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International Electronic Journal of Mathematics Education最新文献

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Real objects as a reason for mathematical reasoning – A comparison of different task settings 真实对象作为数学推理的理由-不同任务设置的比较
International Electronic Journal of Mathematics Education Pub Date : 2023-11-05 DOI: 10.29333/iejme/13859
Simone Jablonski
{"title":"Real objects as a reason for mathematical reasoning – A comparison of different task settings","authors":"Simone Jablonski","doi":"10.29333/iejme/13859","DOIUrl":"https://doi.org/10.29333/iejme/13859","url":null,"abstract":"In this article, the goal is to describe students’ mathematical reasoning in the context of different settings of problem-solving tasks. The core of the tasks are real objects, which are presented to the students with the help of photos, a 3D model or in the environment itself. With reference to the experiential learning theory and relations to problem-solving and modelling, theoretical potentials for mathematical reasoning emerge. In a qualitative study with 19 secondary school students these are empirically tested. The evaluation of the video recordings of the students’ solution processes are coded with the help of qualitative content analysis, among others with references to problem-solving and linguistic categories of conclusive speech acts. The results show that mathematical reasoning can be observed especially in the work with photos and that the work with real objects generally evokes reasoning activities in the area of planning and exploration of strategies.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725215","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
Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy 大学生数学早期教学经历的影响:教师预备招聘策略
International Electronic Journal of Mathematics Education Pub Date : 2023-11-05 DOI: 10.29333/iejme/13860
Jessica A. de la Cruz, Samantha E. Goldman
{"title":"Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy","authors":"Jessica A. de la Cruz, Samantha E. Goldman","doi":"10.29333/iejme/13860","DOIUrl":"https://doi.org/10.29333/iejme/13860","url":null,"abstract":"Declining enrollments in teacher preparation programs across the United States signal a critical need for institutions of higher education to consider innovative recruitment initiatives. This pilot study investigates a novel approach to recruiting undergraduates into a teacher preparation program. Nine participants, mostly first-year college students, engaged in a year-long experiential learning program. The program provided participants with an early teaching experience in a classroom-like setting by engaging them in the collaborative development, planning, and teaching of mathematics in a summer camp for high school students. Data were collected throughout the year on their: planned major, attitudes towards mathematics and mathematics education, mathematics teaching self-efficacy, and perceptions of the program. Results showed the program was successful at improving attitudes, increasing self-efficacy, and stimulating reflection on a potential career as a mathematics teacher. Participants also shared positive impressions of the experience. Implications for research and future practice are discussed.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725383","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
Changes in students’ mental constructions of function transformations through the APOS framework APOS框架下学生功能转换心理结构的变化
IF 0.6
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13515
Melike Yiğit Koyunkaya, Burcak Boz-Yaman
{"title":"Changes in students’ mental constructions of function transformations through the APOS framework","authors":"Melike Yiğit Koyunkaya, Burcak Boz-Yaman","doi":"10.29333/iejme/13515","DOIUrl":"https://doi.org/10.29333/iejme/13515","url":null,"abstract":"This study aims to examine the changes in students’ mental constructions of function transformation based on the designed activities, classroom discussions, exercises (ACE) teaching cycle in the light of the action, process, object, schema (APOS) theoretical framework. The study was conducted by seven volunteer students who were enrolled in mathematics teacher education program. The data consisted of video records of the designed teaching sessions, students’ worksheets and the researcher’s field notes. The results indicated that ACE teaching cycle was effective in developing students’ mental constructions of function transformation through sequential activities. Even though all the students initially did not reveal evidence for sufficient theoretical or practical knowledge on function transformation, which was evidence of their action level, through the process, it became evident that all the students provided evidence regarding at least their process level of function transformations. Some of the students also showed evidence related to their object levels of function transformations.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86060580","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
Development and validation of mathematics persistence scale for secondary school students 中学生数学坚持量表的编制与验证
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13742
Sunday Ogbu, Felicia Chinyere Ugwu
