发布求助
文献互助 智能选刊 最新文献

Journal of Mathematical Behavior最新文献

筛选
英文 中文
Children’s mathematics concept learning of informal length measurement: Conceptual PlayWorld as an innovative approach in the beginning of primary school period
IF 1
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,&nbsp;Leigh Disney,&nbsp;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
IF 1
Journal of Mathematical Behavior Pub Date : 2025-03-29 DOI: 10.1016/j.jmathb.2025.101254
Fresan R. Magnate
{"title":"An ethnomodel of squid trap “Bubo” in Gigantes Island, Western Visayas, Philippines","authors":"Fresan R. Magnate","doi":"10.1016/j.jmathb.2025.101254","DOIUrl":"10.1016/j.jmathb.2025.101254","url":null,"abstract":"<div><div>This study investigated the mathematical model for squid traps (Bubo) as one fishing gear in Gigantes Island, Western Visayas, Philippines. Field notes, video recordings, interviews, and participant observations were conducted from constructing the squid trap (Bubo) to its application. A mutual interrogation approach was utilized as approach to ethnomodeling to present cultural practices of the “manugbubo” and the parallel and beyond of these practices in academic mathematics. The model of a squid trap (Bubo) displays symmetry, congruence, similarity, angles, transversal, triangles, and parallelograms. The angles formed within a squid trap can aid in understanding concepts such as sine, cosine, and tangent, as well as their applications in solving problems related to right triangles. Using this squid trap model in teaching mathematics will encourage teachers and learners to value the richness of mathematical knowledge and appreciate academic mathematics, knowing its presence in their daily activities in their community.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101254"},"PeriodicalIF":1.0,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726146","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
What mathematical explanation need not be
IF 1
Journal of Mathematical Behavior Pub Date : 2025-03-26 DOI: 10.1016/j.jmathb.2025.101255
Elijah Chudnoff , Silvia De Toffoli
{"title":"What mathematical explanation need not be","authors":"Elijah Chudnoff ,&nbsp;Silvia De Toffoli","doi":"10.1016/j.jmathb.2025.101255","DOIUrl":"10.1016/j.jmathb.2025.101255","url":null,"abstract":"<div><div>Recent works in the philosophy of mathematical practice and mathematical education have challenged orthodox views of mathematical explanation by developing Understanding-first accounts according to which mathematical explanation should be cashed out in terms of understanding. In this article, we explore two arguments that might have motivated this move, (i) <em>the context-sensitivity argument</em> and (ii) <em>the inadequacy of knowing why argument</em>. We show that although these arguments are derived from compelling observations, they ultimately rest on a misunderstanding of what Explanation-first accounts are committed to and an underestimation of the resources available to them. By clarifying the terms at play in the debate and distinguishing different objects of evaluation, we show that the insightful observations about practice and education made by challengers to the orthodoxy are in fact best accounted for within the traditional Explanation-first framework.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101255"},"PeriodicalIF":1.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143706218","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
Notations for neurodiverse learners
IF 1
Journal of Mathematical Behavior Pub Date : 2025-03-25 DOI: 10.1016/j.jmathb.2025.101240
Sophie Marchand , Dirk Schlimm
{"title":"Notations for neurodiverse learners","authors":"Sophie Marchand ,&nbsp;Dirk Schlimm","doi":"10.1016/j.jmathb.2025.101240","DOIUrl":"10.1016/j.jmathb.2025.101240","url":null,"abstract":"<div><div>Notations are essential for mathematics, mathematical logic, and many other disciplines. In order for them to be used, they have to be learned and understood, which is relative to the perceptual and cognitive resources of their users. However, most reflections about the design of notations have not taken into consideration the diversity of possible users. In recent years, various groups of people have been identified who exhibit specific strengths and challenges with regard to the reading and processing of written information. This gives us the opportunity to reflect on how particular choices in the design of mathematical and logical notations can hinder and support the ease of reading and understanding for neurodiverse groups of students.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101240"},"PeriodicalIF":1.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Logical implications as mathematical objects: Characterizing epistemological obstacles experienced in introductory proofs courses
IF 1
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 ,&nbsp;Joseph Antonides ,&nbsp;Rachel Arnold ,&nbsp;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
IF 1
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
IF 1
Journal of Mathematical Behavior Pub Date : 2025-03-04 DOI: 10.1016/j.jmathb.2025.101242
Katja Krüger , Gerda Werth
