Journal of Mathematical Behavior最新文献

The semiotic potential of pseudo-random numbers for the idea of indeterminacy in algebra 伪随机数在代数不确定性思想中的符号学潜力

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Journal of Mathematical Behavior Pub Date : 2025-04-30 DOI: 10.1016/j.jmathb.2025.101258

Mirko Maracci , Gabriella Pocalana , Greta Carlino

引用次数: 0

Quantitative civic literacies: “Let’s talk about election 2020” and youth use of numbers in digital civic media 定量公民素养：数字公民媒体中的 "让我们来谈谈 2020 年大选 "和青少年对数字的使用

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Journal of Mathematical Behavior Pub Date : 2025-04-21 DOI: 10.1016/j.jmathb.2025.101256

Emma C. Gargroetzi , Lynne M. Zummo , Alexandra R. Aguilar , Emma P. Bene

{"title":"Quantitative civic literacies: “Let’s talk about election 2020” and youth use of numbers in digital civic media","authors":"Emma C. Gargroetzi , Lynne M. Zummo , Alexandra R. Aguilar , Emma P. Bene","doi":"10.1016/j.jmathb.2025.101256","DOIUrl":"10.1016/j.jmathb.2025.101256","url":null,"abstract":"<div><div>Amid global turmoil, the mathematical demands of civic life and the civic demands of mathematics education are greater than ever. International goals of mathematics education include preparation for civic life. Curricula focused on receptive analytic activities, however, positions youth as underdeveloped civic actors needing preparation for responsible future participation rather than treating them as civic actors today. To better understand how youth use mathematics in their civic participation today, we conceptualize <em>quantitative civic literacies</em> as the practices of reinscribing quantitative information into civic participation. We investigate quantitative civic literacies in youth digital civic media about racial justice, the COVID-19 pandemic, and the climate crisis, drawing data from a US-based, public radio-hosted, digital media platform called <em>Let’s Talk about Election 2020</em>. Findings identified six quantitative civic literacies engaged by youth; youth used quantitative forms including counts and locations, relationship and change, and uncertainty in making civic arguments to (1) communicate the magnitude of an issue, (2) situate an issue in space or time, (3) reason about causation or propose a theory of change, (4) provide specificity through narrative detail, (5) make claims about identity, and (6) reveal injustice. Beyond providing logical argumentation and legitimacy, numbers were used by youth to activate empathy and mobilize ethical calls in attempts to move others to action. With these insights, we provide inroads for a mathematics education for civic life that builds on a more expansive understanding of the rhetorical potential of numbers and of youth as civic actors to nurture youth quantitative civic literacies.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101256"},"PeriodicalIF":1.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851851","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

Children’s mathematics concept learning of informal length measurement: Conceptual PlayWorld as an innovative approach in the beginning of primary school period 儿童非正式长度测量的数学概念学习：小学初期概念游戏世界作为一种创新方法

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Journal of Mathematical Behavior Pub Date : 2025-04-11 DOI: 10.1016/j.jmathb.2025.101257

Hong Chen, Leigh Disney, Liang Li

{"title":"Children’s mathematics concept learning of informal length measurement: Conceptual PlayWorld as an innovative approach in the beginning of primary school period","authors":"Hong Chen, Leigh Disney, Liang Li","doi":"10.1016/j.jmathb.2025.101257","DOIUrl":"10.1016/j.jmathb.2025.101257","url":null,"abstract":"<div><div>Measurement is an essential and valuable mathematics concept closely linked to everyday life and is often one of the first few mathematics concepts children learn in educational contexts. Currently, limited research exists that investigates how implementing imaginary play could create conditions in supporting children’s learning of informal length measurement as they transition to school. To support children’s learning of informal length measurement, this study adapted Li and Disney’s (2021) Conceptual PlayWorld [CPW] in mathematics to conduct an educational experiment investigating how <em>the implementation of CPW</em> creates the conditions to support children’s learning during the transition to school. We argue that in the CPW, the use of imagination and the teacher’s dramatisation of the mathematics conceptual problems allowed opportunities for children to demonstrate and explore informal length measurement using their everyday understanding of concepts. In turn, it supports the teacher in embedding mathematical learning opportunities in the imaginary play context. CPW can be considered an alternative pedagogical approach that incorporates mathematical exploration through imaginary play, creates opportunities to support children to engage with and understand measurement concepts.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101257"},"PeriodicalIF":1.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816773","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

An ethnomodel of squid trap “Bubo” in Gigantes Island, Western Visayas, Philippines 菲律宾西维萨亚斯岛的巨型岛鱿鱼陷阱“Bubo”的民族模型

