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Researching and Using Progressions (Trajectories) in Mathematics Education最新文献

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Secondary Students’ Mathematics Education Goal Orientations 中学生数学教育的目标取向
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_010
Tasos N. Barkatsas, C. Orellana
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引用次数: 0
Hypothetical Learning Trajectory (HLT): A Lens on Conceptual Transition between Mathematical “Markers” 假设学习轨迹:数学“标记”间概念转换的视角
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_003
R. Tzur
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引用次数: 3
Statistics and Probability: From Research to the Classroom 统计与概率:从研究到课堂
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_008
Rosemary Callingham, Jane Watson, G. Oates
{"title":"Statistics and Probability: From Research to the Classroom","authors":"Rosemary Callingham, Jane Watson, G. Oates","doi":"10.1163/9789004396449_008","DOIUrl":"https://doi.org/10.1163/9789004396449_008","url":null,"abstract":"This chapter presents the outcomes associated with the statistical reasoning strand of the Reframing Mathematical Futures (RMFII) project. Background is provided on the emergence of statistical reasoning and statistical literacy as constructs included in the middle school curriculum. A description of the key statistical ideas of Variation, Expectation, Distribution, and Inference follows, with a description of how these were used in the context of the project. Examples of questions and responses are provided that were used in the development of the Statistical Reasoning Learning Progression. Following a description of the eight zones of the learning progression, there is a discussion of the development of teaching advice for assisting students to progress through the zones. Finally, an example of the professional learning activities for statistical reasoning is given.","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116043043","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: 4
Knowing and Building on What Students Know: The Case of Multiplicative Thinking 了解并建立在学生所知的基础上:乘法思维的案例
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_001
D. Siemon
{"title":"Knowing and Building on What Students Know: The Case of Multiplicative Thinking","authors":"D. Siemon","doi":"10.1163/9789004396449_001","DOIUrl":"https://doi.org/10.1163/9789004396449_001","url":null,"abstract":"Identifying and building on what students know in relation to important mathematics is widely regarded as essential to success in school mathematics. However, determining what is important and identifying what students actually understand in relation to what is deemed to be important are by no means uncontested or straightforward endeavours. In recent years attention has turned to the development of evidenced-based learning trajectories (or progressions) as a means of identifying what mathematics is important and how it is understood over time. But for this information to be useful to practitioners, it needs to be accompanied by accurate forms of assessment that locate where learners are in their learning journey and evidenced-based advice about where to go to next. This chapter traces the origins of the Scaffolding Numeracy in the Middle Years (SNMY) research project that used rich assessment tasks and Rasch analysis techniques to develop an evidence-based framework to support the teaching and learning of multiplicative thinking in Years (Grades) 4 to 9.","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126484422","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: 8
Learning Trajectories in Early Mathematics Education 早期数学教育的学习轨迹
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_002
J. Sarama, D. Clements
{"title":"Learning Trajectories in Early Mathematics Education","authors":"J. Sarama, D. Clements","doi":"10.1163/9789004396449_002","DOIUrl":"https://doi.org/10.1163/9789004396449_002","url":null,"abstract":"","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127381265","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: 7
Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years 数学推理研究:建立循证资源支持中学针对性教学
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_005
D. Siemon, Rosemary Callingham
{"title":"Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years","authors":"D. Siemon, Rosemary Callingham","doi":"10.1163/9789004396449_005","DOIUrl":"https://doi.org/10.1163/9789004396449_005","url":null,"abstract":"This chapter traces the origins of the Reframing Mathematical Futures II (RMFII) research project before describing how rich assessment tasks and Rasch analysis techniques were used to develop an evidence-based resource to support the teaching and learning of algebraic, statistical and geometric reasoning in Years (i.e., Grades) 7 to 10. Hypothesised learning progressions were developed for each of the three target domains based on prior research. Potential assessment tasks, together with detailed scoring rubrics, that addressed the learning progressions were developed and trialed. A detailed examination of the Rasch analysis output indicated modifications that were needed and the modified questions were retrialed. Finally, the resulting variable was interpreted and segmented into Zones that were used as the basis for developing teaching advice. In describing this process, we comment on the application of learning trajectories more generally and suggest further avenues for research in this field.","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114626109","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: 5
A Learning Progression for Geometric Reasoning 几何推理的学习过程
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_007
R. Seah, Marj Horne
{"title":"A Learning Progression for Geometric Reasoning","authors":"R. Seah, Marj Horne","doi":"10.1163/9789004396449_007","DOIUrl":"https://doi.org/10.1163/9789004396449_007","url":null,"abstract":"This chapter reports the development of a learning progression for geometric reasoning. Geometric reasoning is the ability to critically analyse axiomatic properties, formulate logical arguments, identify new relationships and prove propositions. All types of geometric concepts develop over time, becoming increasingly integrated and synthesized as individuals learn to visualise beyond the physical images, and participate in taken-as-shared mathematical discourse to describe, analyse, infer and deduce geometric relationships, leading to engaging in formal proof. By analysing data collected through a series of assessment items we have designed and verified an eight-zone learning progression. Examples will be provided to show how the assessment items, activities and teaching advice can be used to help develop and nurture geometric reasoning.","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123607571","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: 10
Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction 基于学习轨迹的数字化诊断课堂评估驱动教学
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_004
J. Confrey, William McGowan, Meetal Shah, Michael Belcher, M. Hennessey, A. Maloney
{"title":"Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction","authors":"J. Confrey, William McGowan, Meetal Shah, Michael Belcher, M. Hennessey, A. Maloney","doi":"10.1163/9789004396449_004","DOIUrl":"https://doi.org/10.1163/9789004396449_004","url":null,"abstract":"","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121971009","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: 10
Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years 重构数学未来II:培养中学生的代数推理能力
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 2019-01-29 DOI: 10.1163/9789004396449_006
L. Day, Marj Horne, M. Stephens
{"title":"Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years","authors":"L. Day, Marj Horne, M. Stephens","doi":"10.1163/9789004396449_006","DOIUrl":"https://doi.org/10.1163/9789004396449_006","url":null,"abstract":"","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128368901","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: 2
Investigating Mathematics Students’ Motivations and Perceptions 调查数学学生的动机和认知
Researching and Using Progressions (Trajectories) in Mathematics Education Pub Date : 1900-01-01 DOI: 10.1163/9789004396449_009
A. Barkatsas, C. Orellana-Farias
{"title":"Investigating Mathematics Students’ Motivations and Perceptions","authors":"A. Barkatsas, C. Orellana-Farias","doi":"10.1163/9789004396449_009","DOIUrl":"https://doi.org/10.1163/9789004396449_009","url":null,"abstract":"The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data were collected in 2016 from students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified four factors which were consistent with the studies the items were adapted from: Intrinsic and Cognitive Value of Mathematics, Instrumental Value of Mathematics, Mathematics Effort, and Social Impact of School Mathematics. A multivariate analysis of variance (MANOVA) also revealed that there were statistically significant differences between Year Levels for some of these factors. The results from the study have confirmed that the survey items continue to be valid and reliable in the mathematics context. The findings also highlight the need for further investigations to examine how students' motivations and perceptions of mathematics develop and differ across the different states in Australia.","PeriodicalId":326610,"journal":{"name":"Researching and Using Progressions (Trajectories) in Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116907427","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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