Mathematics Education Research Journal最新文献_第2页

Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing 基于记叙文写作，未来教师对学生数学思维的关注程度存在差异

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-05-03 DOI: 10.1007/s13394-024-00490-4

Rabih El Mouhayar

{"title":"Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing","authors":"Rabih El Mouhayar","doi":"10.1007/s13394-024-00490-4","DOIUrl":"https://doi.org/10.1007/s13394-024-00490-4","url":null,"abstract":"This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of TPACK research in primary mathematics education 小学数学教育中的 "数学知识包 "研究系统回顾

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-05-03 DOI: 10.1007/s13394-024-00491-3

Mao Li, Colleen Vale, Hazel Tan, Jo Blannin

{"title":"A systematic review of TPACK research in primary mathematics education","authors":"Mao Li, Colleen Vale, Hazel Tan, Jo Blannin","doi":"10.1007/s13394-024-00491-3","DOIUrl":"https://doi.org/10.1007/s13394-024-00491-3","url":null,"abstract":"This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing 数学教育研究人员在跨学科合作中的实践：拥抱不同的认知方式

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-04-19 DOI: 10.1007/s13394-024-00489-x

Elizabeth Suazo-Flores, William S. Walker, Signe E. Kastberg, Mahtob Aqazade, Hanan Alyami

{"title":"Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing","authors":"Elizabeth Suazo-Flores, William S. Walker, Signe E. Kastberg, Mahtob Aqazade, Hanan Alyami","doi":"10.1007/s13394-024-00489-x","DOIUrl":"https://doi.org/10.1007/s13394-024-00489-x","url":null,"abstract":"Mathematics education researchers (MERs) use practices unique to the mathematics education discipline to conduct their work. MERs’ practices, i.e., ways of being, interacting, and operating, define the field of mathematics education, are initially learned in doctoral preparation programs, and are encouraged and sanctioned by conferences and publications. Disciplinary practices facilitate MERs’ interactions within mathematics education. When working in interdisciplinary groups, differences in disciplinary ways of being, interacting, and operating can create challenges with completing research and other work. Since MERs’ engagement in interdisciplinary collaborations is encouraged and can result in products contributing to the evolution of the mathematics education discipline, it is important to explore what practices MERs use in interdisciplinary collaborations. We interviewed four MERs who led international interdisciplinary collaborations and used qualitative content analysis to create descriptions of practices described by MERs in their collaborations. Five practices were common between the MERs in interdisciplinary collaborations. MERs conducted interdisciplinary work by using practices that allowed them to situate themselves and others in the group (i.e., being practices), develop ideas (i.e., interacting practices), work towards common goals, and use structures to get the work done (i.e., operating practices). We argue that MERs developed new practices to position themselves and others, interact with practitioners from other disciplines, and get interdisciplinary work done. This study contributes to the evolution of the mathematics education discipline by offering five practices that can orient MERs to conducting interdisciplinary work and discussing how MERs experience interdisciplinary collaborations beyond providing mathematics education expertise.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy 统计推理学习轨迹对九年级学生统计素养的影响

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-04-10 DOI: 10.1007/s13394-024-00487-z

Marianne van Dijke-Droogers, Paul Drijvers, Arthur Bakker

{"title":"Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy","authors":"Marianne van Dijke-Droogers, Paul Drijvers, Arthur Bakker","doi":"10.1007/s13394-024-00487-z","DOIUrl":"https://doi.org/10.1007/s13394-024-00487-z","url":null,"abstract":"In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However, recent studies suggest that developing a good understanding of key statistical concepts at an early age facilitates the understanding of Statistical Inference later on. This study evaluates the effects of a Learning Trajectory for Statistical Inference on Dutch 9th-grade students’ Statistical Literacy. Theories on informal Statistical Inference and repeated sampling guided the Learning Trajectory’s design. For the evaluation, we used a pre-post research design with an intervention group (n = 267). The results indicated that students made significant progress on Statistical Literacy and on the ability to make inferences in particular, but also on the other domains of Statistical Literacy. To further interpret the learning gains of this group, we compared students’ results with national baseline achievements from a comparison group (n = 217) who followed the regular 9th-grade curriculum, and with international studies using similar test items. Both comparisons confirmed a significant positive effect on all domains of Statistical Literacy. These findings suggest that current statistics curricula for grades 7–9, usually with a strong descriptive focus, can be enriched with an inferential focus.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140600309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Professional development and teacher agency in Mathematics Teacher Education for Sustainability 可持续发展数学教师教育中的专业发展和教师机构

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-04-01 DOI: 10.1007/s13394-024-00488-y

