Mathematical Thinking and Learning最新文献

{"title":"Modern mathematics: an international movement?","authors":"Michael N. Fried","doi":"10.1080/10986065.2023.2298119","DOIUrl":"https://doi.org/10.1080/10986065.2023.2298119","url":null,"abstract":"Published in Mathematical Thinking and Learning (Ahead of Print, 2023)","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"35 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139057481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young children’s self-initiated pattern-making during free play","authors":"Miriam M. Lüken","doi":"10.1080/10986065.2023.2276798","DOIUrl":"https://doi.org/10.1080/10986065.2023.2276798","url":null,"abstract":"ABSTRACTYoung children spontaneously create patterns during play. However, this self-initiated pattern-making has yet to be systematically researched. In particular, the extent of self-initiated pattern-making, the pattern types young children create, and the potential differences in pattern-making for different ages are still to be examined. Investigating pattern-making in natural play-situations, the study observed 84 children during free play in their early childhood classrooms. All arrangements that children created on their own accord were documented. Nearly all children engaged in creating arrangements as a self-initiated activity, but the total number of creations varied largely between children. A significant, medium correlation was found between pattern-making and children’s ages. Most patterns were reflections, but also translation-patterns, rotation-patterns, and growing patterns were created. Significant differences regarding age seem to hint at a development from creating repeating patterns with a simple structure to patterns with a more complex unit of repeat and creating growing patterns.KEYWORDS: Mathematical patternsgeometric symmetryearly childhood mathematicsunitizing Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMiriam M. LükenMiriam M. Lüken is a professor in mathematics education at the IDM (Institute for the Didactics of Mathematics) in Bielefeld, Germany, since January 2013. Her research focuses on mathematical learning in early childhood, especially the development of early pattern and structure competencies. Miriam finished her PhD, which was supervised by Prof. Dr. Klaus Hasemann, in 2011 at Leibniz University Hanover. From 2004 to 2012, Miriam worked as a teacher in a Primary School in Hanover.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135285691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study","authors":"Yiannis Charalambous, Charalambos Y. Charalambous","doi":"10.1080/10986065.2023.2270088","DOIUrl":"https://doi.org/10.1080/10986065.2023.2270088","url":null,"abstract":"ABSTRACTAlthough mathematical modeling during problem solving has attracted increased scholarly interest, existing quantitative work in this field has largely concentrated on secondary and tertiary education. Using a cluster-randomized-trial design, this study explored the contribution of an intervention aiming to support upper elementary students’ problem-solving modeling performance. The analytic sample of the study consisted of 50 Grade 5 and 6 classes (815 students) whose teachers volunteered to participate in the study; the classes were assigned to either an experimental (25 classes) or a control condition (25 classes), each receiving five 80-minute lessons on either modeling activities or solving routine and process problems, respectively. Student problem-solving modeling performance was measured before, right after, and two months after the culmination of the intervention. The person estimates emerging from a Rasch analysis of these data were analyzed using inferential statistics and a multi-level piecewise linear growth model. The analyses showed that students in the experimental group outperformed their counterparts in the control group both at the immediate and late test administration. Additionally, fifth graders in the experimental group outperformed sixth graders in the control group. We discuss the implications of these findings for teaching modeling during problem solving in elementary grades.KEYWORDS: Cluster randomized trial studyelementary gradesinterventionmodelingproblem solving AcknowledgmentsWe would like to thank the teachers and the students participating in this study. Without their contribution, this study would not have been possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/10986065.2023.2270088.Notes1. This limited number of experimental studies in elementary grades should not imply a scarcity of studies on mathematical modeling in these grades. In fact, there is a rich corpus of non-experimental, qualitative studies that have explored how teaching can support elementary school students in improving their mathematical modeling competence. By adopting a longitudinal design, some of these studies have shown how mathematical modeling activities spread over several years can support the modeling competence of elementary school students in lower (e.g., English, Citation2012; English, L. D, Citation2011) or upper grades (e.g., English, Citation2022, Citation2023; English & Watson, Citation2018). Qualitative studies have also shown the potential of mathematical modeling interventions occurring within a single year to improve