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

Investigating the status of highly able students through the lens of the Lebanese national policy and the mathematics and science centralized curricula and textbooks 通过黎巴嫩国家政策和数学和科学集中的课程和教科书调查高材生的状况

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12569

Maya Antoun, Rayya Younes, Sara Salloum

{"title":"Investigating the status of highly able students through the lens of the Lebanese national policy and the mathematics and science centralized curricula and textbooks","authors":"Maya Antoun, Rayya Younes, Sara Salloum","doi":"10.30935/scimath/12569","DOIUrl":"https://doi.org/10.30935/scimath/12569","url":null,"abstract":"Very few Lebanese students have been able to perform at the highest level in mathematics and science in TIMSS, leading to the belief that current curricula and/or pedagogies are not supporting our highly able students to realize their potentials. In this research, we investigate how the national Policy documents and the mathematics and science centralized curricula, and textbooks address the needs of highly able students. Teachers’ perceptions and role in providing for the educational needs of highly able is also examined. Through qualitative methods, the following data sources were used to address the research aim: policy document analysis, curriculum analysis, and teacher interviews. Findings indicated no specific policy for highly able students in Lebanon and little evidence of curricular provisions and attention to the needs of highly able learners in the mathematics and science national curricula and textbooks. The resultant data also provided important insights into the limited knowledge of teachers in the area of supporting highly able learners. The findings of the current study will inform the efforts of the policy makers and the Ministry of Education faced with the challenge of effectively educating their most able students.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69239832","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

Volume of geometric solids on the Desmos platform – A didactic experience in Cape Verde Desmos平台上的几何固体体积-佛得角的教学经验

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12788

Daniel Machado, Nuno R. O. Bastos, Andreia Hall, Sónia Pais

引用次数: 1

The impact of educational strategies on primary school students’ attitudes towards climate change: A comparison of three European countries 教育策略对小学生气候变化态度的影响:三个欧洲国家的比较

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12945

R. Kroufek, Karel Nepraš

引用次数: 0

The role of metaphors in interpreting students’ difficulties in operating with percentages: A mixed method study based on large scale assessment 隐喻在解释学生百分比操作困难中的作用:基于大规模评估的混合方法研究

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12642

Chiara Giberti, G. Santi, Camilla Spagnolo

引用次数: 3

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic 新冠肺炎大流行背景下职前数学教师对条件概率的理解

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12436

F. M. Brückler, Ž. Milin Šipuš

{"title":"Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic","authors":"F. M. Brückler, Ž. Milin Šipuš","doi":"10.30935/scimath/12436","DOIUrl":"https://doi.org/10.30935/scimath/12436","url":null,"abstract":"During the last two years, the COVID-19 pandemic had a secondary effect of increased media content loaded with mathematical, often probabilistic information (and misinformation). Our exploratory study investigates the probabilistic intuitions, misconceptions, biases, and fallacies in conditional probability reasoning of mathematics teacher candidates in the context of the pandemic. The pre-service mathematics teachers who participated in our study were given a questionnaire with five contextual conditional probability problems, all formulated similarly to media statements often encountered when discussing the COVID-19 pandemic. Our findings confirm the previous findings on biases and fallacies related to conditional probability problems with a social context. They were also indicative of several types of errors (both numerical and logical) as more common than expected. Our results also reveal that pre-service mathematics teachers apparently separate the content learned in the classroom from the application of the knowledge in critical examination of the information to which they are daily exposed by the media. © 2023 by authors;licensee EJSME by Bastas.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631287","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

Is motivation the key? Factors impacting performance in first year service mathematics modules 动机是关键吗？影响一年级数学模块成绩的因素

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12529

Maryna Lishchynska, Catherine Palmer, Seán Lacey, Declan O’Connor

{"title":"Is motivation the key? Factors impacting performance in first year service mathematics modules","authors":"Maryna Lishchynska, Catherine Palmer, Seán Lacey, Declan O’Connor","doi":"10.30935/scimath/12529","DOIUrl":"https://doi.org/10.30935/scimath/12529","url":null,"abstract":"Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students’ performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance in first year service modules (p£0.05), second only to mathematical background (p<0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p<0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49598672","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: 1

Subject-language perspectives on multilingual students learning in science 多语种学生科学学习的学科语言视角

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12568

Anders Jakobsson, Marilyn Kouns

{"title":"Subject-language perspectives on multilingual students learning in science","authors":"Anders Jakobsson, Marilyn Kouns","doi":"10.30935/scimath/12568","DOIUrl":"https://doi.org/10.30935/scimath/12568","url":null,"abstract":"In this study, we have explored the ways in which small-group work in science can contribute to strengthen multilingual students’ subject language and conceptual development when working with language-oriented classroom activities in primary classrooms. The aim is to determine whether it is possible to identify factors in interactions in small-group work that strengthen and facilitate the students’ language development. We have focused on how students orally formulate themselves when describing observations, hypotheses, and explanations of certain scientific experiments on the properties of air. An important starting point has been that students’ successive development of a subject-specific language is crucial for their conceptual development and understanding. The analyses of the dialogues have made it possible to study how individual students gradually develop their way of expressing themselves by taking over others’ expressions and word choices and making their own. The analysis also shows that these dialogical situations are crucial for all students to develop their language use in science, primarily through probing a more precise way of expressing themselves and putting their scientific ideas and thoughts into words. An important conclusion is that students should be offered opportunities and space to develop their subject language register in science and that this is important for all students, but crucial for those for whom the language of instruction is a second language.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69239769","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: 1

The difficulties in geometry: A quantitative analysis based on results of mathematics competitions in Italy 几何的难点:基于意大利数学竞赛结果的定量分析

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12590

Lorenzo Facciaroni, Alessandro Gambini, Lorenzo Mazza

引用次数: 1

Development of TPACK with Web 2.0 tools: Design-based study 利用Web 2.0工具开发TPACK:基于设计的研究

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/12907

Tugba Uygun, A. Sendur, R. Dere, Bilal Ozcakir

引用次数: 0

The impact of teachers' knowledge on the connection between technology supported exploration and mathematical proof 教师知识对技术支持探索与数学证明之间联系的影响

European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI: 10.30935/scimath/13285

Helena Rocha

{"title":"The impact of teachers' knowledge on the connection between technology supported exploration and mathematical proof","authors":"Helena Rocha","doi":"10.30935/scimath/13285","DOIUrl":"https://doi.org/10.30935/scimath/13285","url":null,"abstract":"Technology is recognized for its potential to implement exploration tasks. The ease and speed with which it becomes possible to observe many cases of a situation, allows the development of conjectures and brings conviction about their veracity. Mathematical proof, assumed as the essence of Mathematics, tends to appear to the students as something dispensable. Based on KTMT – Knowledge for Teaching Mathematics with Technology model, this study intends to understand the impact of the teachers’ knowledge on mathematical proof in a context of technology integration. The study adopts a qualitative and interpretative methodology, based on case study, analyzing the practice of one teacher. The conclusions emphasize the relevance of the teacher’s MTK – Mathematics and Technology Knowledge, and TLTK – Teaching and Learning and Technology Knowledge. The teacher's MTK guides her decisions, leading her to focus on helping students understand the meaning of conjecture and proof, valuing, at the same time, the relevance of algebraic manipulations. However, the teacher’s TLTK guides her practice, where the knowledge about the students is determinant. The study provides evidence about the difficulty of articulating proof and technology, but it also clarifies the relevance of this articulation and of how the teacher’s KTMT can impact the teacher’s decisions.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69240585","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