Canadian Journal of Science Mathematics and Technology Education最新文献_第9页

A Consideration of Alternative Sample Spaces Used in Coin-Toss Problems. 抛掷硬币问题中可选样本空间的考虑

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-09-01 DOI: 10.1007/s42330-022-00224-3

Amy Renelle, Stephanie Budgett, Rhys Jones

引用次数: 0

Financial Numeracy in Mathematics Education: Research and Practice. 数学教育中的财务计算能力：研究与实践》。

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-06-24 DOI: 10.1007/s42330-022-00215-4

Amirullah Amirullah, Nilam Manik Malela, Hummasolli Biori

引用次数: 0

How Well Do High-Achieving Undergraduate Students Understand School Algebra? 成绩优异的本科生对学校代数的理解如何？

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2023-02-11 DOI: 10.1007/s42330-022-00256-9

Diarmaid Hyland, Ann O'Shea

{"title":"How Well Do High-Achieving Undergraduate Students Understand School Algebra?","authors":"Diarmaid Hyland, Ann O'Shea","doi":"10.1007/s42330-022-00256-9","DOIUrl":"10.1007/s42330-022-00256-9","url":null,"abstract":"The aim of this research is to investigate how well high-achieving students entering tertiary-level education in Ireland understand school algebra. As part of a larger project, a 31-item test was developed to assess first-year undergraduate students' understanding of basic algebraic concepts. The test was administered online to students studying at least one mathematics module at tertiary level and received 327 responses. In this article, we study how the subset of high-achieving undergraduates in our sample performed on the test. The results demonstrated a very high level of understanding among students, as befits their level of study and prior achievement relative to the difficulty of the test. However, one subsection of the test stood out as being disproportionately difficult for these students. The section focused on valid solutions of equations and inequalities. The items in question are described in detail in this article as is the associated data. Our analysis shows that this topic is an area of concern even for high-achieving undergraduates and so deserves further attention. We conclude with a discussion of the implications of this research and details of the larger project.","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922173/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46181192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Reflection on Reimagining Education: Inspiration, Innovation and Thriving in a Changing World. 关于重塑教育的思考：在不断变化的世界中的灵感、创新与繁荣

IF 1.3

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-07-07 DOI: 10.1007/s42330-022-00219-0

Isha DeCoito

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La RCESMT: une revue élargie. RCESMT：扩展审查

IF 1.3

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-04-06 DOI: 10.1007/s42330-022-00205-6

Douglas McDougall

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Connecting the Dots Among Science, Education, and STEM. 连接科学、教育和STEM之间的点

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-12-07 DOI: 10.1007/s42330-022-00248-9

Joanne Nazir

引用次数: 0

A Framework and a Research Design Proposal to Identify Preservice Teachers' Integration Performance of Science and Mathematics. 确定保留教师科学与数学综合表现的框架和研究设计建议

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-04-22 DOI: 10.1007/s42330-022-00198-2

Bento Cavadas, Sofia Rézio, João Robert Nogueira, Neusa Branco

{"title":"A Framework and a Research Design Proposal to Identify Preservice Teachers' Integration Performance of Science and Mathematics.","authors":"Bento Cavadas, Sofia Rézio, João Robert Nogueira, Neusa Branco","doi":"10.1007/s42330-022-00198-2","DOIUrl":"10.1007/s42330-022-00198-2","url":null,"abstract":"Integration is an important, albeit difficult, goal of science and mathematics education. This paper presents a framework and a research design proposal to identify preservice teachers' (PSTs) integration performance of science and mathematics (IPoSM). It also presents the classification of PSTs' level of integration in each phase of a problem-based learning (PBL) activity, within the proposed framework, and evidence of their work. The framework is organized in three levels of integration, based on current research, and detailed with specific integration indicators about an exemplary PBL activity, named STEM Bees. This PBL activity was structured as a research problem divided into two integrated problems. A qualitative methodology was used, focused on the application of the framework to the work of PSTs in that PBL activity. The final participants were 13 PSTs, organized in four working groups. In general, results show that PSTs' integration performance was higher with the second problem than with the first problem. However, full integration with meaningful connections between science and mathematics ideas was achieved by almost all PST at the conclusion of the research problem. The IPoSM framework indicators proved to be useful for identifying the level of integration of science and mathematics in PSTs' work in each phase of the PBL activity. Keeping the IPoSM framework in mind, teacher educators could elaborate more effective problem-based integrated approaches of science and mathematics in initial teacher education.","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9027031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections During the COVID-19 Pandemic: Science, Education, and Everyday Life. COVID-19 大流行期间的思考：科学、教育和日常生活。

