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Mathematical Thinking and Learning最新文献

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Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups 三年级学生在小组合作解决组合问题时的多模态数学推理
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-07-14 DOI: 10.1080/10986065.2022.2099611
Unni Wathne, M. Carlsen
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引用次数: 1
Elements of instruction that motivate students with learning disabilities to learn fractions 激励有学习障碍的学生学习分数的教学要素
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-06-17 DOI: 10.1080/10986065.2022.2087141
K. Newton, Amanda Jansen, Peter Puleo
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引用次数: 0
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation 中学数学教师利用学生错误答案支持集体论证
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-04-26 DOI: 10.1080/10986065.2022.2067932
Yuling Zhuang, AnnaMarie Conner
{"title":"Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation","authors":"Yuling Zhuang, AnnaMarie Conner","doi":"10.1080/10986065.2022.2067932","DOIUrl":"https://doi.org/10.1080/10986065.2022.2067932","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation. The model may help the field to identify fine-grained conditions of validity within episodes of collective argumentation. The findings of this study provide insight into how teachers can manage or capitalize on incorrect parts of an argument when they attempt to support classroom-based argumentation as part of a long-term teaching intervention.</p>","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"28 39","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518278","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}
引用次数: 0
Sequencing & selecting solutions in a gendered world 排序和选择解决方案在一个性别的世界
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-04-15 DOI: 10.1080/10986065.2022.2062641
Laurie H. Rubel, M. Ayalon, J. A. Shahbari
{"title":"Sequencing & selecting solutions in a gendered world","authors":"Laurie H. Rubel, M. Ayalon, J. A. Shahbari","doi":"10.1080/10986065.2022.2062641","DOIUrl":"https://doi.org/10.1080/10986065.2022.2062641","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47304767","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}
引用次数: 2
The complexity of supporting reasoning in a mathematics classroom of shared authority 在共享权威的数学课堂中支持推理的复杂性
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-04-09 DOI: 10.1080/10986065.2022.2059628
K. Arnesen, Kirsti Rø
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引用次数: 3
Progressions in young learners’ understandings of parity arguments 青年学习者对奇偶论证理解的进展
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-04-08 DOI: 10.1080/10986065.2022.2053775
M. Blanton, A. Gardiner, Ingrid Ristroph, Ana Stephens, E. Knuth, Rena Stroud
{"title":"Progressions in young learners’ understandings of parity arguments","authors":"M. Blanton, A. Gardiner, Ingrid Ristroph, Ana Stephens, E. Knuth, Rena Stroud","doi":"10.1080/10986065.2022.2053775","DOIUrl":"https://doi.org/10.1080/10986065.2022.2053775","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41479126","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}
引用次数: 1
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study 学龄前儿童的重复模式技能:来自大规模、自然主义、澳大利亚广泛研究的证据
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-03-27 DOI: 10.1080/10986065.2022.2056320
Kevin Larkin, I. Resnick, Thomas Lowrie
{"title":"Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study","authors":"Kevin Larkin, I. Resnick, Thomas Lowrie","doi":"10.1080/10986065.2022.2056320","DOIUrl":"https://doi.org/10.1080/10986065.2022.2056320","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41411871","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}
引用次数: 2
Differences in grade 7 students’ understanding of the equal sign 七年级学生对等号理解的差异
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-03-26 DOI: 10.1080/10986065.2022.2058160
L. Sumpter, A. Löwenhielm
{"title":"Differences in grade 7 students’ understanding of the equal sign","authors":"L. Sumpter, A. Löwenhielm","doi":"10.1080/10986065.2022.2058160","DOIUrl":"https://doi.org/10.1080/10986065.2022.2058160","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42311444","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}
引用次数: 0
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research 模型和建模:数学、实践和研究之间的微妙平衡
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-03-25 DOI: 10.1080/10986065.2022.2056676
Michael N. Fried
{"title":"Models and Modelling: The Fine Balance between Mathematics, Practice, and Research","authors":"Michael N. Fried","doi":"10.1080/10986065.2022.2056676","DOIUrl":"https://doi.org/10.1080/10986065.2022.2056676","url":null,"abstract":"The word “modeling” is key (in developing mathematical concepts in the contexts in which they are actually used). Real problems do not come at the end of chapters. Real problems do not look like mathematical problems. Real problems are messy. Real problems ask questions such as: How do we create computer animation? How do we effectively control an animal population? What is the best location of a fire station? What do we mean by “best”? (From Solomon Garfunkel’s introduction to Mathematics Modeling Our World (COMAP, 1998) as cited in Niss and Blum, pp. 184–5).","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"24 1","pages":"176 - 180"},"PeriodicalIF":1.6,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46683677","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}
引用次数: 0
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions 后向迁移，新学习和先前推理方式之间的关系，以及线性函数的动作与过程观
IF 1.6 4区 教育学
Mathematical Thinking and Learning Pub Date : 2022-02-16 DOI: 10.1080/10986065.2022.2037043
Charles Hohensee, Laura Willoughby, S. Gartland
{"title":"Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions","authors":"Charles Hohensee, Laura Willoughby, S. Gartland","doi":"10.1080/10986065.2022.2037043","DOIUrl":"https://doi.org/10.1080/10986065.2022.2037043","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619788","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}
引用次数: 0
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