the mathematical modeling performance of even Gr.1 (Keisar & Peled, Citation2018) or Gr.2 (Albarracin, Citation2021) students.2. Although 998 students were invited to participate in the study (which was approved by the National Center for Educational Researc","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"59 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between number talks and ambitious instruction: learning from beginning teachers","authors":"Byungeun Pak, Jillian M. Cavanna, Brent E. Jackson","doi":"10.1080/10986065.2023.2267720","DOIUrl":"https://doi.org/10.1080/10986065.2023.2267720","url":null,"abstract":"ABSTRACTNumber talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students’ conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers’ enactment of number talks are aligned with ambitious instruction. The authors utilized Cazdan’s (2001) sequential and selectional dimensions to systematically analyze videos of 17 number talks enacted by seven beginning teachers. Findings indicate that the number talk routine consisted of introducing, collecting, idea sharing, and closing phases. Additionally, using the M-Scan instrument (Berry et al., 2013) to measure whether lessons were ambitious, the authors found that more ambitious lessons included number talks where teachers supported multiple students to engage in another student’s strategy rathter than simply shaing individual strategies. We discuss several important implications for mathematics teacher education and research on ambitious mathematics instruction.KEYWORDS: Number talksmathematics teacher educationteacher movesambitious instruction AcknowledgmentsThis material is based upon work supported by grants from the Spencer Foundation under Grant No. 201600103 and the National Science Foundation under Grant No. DGE 1535024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation [DGE 1535024]; Spencer Foundation [201600103].Notes on contributorsByungeun PakByungeun Pak is assistant professor of elementary teacher education at Utah Tech University, USA. His research interests are ambitious and equitable instruction on the part of novice teachers. In particular, he is interested in beginning teachers’ ambitious and equitable use of curriculum materials with longitudinal data and the efficacy of teaching practices, such as number talks, implemented by novice teachers.Jillian M. CavannaJillian M. Cavanna is an assistant professor of elementary education at University of Hartford, USA. She conducts research on teaching and learning to teach mathematics. Within this work, she focuses on coherence, learning to teach ambitiously, and how teachers use evidence from their classrooms to improve instruction. Jillian is interested in research methodologies that honor and encourage the contributions of practicing teachers.Brent E. JacksonBrent E. Jackson is a research associate in mathematics education at WestEd, a nonprofit research, development, and services agency. Brent’s research interests include small group work, how genders are mobilized in classrooms, and teachers' learning in relation to issues of equity and social justice. Brent draws on a variety of qualitative methodologies to study teaching and lear","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers","authors":"Malin Gardesten, Hanna Palmér","doi":"10.1080/10986065.2023.2258485","DOIUrl":"https://doi.org/10.1080/10986065.2023.2258485","url":null,"abstract":"Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational knowing of teachers to determine how such combined knowing enables elementary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathematics. For students’ spatial, social, and mathematical inclusion in the classroom, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co-teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of contextual knowledge in noticing students’ strategies in-the-moment","authors":"Michael Jarry-Shore, H. Borko","doi":"10.1080/10986065.2023.2239418","DOIUrl":"https://doi.org/10.1080/10986065.2023.2239418","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices","authors":"Miriam Leshin","doi":"10.1080/10986065.2023.2223767","DOIUrl":"https://doi.org/10.1080/10986065.2023.2223767","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47858513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Tia was the right one:” mathematical authority and trust among first graders","authors":"B. Brizuela, Susanne Strachota, Sophia Raymond, Sofía Savid, M. Blanton","doi":"10.1080/10986065.2023.2215408","DOIUrl":"https://doi.org/10.1080/10986065.2023.2215408","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46902152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Counting the stars: advancing mathematical activity in a scripting journey","authors":"A. Kercher, Anna Marie Bergman, Rina Zazkis","doi":"10.1080/10986065.2023.2206510","DOIUrl":"https://doi.org/10.1080/10986065.2023.2206510","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45503645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments","authors":"Jesús E. Hernández-Zavaleta, C. Brady, Sandra Becker, Douglas B. Clark","doi":"10.1080/10986065.2023.2191074","DOIUrl":"https://doi.org/10.1080/10986065.2023.2191074","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48338573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}