{"title":"Development and validation of mathematics persistence scale for secondary school students","authors":"Sunday Ogbu, Felicia Chinyere Ugwu","doi":"10.29333/iejme/13742","DOIUrl":"https://doi.org/10.29333/iejme/13742","url":null,"abstract":"The study focused on development and validation of the mathematics persistence scale (MPS) for measuring secondary school students’ persistence in learning mathematics. The study employed a descriptive survey design. Three research questions guided the study. The population of the study comprised 13,516 students distributed in 59 public secondary schools in Nsukka Education Zone, Enugu State, Nigeria. A multi-stage sampling procedure was used in selecting a sample size of 1,378 secondary school mathematics students used for the study. In the development of MPS, 85 items were first constructed and subjected to face validity. After face validation, eight items were deleted in line with the recommendations and suggestions of the validators. The remaining 77 items were further subjected to exploratory factor analysis using statistical package for the social science version 25. 28 factorial pure items, that loaded into four salient factors (persistence in classroom mathematics exercise, persistence in mathematics take home assignments, persistence in a group mathematics tasks, and persistence in mathematics examination) emerged from the analysis. Confirmatory factor analysis of four factors using lavaan and semPlot packages indicated a harmony between four factor model and the data. The internal consistency coefficients of four factors ranges from 0.78 to 0.92.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135373216","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
Examining the differentiation in pre-service mathematics teachers’ learning and studying approaches according to self-reinforcing, and persistence 基于自我强化与坚持的职前数学教师学习方法差异研究
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13712
Emine Nur Unveren Bilgic, Sahin Danisman
{"title":"Examining the differentiation in pre-service mathematics teachers’ learning and studying approaches according to self-reinforcing, and persistence","authors":"Emine Nur Unveren Bilgic, Sahin Danisman","doi":"10.29333/iejme/13712","DOIUrl":"https://doi.org/10.29333/iejme/13712","url":null,"abstract":"The aim of this study is to reveal the profiles of pre-service mathematics teachers in terms of learning and studying approaches by cluster-analyzing them on the basis of self-reinforcing and persistence. Learning and studying approaches inventory scale, self-reinforcing and persistence subscales were used to collect the data in the study, which was carried out with a descriptive research design. The participants of the study comprised of 487 pre-service mathematics teachers. According to the results, it was determined that the surface learning approach of the pre-service teachers did not differ according to gender while the strategic learning approach and the deep learning approach differed in favor of males. There was no significant difference in the learning approaches of the participants according to the grade level. According to the cluster analysis, it was revealed that pre-service teachers can be clustered as low motivation, high motivation, high self-reinforcing and high persistence.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323376","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
Depicting classroom social climate: Using drawings to examine primary students’ perceptions of geometry teaching and learning practices 描绘课堂社会氛围:用图画考察小学生对几何教学和学习实践的看法
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13743
Ana Kuzle, Dubravka Glasnović Gracin, Ana Krišto
{"title":"Depicting classroom social climate: Using drawings to examine primary students’ perceptions of geometry teaching and learning practices","authors":"Ana Kuzle, Dubravka Glasnović Gracin, Ana Krišto","doi":"10.29333/iejme/13743","DOIUrl":"https://doi.org/10.29333/iejme/13743","url":null,"abstract":"Climate conducive to learning is one of criteria of good teaching. Even though current pedagogies argue for contemporary type of instruction, mathematics instruction may still be dominated by traditional type of instruction. The present study examined participant-produced drawings of 250 primary grade students regarding geometry teaching and learning practices. Not only different aspects of traditional type of instruction, such as the teacher standing in front of the classroom and delivering the content while students sit at their desks and passively listen to the teacher with little student-student communication were reported, but also some aspects typical for contemporary type of instruction, such as learning through teacher-student discussions, and the use of teaching materials and tools. Still, the aspects of traditional type of instruction prevailed. The results offer potential opportunities for reconsidering the current teacher education as well as policy that would reflect the teaching practices conducive to contemporary geometry instruction.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372996","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
The conceptual field of measures of central tendency: A first approximation 集中趋势测度的概念域:第一近似
IF 0.6
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13571
I. Cazorla, Miriam Cardoso Utsumi, Sandra Magina