{"title":"Mathematics education for girls in Prussia 1890–1925","authors":"Katja Krüger ,&nbsp;Gerda Werth","doi":"10.1016/j.jmathb.2025.101242","DOIUrl":"10.1016/j.jmathb.2025.101242","url":null,"abstract":"<div><div>This paper reviews the process of introducing mathematics education in girls’ secondary schools in Prussia, the largest German state at that time, from 1890 to 1925. This period of the German Empire and the subsequent Weimar Republic is known for its various educational reforms. Our historical analysis focuses on the purposes, new teaching tasks, and methods of mathematics education for girls in comparison with an extensive reform of mathematics education for boys, the so-called “Meran Reform” of 1905. Progress and obstacles on the way to equal educational opportunities for girls in mathematics are highlighted, including the development of new teaching methods and structural disadvantages.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101242"},"PeriodicalIF":1.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The history of women’s mathematics education: Forming a research program
IF 1
Journal of Mathematical Behavior Pub Date : 2025-02-19 DOI: 10.1016/j.jmathb.2025.101241
Fulvia Furinghetti , Alexander Karp
{"title":"The history of women’s mathematics education: Forming a research program","authors":"Fulvia Furinghetti ,&nbsp;Alexander Karp","doi":"10.1016/j.jmathb.2025.101241","DOIUrl":"10.1016/j.jmathb.2025.101241","url":null,"abstract":"<div><div>This article is the introduction to a special issue of the journal dedicated to the history of mathematics education of girls and young women. The article analyzes possible directions for research in this history. The authors discuss the general problematics of such research and briefly introduce the articles published in the special issue.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101241"},"PeriodicalIF":1.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438279","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
From oral counting to plotting graphs: Advances in girls' math education in the South of Brazil
IF 1
Journal of Mathematical Behavior Pub Date : 2025-02-06 DOI: 10.1016/j.jmathb.2025.101239
Elisabete Zardo Búrigo
{"title":"From oral counting to plotting graphs: Advances in girls' math education in the South of Brazil","authors":"Elisabete Zardo Búrigo","doi":"10.1016/j.jmathb.2025.101239","DOIUrl":"10.1016/j.jmathb.2025.101239","url":null,"abstract":"<div><div>Throughout the 19th century in southern Brazil, as in the whole country, girls received a poorer mathematical education than boys. Historical records of this education are scarce. The first systematic opportunity for girls to progress beyond basic arithmetic was by pursuing training as elementary school teachers. In the 20th century, several movements converged to reduce inequalities: coeducation became standard in primary schools, secondary education was standardized, and both coeducational and girls’ secondary schools expanded rapidly. The first part of this text presents a systematic review of the sparse records found on mathematical education for girls until 1930. The second part compares school notebooks and the existing curriculum to examine traces of the mathematics studied in a girls' secondary school created in 1948. The regulation and expansion of secondary education allowed girls to study mathematical topics in algebra, deductive geometry, problem-solving, and introductory functions.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101239"},"PeriodicalIF":1.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143316515","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
History of mathematics education for girls in the Netherlands
IF 1
Journal of Mathematical Behavior Pub Date : 2025-01-20 DOI: 10.1016/j.jmathb.2025.101238
Jenneke H.J. Krüger
{"title":"History of mathematics education for girls in the Netherlands","authors":"Jenneke H.J. Krüger","doi":"10.1016/j.jmathb.2025.101238","DOIUrl":"10.1016/j.jmathb.2025.101238","url":null,"abstract":"<div><div>In 1863 the Dutch government introduced subsidized secondary schools, meant for boys, with an emphasis on sciences and mathematics. The question of the need and suitability of mathematics for girls was much debated. Co-education was seen as undesirable, nevertheless, a minority of girls received permission to enroll at the boys' schools. Secondary schools for girls became popular, mostly with a curriculum that emphasized languages and no national examinations. Some girls' schools offered the same curriculum as those of the boys, with the same diploma. After standardization of co-education in 1968, girls came to be perceived as a problem, for not choosing mathematics and sciences. Female mathematics teachers pointed out that probably, the girls were not the problem, but the mathematics curriculum and the way it was taught. This point of view was one of many factors increasing the participation of girls in mathematics.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101238"},"PeriodicalIF":1.0,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132403","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信