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Journal of Mathematical Behavior Pub Date : 2025-03-29 DOI: 10.1016/j.jmathb.2025.101254

Fresan R. Magnate

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What mathematical explanation need not be 用不着什么数学解释

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Journal of Mathematical Behavior Pub Date : 2025-03-26 DOI: 10.1016/j.jmathb.2025.101255

Elijah Chudnoff , Silvia De Toffoli

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Notations for neurodiverse learners 神经多样性学习者的符号

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Journal of Mathematical Behavior Pub Date : 2025-03-25 DOI: 10.1016/j.jmathb.2025.101240

Sophie Marchand , Dirk Schlimm

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Logical implications as mathematical objects: Characterizing epistemological obstacles experienced in introductory proofs courses 作为数学对象的逻辑蕴涵：描述在入门证明课程中经历的认识论障碍

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Journal of Mathematical Behavior Pub Date : 2025-03-21 DOI: 10.1016/j.jmathb.2025.101253

Anderson Norton , Joseph Antonides , Rachel Arnold , Vladislav Kokushkin

{"title":"Logical implications as mathematical objects: Characterizing epistemological obstacles experienced in introductory proofs courses","authors":"Anderson Norton , Joseph Antonides , Rachel Arnold , Vladislav Kokushkin","doi":"10.1016/j.jmathb.2025.101253","DOIUrl":"10.1016/j.jmathb.2025.101253","url":null,"abstract":"<div><div>Understanding the cognitive challenges students experience in proofs-based mathematics courses is a necessary precursor for supporting them in meeting those challenges. We report on results from a pair of clinical interviews with each of seven STEM majors enrolled in an introductory proofs course. We investigate the epistemological obstacles they experienced in interaction with the interviewer and how those experiences might relate to their treatment of logical implications as actions, objects, or pseudo-objects. We share profiles for each of the seven students, characterizing their treatment of logical implications and their experiences of related epistemological obstacles. These profiles indicate marked differences between epistemological obstacles experienced during interactions with students who treat logical implications as objects, versus actions or pseudo-objects. Results suggest that proof-based mathematics courses should focus centrally on supporting students’ constructions of logical implications as mathematical objects.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101253"},"PeriodicalIF":1.0,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143680519","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 teaching at girls’ Victoriaschule in Gdańsk from the mid-19th century until World War I 19世纪中期至第一次世界大战期间，Gdańsk维多利亚女子中学的数学教学

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Journal of Mathematical Behavior Pub Date : 2025-03-06 DOI: 10.1016/j.jmathb.2025.101243

Karolina Karpińska

{"title":"Mathematics teaching at girls’ Victoriaschule in Gdańsk from the mid-19th century until World War I","authors":"Karolina Karpińska","doi":"10.1016/j.jmathb.2025.101243","DOIUrl":"10.1016/j.jmathb.2025.101243","url":null,"abstract":"<div><div>This paper aims to describe mathematics teaching at the <em>Victoriaschule</em> in Gdańsk during the second half of the 19th century and the early 20th century. Although Gdańsk is currently located in Poland, during the period under consideration it was part of Prussian Poland, which refers to the Polish lands under Prussian rule, and it was formerly known as Danzig. The <em>Victoriaschule</em> was established in 1818 and, three years later, became the first public secondary school for girls in Gdańsk. In the latter half of the 19th century, a teachers’ seminary was also opened there. By the early 20th century, due to the efforts of the then-director, a real gymnasium for girls began operation, allowing students to take matriculation exams and pursue university studies. It became one of the best educational institutions for girls in Prussian Poland. This paper will compare mathematics teaching at the <em>Victoriaschule</em> with that in similar schools for boys and other selected girls’ schools operating at the same time in Prussian Poland, including institutions in Bydgoszcz, Grudziądz, Toruń, Malbork, and Kwidzyn. The analysis will focus on curricula, ministerial orders, school textbooks, and the initiatives of individual school reformers.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101243"},"PeriodicalIF":1.0,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562293","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 for girls in Prussia 1890–1925 1890-1925年普鲁士女孩的数学教育

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Journal of Mathematical Behavior Pub Date : 2025-03-04 DOI: 10.1016/j.jmathb.2025.101242

Katja Krüger , Gerda Werth

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The history of women’s mathematics education: Forming a research program 女子数学教育史：形成研究纲领

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Journal of Mathematical Behavior Pub Date : 2025-02-19 DOI: 10.1016/j.jmathb.2025.101241

Fulvia Furinghetti , Alexander Karp

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