Journal of Mathematics Teacher Education最新文献_第3页

Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE 解决学术出版中的公平、多样性和包容性问题：JMTE 的主要倡议

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-06 DOI: 10.1007/s10857-024-09636-4

Thorsten Scheiner, Karin Brodie, Núria Planas, Lisa Darragh, Anjum Halai, Despina Potari, Manuel Santos-Trigo, Janet Walkoe

{"title":"Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE","authors":"Thorsten Scheiner, Karin Brodie, Núria Planas, Lisa Darragh, Anjum Halai, Despina Potari, Manuel Santos-Trigo, Janet Walkoe","doi":"10.1007/s10857-024-09636-4","DOIUrl":"https://doi.org/10.1007/s10857-024-09636-4","url":null,"abstract":"This paper addresses the pressing issues of equity, diversity and inclusion in academic publishing, with a focus on mathematics education research. It highlights systemic biases and barriers that marginalise under-represented voices in the academic discourse. Through an analysis of the Journal of Mathematics Teacher Education’s (JMTE) publication patterns, it reveals a significant geographical imbalance and a disparity between the Global North and the Global South, prompting critical reflection on whose voices are prioritised. The paper outlines key initiatives undertaken by JMTE, such as forming an Equity, Diversity and Inclusion Committee, broadening the aims and scope of the journal, developing inclusive reviewing guidelines, and fostering diversity among editors, reviewers and authors. These efforts aim to promote a more equitable, diverse, and inclusive field of mathematics education research by encouraging contributions from under-represented regions and communities and by addressing language barriers and institutional support issues.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"68 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

LGBTQ+ Life conditions: a landscape of investigation in mathematics education 女同性恋、男同性恋、双性恋和变性者的生活状况：数学教育中的调查景观

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-03 DOI: 10.1007/s10857-024-09633-7

Denner Dias Barros, Ole Skovsmose

引用次数: 0

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners 经验丰富的教师谈他们对语言弱势学生的数学教学

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-04-11 DOI: 10.1007/s10857-024-09628-4

Jenni Ingram, Ashley Abbott, Kyla Smith, Núria Planas, Kirstin Erath

{"title":"Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners","authors":"Jenni Ingram, Ashley Abbott, Kyla Smith, Núria Planas, Kirstin Erath","doi":"10.1007/s10857-024-09628-4","DOIUrl":"https://doi.org/10.1007/s10857-024-09628-4","url":null,"abstract":"Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"57 3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Supporting prospective mathematics teachers in noticing students' proportional reasoning 支持未来的数学教师注意学生的比例推理

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-04-03 DOI: 10.1007/s10857-024-09621-x

Sinem Bas-Ader, Engin Ader, Rukiye Didem Taylan

{"title":"Supporting prospective mathematics teachers in noticing students' proportional reasoning","authors":"Sinem Bas-Ader, Engin Ader, Rukiye Didem Taylan","doi":"10.1007/s10857-024-09621-x","DOIUrl":"https://doi.org/10.1007/s10857-024-09621-x","url":null,"abstract":"This study investigates the effect of a professional development program designed to develop prospective mathematics teachers’ ability to notice students’ proportional reasoning. It examines how those teachers attended to student thinking, how they interpreted it, and how they decided to respond. Sixteen prospective teachers (PSTs) at a state university participated in a seven-week online professional development (PD) program. We provided participants with a research-based framework for proportional reasoning and engaged them in various ways via interviews with middle school students. They also wrote a reflection paper and received feedback. Combining multiple elements with interviewing was a unique feature of this program. The improvement in participants’ noticing skills was statistically significant. Specifically, in the post-assessment, the participants paid attention to most of the mathematical details of the students’ strategies, provided interpretations supported by conceptual underpinnings and evidence, and made research-based student-oriented decisions that focused on key issues. Implications for future teacher education practices and suggestions for further research are provided.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"89 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools 新西兰小学数学教学的自我效能感和有效教学实践的运用

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-03-06 DOI: 10.1007/s10857-024-09623-9

David A. G. Berg, Naomi Ingram, Mustafa Asil, Jenny Ward, Jeffrey K. Smith

引用次数: 0

Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language 成文法与系统功能语言学相结合：研究（数学教师教育者）语言的方法论

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-29 DOI: 10.1007/s10857-024-09619-5

Tracy Helliwell, Andreas Ebbelind

{"title":"Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language","authors":"Tracy Helliwell, Andreas Ebbelind","doi":"10.1007/s10857-024-09619-5","DOIUrl":"https://doi.org/10.1007/s10857-024-09619-5","url":null,"abstract":"As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"49 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140003276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Teachers’ noticing of proportional reasoning 教师对比例推理的注意

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-27 DOI: 10.1007/s10857-024-09625-7

