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
On mathematics education for women in Russia prior to 1917 关于 1917 年之前俄罗斯妇女的数学教育
IF 1
Journal of Mathematical Behavior Pub Date : 2024-11-05 DOI: 10.1016/j.jmathb.2024.101201
Alexander Karp
{"title":"On mathematics education for women in Russia prior to 1917","authors":"Alexander Karp","doi":"10.1016/j.jmathb.2024.101201","DOIUrl":"10.1016/j.jmathb.2024.101201","url":null,"abstract":"<div><div>This paper attempts to describe women’s mathematics education in certain types of educational institutions in Russia before 1917. The history of women’s education (inclusive of the humanities) begins effectively in the eighteenth century. This education was inevitably limited, since the role assigned to women did not imply any special study of mathematics – mathematics was needed primarily for maintaining the household. To be sure, to this was also added the problem of intellectual development, which sometimes led to girls being taught geometry, and even algebra, although this did not happen often. At the same time, women’s mathematical talents could be valued quite highly. Gradually, the situation changed, and already in the twentieth century the opinion that women’s mathematics education should not differ from men’s was very widely expressed. This paper analyzes various views expressed in surviving documents, as well as textbooks written for girls, and memoirs that make it possible to imagine to a certain degree how exactly the teaching of mathematics at women’s educational institutions was implemented and perceived.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587201","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
Undergraduate students’ collaboration on homework problems in advanced mathematics courses 本科生在高等数学课程作业问题上的合作
IF 1
Journal of Mathematical Behavior Pub Date : 2024-11-04 DOI: 10.1016/j.jmathb.2024.101200
Ciara Murphy, Maria Meehan
{"title":"Undergraduate students’ collaboration on homework problems in advanced mathematics courses","authors":"Ciara Murphy,&nbsp;Maria Meehan","doi":"10.1016/j.jmathb.2024.101200","DOIUrl":"10.1016/j.jmathb.2024.101200","url":null,"abstract":"<div><div>While mathematicians and mathematics education researchers have acknowledged the importance of undergraduate mathematics students’ learning outside of class time, little is known about what students actually do. The aim of this study is to examine one aspect of students’ out-of-class learning: their collaboration with peers on homework problems. Ten interviews with recent graduates of mathematics degrees were conducted and analyzed using reflexive thematic analysis. We examine participants’ descriptions of how they collaborated on homework problems and with whom. Additionally, we explore their perceptions of the affordances of collaborating on homework, as well as the factors they perceive as constraining their engagement in the practice. Our study is an initial step towards developing a more complete understanding of undergraduate mathematics students’ engagement with homework problems and out-of-class learning practices more generally. We discuss the implications of our findings in terms of guiding future research.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578129","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 operators as an analytical tool for explaining differential equation students’ construction of new quantities during modeling 数量运算符是解释微分方程学生在建模过程中构建新数量的分析工具
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-30 DOI: 10.1016/j.jmathb.2024.101198
Sindura Kularajan , Jennifer Czocher , Elizabeth Roan
{"title":"Quantitative operators as an analytical tool for explaining differential equation students’ construction of new quantities during modeling","authors":"Sindura Kularajan ,&nbsp;Jennifer Czocher ,&nbsp;Elizabeth Roan","doi":"10.1016/j.jmathb.2024.101198","DOIUrl":"10.1016/j.jmathb.2024.101198","url":null,"abstract":"<div><div>Theories of quantitative reasoning have taken precedence as an analytical tool to interpret and describe students’ mathematical reasonings, especially as students engage in mathematical modeling tasks. These theories are particularly useful to describe how students construct new quantities as they model. However, while using this lens to analyze Differential Equations students’ construction of mathematical models of dynamic situations, we found cases of quantity construction that were not fully characterized by extant concepts. In this theory-building paper, we present five examples of such cases. Additionally, we introduce a new construct—quantitative operators—as an extended analytical tool to characterize those cases. Our findings suggest that quantitative operators may be viewed as an extension for theories of quantity construction and complementary to symbolic forms, when localizing theories of quantity construction <em>for</em> mathematical modeling, especially at the undergraduate differential equation level.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553299","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
Mathematizing the world: A routine to advance mathematizing in the elementary classroom 世界数学化：在小学课堂上推进数学化的常规方法
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-22 DOI: 10.1016/j.jmathb.2024.101196
Julia M. Aguirre , Erin E. Turner , Elzena McVicar , Amy Roth McDuffie , Mary Q. Foote , Erin Carll