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-02-15 DOI: 10.1007/s42330-022-00194-6

Wolff-Michael Roth

引用次数: 0

Do You Need 'The Machine'? Tipping in Canada Is Unconscious (Part I). 您需要 "机器 "吗？加拿大的小费是无意识的（第一部分）。

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2022-04-22 DOI: 10.1007/s42330-022-00202-9

Egan J Chernoff

{"title":"Do You Need 'The Machine'? Tipping in Canada Is Unconscious (Part I).","authors":"Egan J Chernoff","doi":"10.1007/s42330-022-00202-9","DOIUrl":"10.1007/s42330-022-00202-9","url":null,"abstract":"Constantly on the lookout for Canadian mathematics education matters, I recently experienced a major personal tipping point. The juxtaposition of two different customer service situations was simply too much for me to handle. Now through the looking glass, it was abundantly clear that tipping in Canada is unconscious, and the evidence was everywhere. The current state of financial literacy education in Canadian schools, the opportunity that COVID-19 has provided for us to renew Canada's implied gratuity guidelines, and an investigation into pre- and post-tax bill totals all supported my assertion that the tipping culture in Canada is a habit in many senses of the word. A look back at how tipping in Canada has evolved from parting with a few coins every once and a while, and a look at the evolution of the point of sale terminal, which I refer to as 'The Machine', helped me realize that I am unable to move on and start looking for other Canadian mathematics education matters just yet. After all, if Canadian mathematics education matters, then Canadian mathematics education matters. As such, Part II of this article follows in the next issue. Stay tuned.","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9027021/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53346983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice Primary Teachers' Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms. 保留小学教师对自然科学与技术课堂STEM教学的看法

IF 1.5

Canadian Journal of Science Mathematics and Technology Education Pub Date : 2022-01-01 Epub Date: 2023-01-10 DOI: 10.1007/s42330-022-00252-z

Tafirenyika Mafugu, Maria Tsakeni, Loyiso C Jita

{"title":"Preservice Primary Teachers' Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms.","authors":"Tafirenyika Mafugu, Maria Tsakeni, Loyiso C Jita","doi":"10.1007/s42330-022-00252-z","DOIUrl":"10.1007/s42330-022-00252-z","url":null,"abstract":"The teaching of natural sciences and technology in primary schools presents an opportunity to use innovative approaches to teach STEM-based activities. The subject presents opportunities for learners to experience STEM-based instructional approaches in their early school years; therefore, it is essential that preservice primary school teachers are adequately prepared for the task. This study explored the perceptions of preservice teachers of STEM-based teaching in natural sciences and technology classrooms. Using a qualitative research approach and a single case study of a science and technology teaching methods course at a South African university, five participants were purposively selected from a group of 42 preservice teachers who had participated in a project to develop lesson plans and reflect on how to teach STEM. The data collected were analysed using thematic content analysis techniques. The findings indicate that the preservice teachers used natural sciences as an entry point to teach STEM and underestimated the technology component. The preservice teachers had the perception that STEM is taught through activity-based strategies while incorporating assessment for learning. Although they identified activities that could be used to teach STEM, they did not link the activities with developing specific skills in the lesson plans. The study recommends that preservice teachers be taught to link STEM activities with the development of specific STEM skills.","PeriodicalId":45763,"journal":{"name":"Canadian Journal of Science Mathematics and Technology Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9838460/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0