Implementation and replication studies in mathematics education最新文献

Danish Students’ Understanding of Fractions: A Replication Study 丹麦学生对分数的理解:一项重复研究

Implementation and replication studies in mathematics education Pub Date : 2023-11-09 DOI: 10.1163/26670127-bja10014

Julie Vangsøe Færch, Jeremy Hodgen

{"title":"Danish Students’ Understanding of Fractions: A Replication Study","authors":"Julie Vangsøe Færch, Jeremy Hodgen","doi":"10.1163/26670127-bja10014","DOIUrl":"https://doi.org/10.1163/26670127-bja10014","url":null,"abstract":"Abstract In this paper, we report on a conceptual replication of a fractions test originally administered in the 1970s in England as part of the ‘Concepts in Secondary Mathematics and Science’ ( CSMS ) research programme documenting lower secondary students’ understanding of mathematics. We present data from a recent study conducted in Denmark with 336 students aged between 12 and 14 years, presenting descriptive results as in the original research. In addition, we use Rasch modelling — a technique that was not widely used in the 1970s — to further analyse the students’ understanding of fractions and to validate the test. Our findings indicate that Danish students’ fractional understanding in word or diagrammatic contexts is slightly stronger in comparison to that of the English students in the original study, whereas the case for computations involving fractions is the reverse. We discuss the possible reasons for these differences. Our study provides evidence that fractional knowledge involves a number of components and suggest ways in which the test might be improved. The Impact Sheet to this article can be accessed at 10.6084/m9.figshare.24219673","PeriodicalId":474616,"journal":{"name":"Implementation and replication studies in mathematics education","volume":" 44","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135290652","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

Examining the Potential of Cartoon-Based Simulations for Studying Mathematics Teachers’ Handling of Student Emotions: A Replication Study 基于漫画的模拟研究数学教师处理学生情绪的潜力:一项复制研究

Implementation and replication studies in mathematics education Pub Date : 2023-11-09 DOI: 10.1163/26670127-bja10013

A. M. Brown, E. Bardelli, P. G. Herbst, J. K. Dimmel

{"title":"Examining the Potential of Cartoon-Based Simulations for Studying Mathematics Teachers’ Handling of Student Emotions: A Replication Study","authors":"A. M. Brown, E. Bardelli, P. G. Herbst, J. K. Dimmel","doi":"10.1163/26670127-bja10013","DOIUrl":"https://doi.org/10.1163/26670127-bja10013","url":null,"abstract":"Abstract Technology-mediated simulations of teaching are used increasingly to represent practice in the context of professional development interventions and assessment. Some such simulations represent students as cartoon characters. An important question in this context is whether simplified cartoon representations of students can convey similar meanings as real facial expressions do. Here, we share results from an implementation and replication study designed to observe whether and how (1) cartoon-based representations of emotion using graphical facial expressions can be interpreted at similar levels of accuracy as photo representations of emotions using actors and (2) the inclusion of markers of student emotions in storyboard-based scenarios of secondary mathematics teaching affects teachers’ appropriateness rating of the actions taken by a teacher represented in the storyboard. We show graphical representations of emotions can evoke particular intended emotions and that markers of student emotions in representations of practice could cue mathematics teachers into particular judgments of action. The Impact Sheet to this article can be accessed at 10.6084/m9.figshare.24219964","PeriodicalId":474616,"journal":{"name":"Implementation and replication studies in mathematics education","volume":" 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291442","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

Implementation Research in Mathematics Education: A Systematic Mapping Review 数学教育的实施研究:系统的测绘回顾

Implementation and replication studies in mathematics education Pub Date : 2023-11-09 DOI: 10.1163/26670127-bja10015

Linda Marie Ahl, Ola Helenius, Mario Sánchez Aguilar, Uffe Thomas Jankvist, Morten Misfeldt, Johan Prytz

{"title":"Implementation Research in Mathematics Education: A Systematic Mapping Review","authors":"Linda Marie Ahl, Ola Helenius, Mario Sánchez Aguilar, Uffe Thomas Jankvist, Morten Misfeldt, Johan Prytz","doi":"10.1163/26670127-bja10015","DOIUrl":"https://doi.org/10.1163/26670127-bja10015","url":null,"abstract":"Abstract We present the results of a systematic literature review of research articles that self-identify as describing the implementation of innovations from mathematics education research in educational practice. We classified 103 articles according to study type, the type of teaching/learning phenomenon the implementation targeted, and whether the innovation carrier was a curriculum reform, professional development, or a curriculum resource. We found that interest in implementation research increased from a modest number of published studies prior to 2003 to a peak in 2021. Other results highlight that projects that targeted teaching in line with the U.S. National Council of Teachers of Mathematics process standards were dominant when curricular reform acted as a carrier. Planning and design aspects of such projects were rarely reported, and projects were rarely discussed theoretically. Instead, such projects were commonly researched by studying teachers’ reform enactment. We discuss the consequences of this imbalance. The impact sheet to this article can be accessed at 10.6084/m9.figshare.24219124","PeriodicalId":474616,"journal":{"name":"Implementation and replication studies in mathematics education","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291451","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}

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Front matter 前页

Implementation and replication studies in mathematics education Pub Date : 2023-05-15 DOI: 10.1163/26670127-00301000

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