Mathematical Thinking and Learning最新文献_第6页

Authenticity of elementary teacher designed and implemented mathematical modeling tasks 小学教师设计和实施数学建模任务的真实性

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2022-01-20 DOI: 10.1080/10986065.2022.2028225

Erin E. Turner, A. Bennett, Monica Granillo, Nishaan Ponnuru, Amy Roth Mcduffie, Mary Q. Foote, J. Aguirre, Elzena McVicar

引用次数: 3

Elementary students’ fraction reasoning: a measurement approach to fractions in a dynamic environment 小学生分数推理:动态环境中分数的测量方法

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2022-01-10 DOI: 10.1080/10986065.2022.2025639

Sheunghyun Yeo, Corey Webel

引用次数: 1

Randomness and probability: exploring student teachers’ conceptions 随机与概率:探究学生教师的概念

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2022-01-06 DOI: 10.1080/10986065.2021.2016029

Jenni Ingram

引用次数: 0

Thinking: Bioengineering of Science and Art 思考:科学与艺术的生物工程

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-04075-7

引用次数: 0

Care in mathematics education: alternative educational spaces and practices 数学教育中的关怀：另类教育空间与实践

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-31 DOI: 10.1080/10986065.2021.1993035

T. Rowland

引用次数: 2

Modeling the phenomenon versus modeling the data set 对现象建模与对数据集建模

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-28 DOI: 10.1080/10986065.2021.2013144

G. Stillman, Jill P. Brown

{"title":"Modeling the phenomenon versus modeling the data set","authors":"G. Stillman, Jill P. Brown","doi":"10.1080/10986065.2021.2013144","DOIUrl":"https://doi.org/10.1080/10986065.2021.2013144","url":null,"abstract":"ABSTRACT This paper investigates students’ mathematical modeling activity in data-rich modeling tasks. It aims at gaining insight into how students develop meaning when modeling data-rich situations and the mathematical models produced. A tendency to model a particular dataset, rather than the phenomenon that the dataset is a particular instance of, has been observed previously. Students concentrate on fitting mathematical objects such as functions to data, rather than using domain knowledge about the situation being modeled, mapping this to the data so as to capture the phenomenon as a whole. In other instances, students find functions that simply linearly interpolate the data and do not consider key features of the phenomenon, particularly when they have access to technological tools. The extent to which students’ reasoning indicated awareness of their taking either approach was investigated in a qualitative study with Year 10/11 students. How the approach taken affected the processes students engage in whilst modeling was also investigated. The paper contributes to our currently limited literature on research into this issue and how it affects the outcome of students learning to model in classrooms at this level of schooling.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"270 - 295"},"PeriodicalIF":1.6,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45062098","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

Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry 战略知识重要吗?绘图策略知识对学生几何领域建模能力的影响

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-28 DOI: 10.1080/10986065.2021.2012741

Johanna Rellensmann, S. Schukajlow, Judith Blomberg, Claudia Leopold

{"title":"Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry","authors":"Johanna Rellensmann, S. Schukajlow, Judith Blomberg, Claudia Leopold","doi":"10.1080/10986065.2021.2012741","DOIUrl":"https://doi.org/10.1080/10986065.2021.2012741","url":null,"abstract":"ABSTRACT We investigated how students’ strategic knowledge about situational (pictorial) drawings and mathematical (schematic) drawings affects drawing accuracy and modeling competencies in the domain of geometry. We conducted a pre-posttest experimental study with 473 students in grade 9. Students were randomly assigned to one of three treatment conditions in which we used a 90-minute intervention to promote strategic knowledge about situational drawing (EG1), strategic knowledge about mathematical drawing (EG2), or strategic knowledge about situational and mathematical drawing (EG3). We also used a control group in which we did not promote any knowledge about drawing (CG). Results of a multilevel path analysis did not show a total effect of the strategic knowledge treatments on students’ modeling competencies. However, the results indicated an indirect effect: Students who participated in the treatments demonstrated higher modeling competencies than students in the control condition, and strategic knowledge and drawing accuracy were mediating variables. Moreover, students who constructed a more accurate situational or mathematical drawing for a modeling problem were more likely to solve this problem adequately. Our findings indicate that strategic knowledge is a necessary but not sufficient precondition for the construction of high-quality drawings and high modeling competencies in geometry.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"296 - 316"},"PeriodicalIF":1.6,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45796475","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

Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies 数学建模中的元认知：元认知个体策略、元认知群体策略与建模能力的关系

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-09 DOI: 10.1080/10986065.2021.2012740

Katrin Vorhölter

{"title":"Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies","authors":"Katrin Vorhölter","doi":"10.1080/10986065.2021.2012740","DOIUrl":"https://doi.org/10.1080/10986065.2021.2012740","url":null,"abstract":"ABSTRACT There are several conceptualizations of modeling competencies, including among others on the one hand so-called sub-competencies, which are required to progress from one step of a modeling process to the next, and metacognitive individual and group strategies. However, the relationship between metacognitive strategies and modeling sub-competencies remains unclear, as does the influence of metacognitive strategies on the development of modeling competencies. The current paper presents the results of a study conducted with 170 students in grades nine and ten. This intervention study concerns the relationships between metacognitive strategies and the development of these strategies and modeling sub-competencies over the course of the study. The results illustrate that metacognitive individual strategies are highly correlated with each other, and metacognitive group strategies are highly correlated with each other, but metacognitive individual strategies are not correlated with metacognitive group strategies. Analysis of the development of metacognitive strategies and modeling sub-competencies within the intervention study reveals that not all of these developed as expected. Additionally, the factors of metacognitive strategies that were measured within the study allow for limited conclusions about the development of students’ modeling sub-competencies. These results have implications for further research.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"317 - 334"},"PeriodicalIF":1.6,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580757","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: 5

Mathematical thinking about systems – students modeling a biometrics identity verification system 关于系统的数学思考——学生建模生物识别身份验证系统

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-08 DOI: 10.1080/10986065.2021.2012736

Ana Margarida Baioa, S. Carreira

{"title":"Mathematical thinking about systems – students modeling a biometrics identity verification system","authors":"Ana Margarida Baioa, S. Carreira","doi":"10.1080/10986065.2021.2012736","DOIUrl":"https://doi.org/10.1080/10986065.2021.2012736","url":null,"abstract":"ABSTRACT The aim of this study is to understand how students’ mathematical thinking is activated and nurtured in solving a modeling problem, where the problem situation involves the design of a system. From a STEM integrated perspective, 9th grade students worked on a modeling task aiming to create an identification system based on hand biometrics. The theoretical framework proposes a conceptualization of the interplay between the mathematical modeling process, from a cognitive perspective, and the engineering design process. Central ideas refer to the cyclical nature of both processes and to the sub-processes involved in them. The empirical data were collected in two design-based research cycles with different 9th grade classes. The data from the groups’ audio and video recording and the students’ productions were analyzed under a directed qualitative content analysis informed by theory. The results showed a global pattern in the students’ thinking in solving a design system problem. The overlapping and interplay between the mathematical modeling and the design process was a prominent characteristic of students’ thinking. The modeling cycle was mirrored by a design cycle, with both running in parallel. System thinking pushed and drove students’ mathematical thinking, from the system requirements to the prototype validation.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"7 2","pages":"335 - 360"},"PeriodicalIF":1.6,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41264120","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

Modeling from a cognitive perspective: theoretical considerations and empirical contributions 认知视角下的建模：理论思考和实证贡献

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-12-04 DOI: 10.1080/10986065.2021.2012631

S. Schukajlow, G. Kaiser, G. Stillman

引用次数: 8