Investigations in Mathematics Learning最新文献_第7页

Integrated STEM as Problem-Solving Practices 整合STEM作为解决问题的实践

Investigations in Mathematics Learning Pub Date : 2022-01-02 DOI: 10.1080/19477503.2021.2024721

T. Roberts, Cathrine Maiorca, Christa Jackson, Margaret J. Mohr-Schroeder

{"title":"Integrated STEM as Problem-Solving Practices","authors":"T. Roberts, Cathrine Maiorca, Christa Jackson, Margaret J. Mohr-Schroeder","doi":"10.1080/19477503.2021.2024721","DOIUrl":"https://doi.org/10.1080/19477503.2021.2024721","url":null,"abstract":"ABSTRACT Mathematics is foundational to integrated science, technology, engineering, and mathematics (STEM) education. Problem solving is central to integrated STEM and to the individual disciplines as evidenced by the practice standards of each discipline (e.g., Standards for Mathematical Practice, Science and Engineering Practices, and Technology and Engineering Practices). We situate integrated STEM as problem-solving practices by synthesizing practice standards from each discipline into four integrated STEM practices: (1) use critical and creative thinking to define and solve problems, (2) collaborate and use appropriate tools to engage in iterative problem solving, (3) communicate solutions to problems based on evidence and data, and (4) recognize and use structures in real-world systems. The integrated STEM practices are critical components of high-quality STEM learning experiences that allow students to apply discipline specific content to authentic problems. When each and every student is provided access and opportunity to high-quality integrated STEM learning experiences, they understand how mathematics is used in the real world and have more favorable views of mathematics. Mathematics education research could use the integrated STEM practices to rigorously investigate calls for greater access, equity, and opportunities in teaching and learning mathematics in integrated STEM contexts.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804205","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

STEM Teaching Experiences: Impacting Elementary Teacher Candidates’ Perceptions of Teaching Mathematics STEM教学经验:影响小学教师候选人对数学教学的看法

Investigations in Mathematics Learning Pub Date : 2022-01-02 DOI: 10.1080/19477503.2021.2023967

M. Burton

引用次数: 3

Digital Games and the Teaching and Learning of Mathematics: A Survey Study 数字游戏与数学教学的调查研究

Investigations in Mathematics Learning Pub Date : 2021-11-18 DOI: 10.1080/19477503.2021.2001292

André R. Denham, Kristin E. Harbour, Stefanie A. Wind

引用次数: 1

Developing Secondary Students’ Understanding of Proof through Constructing, Critiquing, and Revising Arguments 通过构建、批评和修改论证，培养中学生对证明的理解

Investigations in Mathematics Learning Pub Date : 2021-11-16 DOI: 10.1080/19477503.2021.2000201

Kimberly A. Conner, Brooke Krejci

{"title":"Developing Secondary Students’ Understanding of Proof through Constructing, Critiquing, and Revising Arguments","authors":"Kimberly A. Conner, Brooke Krejci","doi":"10.1080/19477503.2021.2000201","DOIUrl":"https://doi.org/10.1080/19477503.2021.2000201","url":null,"abstract":"ABSTRACT We examined high school geometry students’ written work on four proof tasks where they posed a conjecture, drafted an argument, provided written critiques, then revised their argument based on peer feedback. Students’ written work across the tasks was analyzed to determine whether the instructional sequence supported them in improving their arguments and attending to key aspects of proof (justifications, generality, clarity, structure). Claim-level analysis for each of the key aspects revealed minor changes between students’ draft and revised arguments with results varying by task. That said, students attended to the key aspects of proof through the critiques they provided each other with most critiques, if appropriately addressed, having the potential to help improve the draft argument. Students’ reflections also showed this process helped them think about the clarity and level of detail in their arguments. Implications for this study include the benefits of providing proof tasks that offer fewer supports for students, alongside multi-faceted analysis of their written arguments, in terms of providing insights into students’ current understanding of proof.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"101 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812617","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

Characteristics of Statistical Investigations Tasks Created by Preservice Teachers 保存教师统计调查任务的特点

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI: 10.1080/19477503.2021.1990659

Stephanie A. Casey, Taylor Harrison, R. Hudson

引用次数: 3

The GMaV Conceptual Framework: Constructing Elementary Pre-Service Teacher’s Mathematics Vocabulary Understanding through Contextualized Guided Notes GMaV概念框架：通过情境化引导笔记构建小学职前教师的数学词汇理解

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI: 10.1080/19477503.2021.1985906

Emma K. Bullock, Amy Ray, J. Herron, M. Swarthout

引用次数: 2

Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions 课程推理概念化：一个考察数学教师课程决策的框架

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI: 10.1080/19477503.2021.1981742

Shannon W. Dingman, Dawn Teuscher, Travis A. Olson, L. Kasmer

引用次数: 2

Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills 分数干预中虚拟和具体操作对四、五年级学生分数技能的差异影响

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI: 10.1080/19477503.2021.1982586

Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, A. Laine, Pirjo Aunio, Joseph Calvin Gagnon

{"title":"Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills","authors":"Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, A. Laine, Pirjo Aunio, Joseph Calvin Gagnon","doi":"10.1080/19477503.2021.1982586","DOIUrl":"https://doi.org/10.1080/19477503.2021.1982586","url":null,"abstract":"ABSTRACT Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"323 - 337"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43566096","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

Challenges and Benefits of Using Toulmin’s Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions 运用图尔敏论证模型评估数学课程学习汇报的挑战与益处

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI: 10.1080/19477503.2021.1989188

Randall E. Groth, D. Follmer

{"title":"Challenges and Benefits of Using Toulmin’s Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions","authors":"Randall E. Groth, D. Follmer","doi":"10.1080/19477503.2021.1989188","DOIUrl":"https://doi.org/10.1080/19477503.2021.1989188","url":null,"abstract":"ABSTRACT As lesson study becomes more prevalent, there is a need to continuously develop theoretical and methodological infrastructure to support and refine its use. In this article, we present a critical methodological analysis of the challenges and benefits of using Toulmin’s argumentation model in mathematics education to assess the debriefing phase of lesson study. During debriefing sessions, teachers offer arguments about how to improve teaching that are grounded in observations of students’ learning. Toulmin’s model provides a means to analyze the structure of such arguments. Using an empirical example, we illustrate challenges of using the model, such as determining appropriate grain sizes for data and claims, evaluating qualifiers, recognizing multiple categories of backing, identifying implicit warrants, and deciding between the individual or the group as a unit of analysis. We also discuss benefits such as being able to systematically compare mathematics teachers’ pedagogical arguments against one another, assess attainment of debriefing session goals, and characterize group discursive dynamics. Despite the challenges of using the Toulmin model, we conclude that it provides a useful framework for systematic analysis of lesson study debriefing sessions. The present article can help researchers anticipate and address challenges of conducting Toulmin-based qualitative analyses of debriefing session discourse.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"338 - 353"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46634623","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

Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence 虚拟-具象-抽象教学序列在线教学学生解减法题

Investigations in Mathematics Learning Pub Date : 2021-07-03 DOI: 10.1080/19477503.2021.1963157

Emily C. Bouck, Holly M. Long, Larissa Jakubow

引用次数: 1