{"title":"Mathematizing the world: A routine to advance mathematizing in the elementary classroom","authors":"Julia M. Aguirre ,&nbsp;Erin E. Turner ,&nbsp;Elzena McVicar ,&nbsp;Amy Roth McDuffie ,&nbsp;Mary Q. Foote ,&nbsp;Erin Carll","doi":"10.1016/j.jmathb.2024.101196","DOIUrl":"10.1016/j.jmathb.2024.101196","url":null,"abstract":"<div><div>The Mathematizing-the-World routine (MWR) is an efficient culturally responsive instructional routine for mathematizing that explicitly supports problem posing using an image or object. Given the under-representation of problem-posing studies in elementary school settings, our qualitative study analyzed student responses from 56 MWR enactments in grade 3–5 classrooms in two regions of the United States. Our findings include detailed examples of the MWR in action, including how three open-ended prompts engaged younger students in mathematizing and posing problems related to authentic, real-world situations. We summarize findings across the 56 MWR classroom enactments focusing on the understandings about the context and the mathematical ideas evidenced in student responses. Our findings demonstrate the potential of the MWR as a catalyst for eliciting and communicating diverse student ideas while engaged in the problem-posing process. We discuss research and practice implications for this routine to support mathematizing, and specifically problem posing in the elementary classroom.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531530","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
Teaching practice aimed at promoting student engagement with metarules of defining 旨在促进学生参与定义元规则的教学实践
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-22 DOI: 10.1016/j.jmathb.2024.101197
Jungeun Park , Jason Martin , Michael Oehrtman , Douglas Rizzolo
{"title":"Teaching practice aimed at promoting student engagement with metarules of defining","authors":"Jungeun Park ,&nbsp;Jason Martin ,&nbsp;Michael Oehrtman ,&nbsp;Douglas Rizzolo","doi":"10.1016/j.jmathb.2024.101197","DOIUrl":"10.1016/j.jmathb.2024.101197","url":null,"abstract":"<div><div>By viewing students’ learning to define as learning about meta-discursive rules about defining and how to engage with them in their activity of defining, we investigated teaching practices that aim to promote such learning by analyzing a teaching experiment in which Calculus II students reinvented a formal definition of a limit. The teaching practices we identified addressed how students view defining tasks by providing a method to check whether their narratives satisfied the metarules that they aimed to follow and also provided guidance about how to revise their definitions to satisfy those metarules. Our results provide an example for the teaching practice that promotes student learning about and engagement with new meta-discursive rules that existing literature called for in general, especially in their reinvention of a formal definition of a mathematical object.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531531","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 types of insight do expert students gain during work with ill-structured problems in mathematics? 专家型学生在处理数学中结构不严谨的问题时会获得哪些类型的洞察力？
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-21 DOI: 10.1016/j.jmathb.2024.101199
Eirin Stenberg , Per Haavold , Bharath Sriraman
{"title":"What types of insight do expert students gain during work with ill-structured problems in mathematics?","authors":"Eirin Stenberg ,&nbsp;Per Haavold ,&nbsp;Bharath Sriraman","doi":"10.1016/j.jmathb.2024.101199","DOIUrl":"10.1016/j.jmathb.2024.101199","url":null,"abstract":"<div><div>In our study, we explored how two high-performing mathematics students gained insight while working on ill-structured problems. We followed their problem-solving process through task-based interviews and observed a similar sequence of insights in both participants’ work- <em>(1) Spontaneous insight</em>, <em>(2) Passive gradual insight</em>, <em>(3) Sudden insight</em>, and <em>(4) Active gradual insight</em>. An impasse occurred in the intersection between the second and third insight and seemed to accelerate the progression toward solution. During this insight sequence, we observed emotional transitions that appeared to impact the process in a useful manner, especially due to the participant’s interpretation of uncertainty related to the impasse as a challenge and an inspiration. Future research is needed to study the observed sequence of insights and related affects in a larger data set and in a broader spectrum of problem solvers.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531529","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
Preservice teachers’ metacognitive process variables in modeling-related problem posing 职前教师在与建模相关的问题假设中的元认知过程变量
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-09 DOI: 10.1016/j.jmathb.2024.101195
Luisa-Marie Hartmann , Stanislaw Schukajlow , Mogens Niss , Uffe Thomas Jankvist
{"title":"Preservice teachers’ metacognitive process variables in modeling-related problem posing","authors":"Luisa-Marie Hartmann ,&nbsp;Stanislaw Schukajlow ,&nbsp;Mogens Niss ,&nbsp;Uffe Thomas Jankvist","doi":"10.1016/j.jmathb.2024.101195","DOIUrl":"10.1016/j.jmathb.2024.101195","url":null,"abstract":"<div><div>For teaching mathematical modeling in schools, teachers need to create suitable problems for their students to deal with. Despite an emphasis on teaching approaches for mathematical modeling, little is known about the processes involved in posing problems based on real-world situations, referred to as modeling-related problem posing, and specifically about what has been termed “implemented anticipation” as a metacognitive process variable. To contribute to filling this research gap, this study analyzed the nature and presence of implemented anticipation among preservice teachers as they posed problems based on real-world situations. The study was conducted through qualitative research with seven preservice teachers and revealed that the decision-making process in modeling-related problem posing involves different processes of implemented anticipation, depending on the role the preservice teacher takes on. The paper discusses the implications for preparing preservice teachers to pose problems for teaching mathematical modeling.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142428274","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
