Mathematical Thinking and Learning最新文献_第8页

A contemporary theory of mathematics education research 当代数学教育理论研究

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-07-19 DOI: 10.1080/10986065.2021.1951981

Stephen Lerman

引用次数: 0

Examining how middle grade mathematics students seize learning opportunities through conflict in small groups 研究中学数学学生如何通过小组冲突抓住学习机会

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-07-05 DOI: 10.1080/10986065.2021.1949529

Tye G. Campbell

{"title":"Examining how middle grade mathematics students seize learning opportunities through conflict in small groups","authors":"Tye G. Campbell","doi":"10.1080/10986065.2021.1949529","DOIUrl":"https://doi.org/10.1080/10986065.2021.1949529","url":null,"abstract":"ABSTRACT Understanding how students develop learning opportunities through peer-to-peer interaction is vital for advancing research and practice on collaborative learning environments. This study investigated the discourse practices middle grade students utilized to resolve conflict in ways that promoted or inhibited learning opportunities. Seventy-seven middle grade students were audio/video recorded as they worked in groups of three on cognitively demanding mathematical tasks over three days. Analysis centered on the nature of learners’ discourse practices within instances of small group conflict. The findings revealed 17 specific discourse practices which promote learning opportunities within conflict and six discourse practices which limit learning opportunities. Practitioners might leverage these findings by explicitly teaching and modeling the discourse practices which promote learning opportunities. Researchers might build upon the theoretical and methodological contributions of this study to examine promotive discourse practices under different constraints than were examined in the present analysis.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"208 - 231"},"PeriodicalIF":1.6,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10986065.2021.1949529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44016028","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

The double-edged sword of conjecturing 猜测的双刃剑

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-06-13 DOI: 10.1080/10986065.2021.1940427

Michal Dvir, D. Ben-Zvi

{"title":"The double-edged sword of conjecturing","authors":"Michal Dvir, D. Ben-Zvi","doi":"10.1080/10986065.2021.1940427","DOIUrl":"https://doi.org/10.1080/10986065.2021.1940427","url":null,"abstract":"ABSTRACT Employing a statistical modeling inspired pedagogy is becoming a widespread practice in the statistics education community. Many have incorporated the practice of formulating conjectures in their modeling-enhanced educational designs and have reported on its benefits. We further elucidate the mechanism through which students’ conjecturing may be beneficial, in particular to their emergent reasoning with informal statistical models and modeling, as well as examine what challenges it may entail – the double-edged sword of conjecturing. We introduce a framework to describe young learners’ reasoning with informal statistical models and modeling (RISM), in which students’ conjecturing is represented as one of two parallel planes of model creation and refinement. We offer a case study of a pair of students’ participation in an integrated modeling learning sequence, including both real-world modeling tasks and probability-world modeling tasks. The pair was chosen as both students held strong, opposing real-world conjectures. Our goal is to elucidate the roles these conjectures can play, for better or for worse, to fully harvest the pedagogical potential of conjecturing.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"153 - 176"},"PeriodicalIF":1.6,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10986065.2021.1940427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47033202","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: 3

Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial 不同语言背景的学生是否能从百分比的语言响应教学方法中平等获益?田间试验的不同效果

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-06-10 DOI: 10.1080/10986065.2021.1919817

Susanne Prediger, Philipp Neugebauer

{"title":"Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial","authors":"Susanne Prediger, Philipp Neugebauer","doi":"10.1080/10986065.2021.1919817","DOIUrl":"https://doi.org/10.1080/10986065.2021.1919817","url":null,"abstract":"ABSTRACT Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can be promoted.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"2 - 22"},"PeriodicalIF":1.6,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10986065.2021.1919817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46052759","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: 7

Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools 向使用gui驱动工具进行随机化测试的教师介绍代码驱动工具

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-06-03 DOI: 10.1080/10986065.2021.1922856

Anna-Marie Fergusson, M. Pfannkuch

引用次数: 8

Students’ informal statistical inferences through data modeling with a large multivariate dataset 学生通过大型多元数据集的数据建模进行非正式统计推断

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-06-02 DOI: 10.1080/10986065.2021.1922857