{"title":"Professional development and teacher agency in Mathematics Teacher Education for Sustainability","authors":"","doi":"10.1007/s13394-024-00488-y","DOIUrl":"https://doi.org/10.1007/s13394-024-00488-y","url":null,"abstract":"<h3>Abstract</h3> In-service primary school teachers’ professional development and, more specifically, their teacher agency, are analyzed regarding the integration of mathematical education and sustainability. To achieve this, based on semi-structured interviews, several questions involving Education for Sustainable Development (ESD) and links between mathematics education and sustainability are considered, which yielded 44 answers. The analysis of these answers is based on four sub-aspects: knowledge of sustainability and its connection to the SDGs; sustainability practices; links between mathematics education and sustainability; and obstacles and challenges. The results show that teachers exhibit a significant lack of knowledge about sustainability and its connection to the SDGs, making a single association with issues related to the environmental crisis, which is the main focus of the sustainability practices carried out in schools. As pertains to the links between mathematics education and sustainability, most accept the importance of this connection, but point out various obstacles and challenges, such as the lack of knowledge and time, the curriculum itself, and others. It is concluded that it is necessary to design training programs focused on these aspects, in order to contribute to the development of teacher agency, i.e. the appropriation and reconstruction of new resources to face the challenges that mathematics education for sustainability implies in teaching practice.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140600258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement 9 岁和 12 岁儿童的一般焦虑、考试焦虑和数学焦虑概况：与性别和数学成绩的关系

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-03-12 DOI: 10.1007/s13394-024-00485-1

引用次数: 0

An empirically validated rational number sense framework 经验验证的有理数感框架

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-02-24 DOI: 10.1007/s13394-024-00484-2

Marios Pittalis

{"title":"An empirically validated rational number sense framework","authors":"Marios Pittalis","doi":"10.1007/s13394-024-00484-2","DOIUrl":"https://doi.org/10.1007/s13394-024-00484-2","url":null,"abstract":"A theoretical model describing Grade 7 students’ rational number sense was formulated and validated empirically (n = 360), hypothesizing that rational number sense is a general construct consisting of three factors: basic rational number sense, arithmetic sense, and flexibility with rational numbers. Data analysis suggested that rational-number tasks can be categorized based on the validated model. The flexibility component reflects thinking about rational numbers in terms of noticing, using, and expressing relations and properties of numbers in patterns, functions, covariation, and complicated computational tasks. It includes utilizing number structure and relational understanding of operations and numbers. Analysis identified three categories of students that represent different rational-number sense profiles. Category 1 students exhibited a limited basic profile that solved mainly traditional school-based tasks. Category 2 students reflected the basic emergent arithmetic sense profile that responded adequately in operation tasks. Category 3 students represented the flexible emergent profile, as they manipulated underlying structures in a variety of situations, indicating an emergent fundamental shift from an arithmetic to an algebraic focus. A discriminant analysis showed that basic and flexible factors could discriminate students best between the three identified profiles of rational number sense.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How can procedural flowcharts support the development of mathematics problem-solving skills? 程序流程图如何支持数学解题技巧的发展？

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-02-22 DOI: 10.1007/s13394-024-00483-3

Musarurwa David Chinofunga, Philemon Chigeza, Subhashni Taylor

引用次数: 0

A model for problem creation: implications for teacher training 创造问题的模式：对教师培训的影响

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-01-16 DOI: 10.1007/s13394-023-00482-w

María Burgos, Nicolás Tizón-Escamilla, Jorhan Chaverri

{"title":"A model for problem creation: implications for teacher training","authors":"María Burgos, Nicolás Tizón-Escamilla, Jorhan Chaverri","doi":"10.1007/s13394-023-00482-w","DOIUrl":"https://doi.org/10.1007/s13394-023-00482-w","url":null,"abstract":"The invention of problems is a fundamental competence that enhances the didactic-mathematical knowledge of mathematics teachers and therefore should be an objective in teacher training plans. In this paper, we revise different proposals for categorizing problem-creation activities and propose a theoretical model for problem posing that, based on the assumptions of the Onto-Semiotic Approach, considers both the elements that characterize a problem and a categorization of different types of problem-posing tasks. In addition, the model proposes a description of the mathematical processes that occur during the sequence of actions carried out when a new problem is created. The model is illustrated by its application to analyze the practices developed by pre-service teachers in three problem-posing tasks aimed at specific didactic-mathematical purposes (mobilizing certain mathematical knowledge or reasoning, contributing to achieving learning goals, or addressing students’ difficulties). We conclude discussing the potential of our model to analyze the mathematical processes involved in problem creation from the perspective of teacher education.","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139498448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers 以定量推理为视角，研究中学职前教师建模能力的变化

IF 1.8

Mathematics Education Research Journal Pub Date : 2024-01-09 DOI: 10.1007/s13394-023-00481-x

An Thi Tan Nguyen, Dung Tran

引用次数: 0