Snapshots of sameness: Characterizations of mathematical sameness across student groups 同一性的剪影：不同学生群体的数学同一性特征
IF 1
Journal of Mathematical Behavior Pub Date : 2024-10-03 DOI: 10.1016/j.jmathb.2024.101193
Rachel Rupnow , Rosaura Uscanga , Anna Marie Bergman , Cassandra Mohr
{"title":"Snapshots of sameness: Characterizations of mathematical sameness across student groups","authors":"Rachel Rupnow ,&nbsp;Rosaura Uscanga ,&nbsp;Anna Marie Bergman ,&nbsp;Cassandra Mohr","doi":"10.1016/j.jmathb.2024.101193","DOIUrl":"10.1016/j.jmathb.2024.101193","url":null,"abstract":"<div><div>Sameness is foundational to mathematics but has only recently become an area of focus in mathematics education research. In this paper, we describe characterizations of sameness generated by four student groups: discrete mathematics students, linear algebra students, abstract algebra students, and graduate students. Based on qualitative analysis of open response surveys, we compare these groups’ characterizations of sameness; note the subcomponents discussed and variation within each dimension; and highlight experiences influential to students’ perceptions of sameness. Findings include interpretability of sameness as a big idea, nascent development of thematic connections across courses, emphases on current course material rather than connections to prior courses for students solicited from a particular course, greater reflectiveness from the graduate student group, and abstract algebra as an impactful course. Implications include a need for thoughtful examinations of how “big ideas” develop among students and what experiences might support such development.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142428275","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 are explanatory proofs in mathematics and how can they contribute to teaching and learning? 什么是数学解释性证明，它们如何促进教学？
IF 1
Journal of Mathematical Behavior Pub Date : 2024-09-26 DOI: 10.1016/j.jmathb.2024.101191
Marc Lange
{"title":"What are explanatory proofs in mathematics and how can they contribute to teaching and learning?","authors":"Marc Lange","doi":"10.1016/j.jmathb.2024.101191","DOIUrl":"10.1016/j.jmathb.2024.101191","url":null,"abstract":"<div><div>This paper will examine several simple examples (drawn from the mathematics literature) where there are multiple proofs of the same theorem, but only some of these proofs are widely regarded by mathematicians as explanatory. These examples will motivate an account of explanatory proofs in mathematics. Along the way, the paper will discuss why <em>deus ex machina</em> proofs are not explanatory, what a mathematical coincidence is, and how a theorem's proper setting reflects the naturalness of various mathematical kinds. The paper will also investigate how context influences which features of a theorem are salient and consequently which proofs are explanatory. The paper will discuss several ways in which explanatory proofs can contribute to teaching and learning, including how shifts in context (and hence in a proof’s explanatory power) can be exploited in a classroom setting, leading students to dig more deeply into why some theorem holds. More generally, the paper will examine how “Why?” questions operate in mathematical thinking, teaching, and learning.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142324193","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
Encouraging students to explain their ideas when learning mathematics: A psychological perspective 鼓励学生在学习数学时解释自己的想法：心理学视角
IF 1
Journal of Mathematical Behavior Pub Date : 2024-09-24 DOI: 10.1016/j.jmathb.2024.101192
Bethany Rittle-Johnson
{"title":"Encouraging students to explain their ideas when learning mathematics: A psychological perspective","authors":"Bethany Rittle-Johnson","doi":"10.1016/j.jmathb.2024.101192","DOIUrl":"10.1016/j.jmathb.2024.101192","url":null,"abstract":"<div><div>Children’s <em>self-explanations</em> are answers to voiced why and how questions that attempt to make sense of new information for oneself. They often are not sophisticated or generalizable. Despite this, prompting children to generate explanations often improves their learning. After providing examples of children’s explanations, this article summarizes empirical evidence for the learning benefits of prompting people to generate explanations when learning mathematics. There is strong evidence that prompting learners to explain leads to greater conceptual knowledge, procedural knowledge and procedural transfer when knowledge is assessed immediately after the learning session; there is limited evidence for greater procedural transfer after a delay. Scaffolding high-quality explanations via training or structured responses, designing prompts to carefully balance attention to important content, prompting learners to explain correct information, and prompting learners to explain why incorrect information is incorrect when appropriate, increases the benefits of prompts to generate explanations.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000695/pdfft?md5=da899ecf252efeddeeea91ce27ec15c7&pid=1-s2.0-S0732312324000695-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314687","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
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