S. Kazak, T. Fujita, Manoli Pifarré Turmo

引用次数: 9

Rethinking Learning Trajectories in Light of Student Linguistic Diversity 从学生语言多样性看学习轨迹

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-05-31 DOI: 10.1080/10986065.2021.1931650

William Zahner, Lynda Wynn

引用次数: 2

New ways of interacting with data, context, and chance in statistical modeling processes 统计建模过程中与数据、上下文和机会交互的新方法

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-05-24 DOI: 10.1080/10986065.2021.1922855

J. Noll, Susanne Schnell, R. Gould, K. Makar

引用次数: 2

Revealing students’ stories as they construct and use a statistical model in TinkerPlots to conduct a randomization test for comparing two groups 揭示学生在TinkerPlots中构建和使用统计模型的故事，进行两组比较的随机化检验

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-05-24 DOI: 10.1080/10986065.2021.1922858

J. Noll, D. Kirin, Kit Clement, Jason Dolor

{"title":"Revealing students’ stories as they construct and use a statistical model in TinkerPlots to conduct a randomization test for comparing two groups","authors":"J. Noll, D. Kirin, Kit Clement, Jason Dolor","doi":"10.1080/10986065.2021.1922858","DOIUrl":"https://doi.org/10.1080/10986065.2021.1922858","url":null,"abstract":"ABSTRACT Using simulation approaches when conducting randomization tests for comparing two groups in the context of experimental studies has been promoted as a beneficial approach for supporting student learning of statistical inference. Many researchers have suggested that the data production process in simulations for the randomization test intuitively connects to the random assignment used in the original study design, thus supporting students’ understanding of the logic of inference. Yet, there is little empirical research on how students initially think about the concepts and processes underlying the randomization test as they engage in constructing and using probability models to solve a problem. This work makes a contribution by deepening our understanding of students’ reasoning about randomization tests by focusing on a group of three students as they create and use a TinkerPlots model to simulate data and use this data to make a statistical inference. This work adopts a narrative lens through which to view these students’ reasoning and modeling activity. We compare and contrast the narratives we constructed for these students along with a narrative we constructed for a statistician. We discuss possible implications for teaching randomization tests for comparing two groups using a modeling and simulation approach.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"44 - 63"},"PeriodicalIF":1.6,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10986065.2021.1922858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303884","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

Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets 在数据准备过程中探索可变性:在处理复杂的公共数据集时连接数据、机会和上下文的一种方法

IF 1.6 4区教育学

Mathematical Thinking and Learning Pub Date : 2021-05-24 DOI: 10.1080/10986065.2021.1922838

Michelle Wilkerson, Kathryn A. Lanouette, Rebecca Shareff

{"title":"Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets","authors":"Michelle Wilkerson, Kathryn A. Lanouette, Rebecca Shareff","doi":"10.1080/10986065.2021.1922838","DOIUrl":"https://doi.org/10.1080/10986065.2021.1922838","url":null,"abstract":"ABSTRACT Data preparation (also called “wrangling” or “cleaning”) – the evaluation and manipulation of data prior to formal analysis – is often dismissed as a precursor to meaningful engagement with a dataset. Here, we re-envision data preparation in light of calls to prepare students for a data-rich world. Traditionally, curricular statistics explorations involve data that are derived from observations that students record themselves or that reflect familiar, relatively closed systems. In contrast, pre-constructed public datasets are much larger in scope and involve temporal, geographic, and other dimensions that complicate inference and blur boundaries between “signal” and “noise.” As a result, students have fewer opportunities to consider sources of variability in such datasets. Due to these constraints, we argue that data preparation becomes an important site for students to reason about variability with public data. Through analyses of repeated task-based interviews with five pairs of adolescent participants, we find that specific actions during data preparation, such as filtering data or calculating new measures, presented opportunities to engage leaners with variability as they prepared and analyzed several public socioscientific datasets. More broadly, our study highlights some changes to theory and curriculum in statistics education that are necessitated by a focus on “big data literacy”.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"24 1","pages":"312 - 330"},"PeriodicalIF":1.6,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10986065.2021.1922838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704005","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: 6