Julie M. Amador, David Glassmeyer, Aaron Brakoniecki

{"title":"Teachers’ noticing of proportional reasoning","authors":"Julie M. Amador, David Glassmeyer, Aaron Brakoniecki","doi":"10.1007/s10857-024-09625-7","DOIUrl":"https://doi.org/10.1007/s10857-024-09625-7","url":null,"abstract":"The importance of understanding what and how mathematics teachers notice is well documented, but more research is needed on content-specific noticing. In particular, knowing how teachers notice proportional reasoning, a vital topic spanning all grades of mathematics, could inform measures that support students’ proportional reasoning. We examined how teachers noticed when responding to two prompts (one student-focused and one teacher–student-interaction-focused) after watching a video of a middle grades proportional reasoning lesson. We analyzed the proportional reasoning reported from 13 elementary and 20 secondary prospective teachers and used cooccurrences along with noticing practices to describe how teachers noticed proportional reasoning and what aspects of proportional reasoning they noticed. Results indicate: (a) the two prompts resulted in differences in what and how participants noticed proportional reasoning, (b) participants were primarily descriptive and not interpretative when describing the proportional reasoning they noticed, and (c) the elementary and secondary prospective teachers both noticed similar aspects of proportional reasoning but showed differences in how the proportional reasoning cooccurred with the noticing practices. These findings reiterate the importance of the prompts used with teachers, the potential of using video to advance teachers’ noticing of proportional reasoning, and the methodological potential of using cooccurrences to examine teachers’ content-specific noticing.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140003171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Development of teachers’ attitudes and self-efficacy expectations for inclusive mathematics instruction: effects of online and blended learning programs 发展教师对全纳数学教学的态度和自我效能预期：在线和混合式学习计划的影响

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-27 DOI: 10.1007/s10857-024-09624-8

Marcus Nührenbörger, Franz B. Wember, Tobias Wollenweber, Daniel Frischemeier, Laura Korten, Christoph Selter

{"title":"Development of teachers’ attitudes and self-efficacy expectations for inclusive mathematics instruction: effects of online and blended learning programs","authors":"Marcus Nührenbörger, Franz B. Wember, Tobias Wollenweber, Daniel Frischemeier, Laura Korten, Christoph Selter","doi":"10.1007/s10857-024-09624-8","DOIUrl":"https://doi.org/10.1007/s10857-024-09624-8","url":null,"abstract":"This paper presents the results of a quantitative study investigating the development of teachers' attitudes and self-efficacy expectations for inclusive mathematics instruction in the context of an in-service training that was designed in a blended learning format and compared to an unsupported online offer. In the blended learning format, 101 teachers participated in an in-service training, designed as a combination of six workshops with concrete activities based on materials for inclusive mathematics teaching and intermittent practical phases with collaborative learning environments for children aged 6–12 years. The teachers' attitudes toward inclusive mathematics instruction and self-efficacy expectations are collected by using published scales (KIESEL) and scales under development. The effects of the blended learning program are analyzed by the t test for dependent samples or the nonparametric Wilcoxon signed-rank test and compared to the effects of an online offer without further guidance and support. On the one hand, the results indicate the importance of the blended learning program in comparison with the unsupported online offer. On the other hand, they show insights into the relevance of the participants' interaction with the materials during the concrete activities as well as of their try outs in and their reflection on teaching practice during the intermittent practical phases.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"45 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation 培养职前教师对数学对象的关注：作为教学表征的实现树中介器

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-26 DOI: 10.1007/s10857-024-09622-w

Merav Weingarden, Einat Heyd-Metzuyanim

{"title":"Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation","authors":"Merav Weingarden, Einat Heyd-Metzuyanim","doi":"10.1007/s10857-024-09622-w","DOIUrl":"https://doi.org/10.1007/s10857-024-09622-w","url":null,"abstract":"Using teaching representations is one of the common means for preparing pre-service mathematics teachers (PSTs) to learn how to teach mathematics meaningfully. However, turning PSTs’ attention to the mathematical objects that students engage with during the lesson is a challenging pursuit. This paper suggests using the Realization Tree Mediator (RTM) as a visual teaching representation for PST learning to implement cognitively demanding tasks in their classrooms. The RTM depicts the mathematical object at the core of a task and its different realizations while illustrating imaginary classroom discussions in which different realizations and the links between them are produced. By analyzing PSTs’ conversations around RTM images, we show how contrasting pairs of RTMs can be used for eliciting conversations about various aspects of cognitively demanding instruction. We discuss the affordances of the RTM as a teaching representation and how it can assist in making the mathematical content and meanings visible, public, and communicable among teachers and teacher educators.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"59 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs 教师和研究人员设计数学探究任务的方法的演变：教师信念的作用

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-22 DOI: 10.1007/s10857-024-09620-y

{"title":"Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs","authors":"","doi":"10.1007/s10857-024-09620-y","DOIUrl":"https://doi.org/10.1007/s10857-024-09620-y","url":null,"abstract":"<h3>Abstract</h3> This paper is focused on the collaborative work of two communities, one of teachers and one of researchers, during a teacher professional development program on the inquiry-based learning approach in mathematics, addressed to lower secondary school in-service mathematics teachers. We conceptualize the design of inquiry mathematics task as the boundary object on which the two communities work collaboratively. We aim to study the evolution of teachers’ and researchers’ meta-didactical praxeologies for designing inquiry mathematics tasks, with the Meta-Didactical Transposition framework, to understand if and how their collaboration favors their convergence toward shared components of final meta-didactical praxeologies. In the results, we show that this convergence is reached thanks to internalization processes of praxeological components for designing inquiry mathematics tasks, as a consequence of the learning mechanisms activated by the common work on the boundary object. In this paper, we address also the issue of understanding the complex relationship between teachers’ beliefs on inquiry mathematics tasks and the meta-didactical praxeologies of teachers and researchers. As a result, we propose a model in which the evolution of teachers’ beliefs is taken into account both as an agent and a consequence of the evolution of the meta-didactical praxeologies of the two communities involved in the teacher professional development program.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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