematic literature review, the theoretical characterization of compulsory school students’ beliefs about mathematics as a discipline is investigated, as well as the empirical tendencies in the nature of their actual beliefs. Furthermore, the valuation of these beliefs is addressed. The 18 included studies demonstrate a clear pattern in applying a dualistic/relativistic spectrum when characterizing and analysing students’ beliefs about mathematics as a discipline, with students generally possessing dualistic beliefs, which is in contrast to what is favourable to their learning.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"58 5-6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139891194","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":"Beliefs-oriented subject-matter didactics","authors":"Frederik Dilling, Gero Stoffels, Ingo Witzke","doi":"10.31129/lumat.12.1.2125","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2125","url":null,"abstract":"This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"30 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139814717","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":"Relationship between affective-motivational constructs and heart rate","authors":"F. Pielsticker, Magnus Reifenrath","doi":"10.31129/lumat.12.1.2144","DOIUrl":"https://doi.org/10.31129/lumat.12.1.2144","url":null,"abstract":"The following survey study uses a quantitative research design to investigate motivational and affective aspects of students (aged 14–17) in a mathematical workshop on graph theory. Motivational and affective aspects are related to heart rate measurement (using the digital medium of a pulse watch) in mathematical knowledge development processes in an empirical-oriented mathematics class. Interestingly, a link between constructs on motivational and affective aspects and a heart rate measurement is describable. This gives further impulses for investigation and could be used in the future to determine the teaching phases or tasks in which students are particularly motivated.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"855 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139832359","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":"STEAM based music activity example for gifted students","authors":"Zeynep Özer, R. E. Demirbatır","doi":"10.31129/lumat.11.4.1993","DOIUrl":"https://doi.org/10.31129/lumat.11.4.1993","url":null,"abstract":"In this study, the aim is to present a STEAM-based music activity for gifted students and to determine the students' awareness of the process at the end of the activity. The study group of the research consists of exceptionally gifted students who applied to STEAM Based Music Activities Workshop in the Halil İnalcık Science and Art Center. Accordingly, we determined the study group of the research as 25 5th grade students studying at Bursa Halil İnalcık Science and Art Centre in the 2023–2024 academic year. At the same time, these students also take information technologies course. We carried out the activity of “I design my instrument with Scratch program and Makey Makey” for a total of 8 hours in 4 weeks, i.e., two hours each week. The activity was prepared in line with the 5E learning model. At the end of the research, we applied the Formative Evaluation Form to the students and obtained data about their awareness of the process. We used the content analysis method to analyze the date. In the research, we determined that the students enjoyed the activity, their interest in music increased, music can be used effectively in different fields, coding studies with music are more fun, and they developed self-confidence by liking their work. In line with the data obtained in the research, the conclusion was that the realisation of music lessons with different fields by using today's technologies has positive effects on students.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"106 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959271","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":"”Kiire on”. Matematiikan opetuksen täydennyskoulutuksen vaikuttavuus opettajan näkökulmasta","authors":"Mika Koponen, Erika Löfström, Päivi Portaankorva-Koivisto","doi":"10.31129/lumat.11.2.2045","DOIUrl":"https://doi.org/10.31129/lumat.11.2.2045","url":null,"abstract":"Kansainväliset tutkimukset osoittavat, että opettajien perus- ja täydennyskoulutuksen vaikutukset näkyvät kouluopetuksen kehittymisenä ja parempina oppimistuloksina. Koska suomalaisten oppilaiden matematiikan osaaminen on heikentynyt, on täydennyskoulutuksen vaikuttavuutta syytä tutkia. Tutkimuksessa tarkastellaan kuinka kaikille asteille, varhaiskasvatuksesta ammatilliseen koulutukseen, yhteinen matematiikan täydennyskoulutus edistää työssä kehittymistä ja millaisia haasteita opettajat (N=140) kokevat täydennyskoulutukseen osallistuessaan. Tuloksia tarkastellaan mielekkään oppimisen teoreettisen mallin kautta. Keskeisenä ulottuvuutena on opitun siirtovaikutus. Tutkimuksemme mukaan opettajien kiire on täydennyskoulutuksen vaikuttavuuden suurin este. Sen sijaan yhteistoiminnallisuus nähdään vaikuttavuutta edistävänä tekijänä. Kollegojen merkitys hahmottuu aineistossa niin vaikuttavuutta edistävänä kuin hidastavana tekijänä, mutta oppilaitokselta yhteisönä ei juuri osata odottaa tukea uusien ideoiden toteuttamiseen. Tällöin myös yhteiset haasteet kuten moniulotteinen kiire jää opettajan itsensä selätettäväksi. Tämä on täydennyskoulutuksen vaikuttavuuden ongelmakohta, jonka ratkaiseminen edellyttää oppilaitoksen roolin hahmottamista toisin. Opettajat ottavat paljon henkilökohtaista vastuuta opetuksen kehittämisestä, jolloin täydennyskoulutuksen vaikuttavuus riippuu pitkälti yksittäisten opettajien innosta ja sinnikkyydestä. \"It's busy\". The effectiveness of mathematics teaching in-service training from the teacher's point of view International studies show that the effects of basic and continuing education for teachers can be seen in the development of school teaching and better learning results. Since the mathematics skills of Finnish students have weakened, it is worth investigating the effectiveness of in-service training. The study examines how joint mathematics in-service training for all levels, from early childhood education to vocational training, promotes professional development and what challenges teachers (N=140) experience when participating in in-service training. The results are examined through the theoretical model of meaningful learning. The key dimension is the transfer of learning. According to our research, teachers' experiences of a shortage of time is the biggest obstacle to the effectiveness of in-service training. Instead, cooperation is seen as a factor that promotes effectiveness. The importance of colleagues appears in the material as both a factor that promotes effectiveness and as a factor that impedes it, but the participating teachers do not expect the educational institution as a community to support them in the implementation of new ideas in teaching. In this case, even common challenges such as the multidimensional experience of shortage of time are left for the teacher to sort out by themselves. This is a challenge for the effectiveness of in-service training, the solution of which requires a different understandi","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"55 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205819","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":"Static, dynamic and interactive elements in digital teaching materials in mathematics","authors":"Anneli Dyrvold, Ida Bergvall","doi":"10.31129/lumat.11.3.1941","DOIUrl":"https://doi.org/10.31129/lumat.11.3.1941","url":null,"abstract":"Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were ‘books as pdf’ with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students’ learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students’ interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students’ attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139228262","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}