{"title":"The conceptual field of measures of central tendency: A first approximation","authors":"I. Cazorla, Miriam Cardoso Utsumi, Sandra Magina","doi":"10.29333/iejme/13571","DOIUrl":"https://doi.org/10.29333/iejme/13571","url":null,"abstract":"This article aims to present a first approximation of the conceptual field of measures of central tendency (MCT), grounded in the theory of conceptual fields. We propose six situations according to type of variable, data presentation (raw or grouped) and amount of data. We revisit specific situations for the mean and exemplify several possibilities for introducing these measures. This is a theoretical reflection and a systematization of the knowledge produced in the area with a view to aiding it teaching in Brazilian basic education (PreK-12). We argue that from the early school years, students should collect data, use concrete and manipulable material, analyze the types of variable and context of data, transform them into different representations and based on the visual observation of data distribution, intuit the location of MCT to then calculate them.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89058154","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
Categories of Intuitive Reasoning in the teaching of parabolas: A structured practice in Didactic Engineering 抛物线教学中直觉推理的范畴:教学工程中的结构化实践
IF 0.6
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13514
Renata Teófilo de Sousa, F. R. Alves, A. P. Aires
{"title":"Categories of Intuitive Reasoning in the teaching of parabolas: A structured practice in Didactic Engineering","authors":"Renata Teófilo de Sousa, F. R. Alves, A. P. Aires","doi":"10.29333/iejme/13514","DOIUrl":"https://doi.org/10.29333/iejme/13514","url":null,"abstract":"This work is the result of a pre-experiment carried out as part of a master’s course, dealing with the study of the parabola through different mathematical views. It aims to recognize possible didactic obstacles in its teaching, based on intuitive manifestations in the resolution of a didactic situation based on GeoGebra software. The methodology adopted was didactic engineering in its four phases, experimented with a teacher in initial training. The observation and data collection provided us with elements for a posteriori analysis and validation of the experiment in which we verified the need to discuss the parabola, articulating its geometric, algebraic, and analytical views.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72730489","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
Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance 创新在职数学教师的专业发展:混合现实模拟、实践近似和技术接受之间的交集
IF 0.6
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13628
Jair J. Aguilar, Seokmin Kang
{"title":"Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance","authors":"Jair J. Aguilar, Seokmin Kang","doi":"10.29333/iejme/13628","DOIUrl":"https://doi.org/10.29333/iejme/13628","url":null,"abstract":"In-service teachers must be provided with high-quality professional development (PD) opportunities that not only effectively improves and develops their skills, but also engage, and motivate them to continue growing. In this project, we studied in-service teachers’ perceptions, opinions, and mindset toward the use of mixed-reality simulations (MRS) as a potential tool for PD to advance and enhance their pedagogical knowledge for mathematics. We followed a convergent parallel mixed-method approach with 49 in-service teachers who were exposed to a series of simulations sessions. We found evidence that the use and integration of technologies like MRS as a tool for PD is considered to be an approximation of practice well accepted by the teachers. In addition, the majority of participants perceived the tool as an effective-unique strategy to develop skills related to questioning, eliciting and assessing students.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74715795","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
A study on mathematics students’ probabilistic intuition for decision-making in high school 高中数学学生决策的概率直觉研究
IF 0.6
International Electronic Journal of Mathematics Education Pub Date : 2023-10-01 DOI: 10.29333/iejme/13586
Alejandro Ramírez-Contreras, Leopoldo Zúñiga-Silva, Ezequiel Ojeda-Gómez
{"title":"A study on mathematics students’ probabilistic intuition for decision-making in high school","authors":"Alejandro Ramírez-Contreras, Leopoldo Zúñiga-Silva, Ezequiel Ojeda-Gómez","doi":"10.29333/iejme/13586","DOIUrl":"https://doi.org/10.29333/iejme/13586","url":null,"abstract":"This paper reports on an exploratory study about probabilistic intuition in learning mathematics for decision-making. The analysis was carried out on a group of high school students in relation to their probabilistic intuition in problem-solving, after performing playful learning activities on a simulation platform specifically designed for this study. The analysis used a mixed qualitative-quantitative method. The results showed that the simulation activities facilitated the students’ probabilistic intuition and boosted their performance in solving problems, particularly avoiding decisions based on previous results (when unnecessary) and identifying situations, where binomial distribution can be used.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76420904","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
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