Journal of Mathematical Behavior最新文献

Mathematics teaching at girls’ Victoriaschule in Gdańsk from the mid-19th century until World War I

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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

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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

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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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From oral counting to plotting graphs: Advances in girls' math education in the South of Brazil

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Journal of Mathematical Behavior Pub Date : 2025-02-06 DOI: 10.1016/j.jmathb.2025.101239

Elisabete Zardo Búrigo

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History of mathematics education for girls in the Netherlands

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Journal of Mathematical Behavior Pub Date : 2025-01-20 DOI: 10.1016/j.jmathb.2025.101238

Jenneke H.J. Krüger

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A comparative study of the Brearley School and Wadleigh High School in early 20th century New York City

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Journal of Mathematical Behavior Pub Date : 2025-01-18 DOI: 10.1016/j.jmathb.2025.101237

Yana Shvartsberg

{"title":"A comparative study of the Brearley School and Wadleigh High School in early 20th century New York City","authors":"Yana Shvartsberg","doi":"10.1016/j.jmathb.2025.101237","DOIUrl":"10.1016/j.jmathb.2025.101237","url":null,"abstract":"<div><div>This paper offers comparative analysis of mathematics education for girls in two New York City schools during the time from 1890 to 1920, known as the Progressive Era in the United States. During this time, secondary education transitioned from being mostly accessible through private and religious institutions to becoming widely available through public high schools. This expansion led to an unprecedented increase in enrollment and brought several challenges, including the need to adapt curricula to meet the diverse needs of students. Concurrently, changes in labor market demands, particularly in urban areas, underscored the varying educational objectives for girls and boys, driven by the belief that they would have distinct career paths upon graduation. As a result, many educators and policymakers viewed curriculum differentiation as a necessary tool to accommodate students from varied backgrounds. Curriculum differentiation enabled students to choose classes they considered essential, a trend particularly prominent in public schools. In contrast, private schools continued to enroll students who planned to pursue further education after graduation, and therefore, these schools had to maintain their curricular rigor. Wadleigh Public School and Brearley Private School, both girls-only institutions, provide a snapshot of this complexity by highlighting how distinct goals in mathematics education coexisted within the same city at the same time. This paper explores the strengths and challenges faced by both schools, focusing on the purpose of mathematics education, curricular differentiation, and demographic factors affecting girls' enrollment in mathematics classes.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101237"},"PeriodicalIF":1.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132407","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

Development and change in mathematics education for undergraduate women: An examination of the early years of Barnard College

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Journal of Mathematical Behavior Pub Date : 2025-01-16 DOI: 10.1016/j.jmathb.2024.101236

Joanna Debney Mobley

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From mathematical play to playful math

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Journal of Mathematical Behavior Pub Date : 2025-01-13 DOI: 10.1016/j.jmathb.2024.101235

Amy B. Ellis , Dru Horne , Anna Bloodworth , Robert Ely

{"title":"From mathematical play to playful math","authors":"Amy B. Ellis , Dru Horne , Anna Bloodworth , Robert Ely","doi":"10.1016/j.jmathb.2024.101235","DOIUrl":"10.1016/j.jmathb.2024.101235","url":null,"abstract":"<div><div>Mathematical play can support student agency and engagement, offer learning benefits, and foster productive mathematical dispositions. However, the bulk of research on mathematical play investigates the mathematics that emerges in young children’s natural play or in students’ play in informal spaces such as video games. We introduce the term “playful math” to describe the activities and features of an instructional environment that can facilitate mathematical play, and we investigate the efficacy of incorporating playful task design elements into algebra activities. Drawing on two small-group teaching experiments with middle-school students, the first with two participants and the second with three participants, we identified 13 phenomena characterizing students’ mathematical play activity: Competitive Fun, Feeling Proud, Enjoyment, Wonderment, Taking on Authority, Perturbation, Investment, Immersion, Agency, Perseverance, Creative/Unusual, Harder Math, and Laughter. We found that all phenomena except Wonderment and Perturbation occurred more during playful math tasks. We describe two vignettes exemplifying the mathematical play phenomena and discuss implications for task design and instruction.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101235"},"PeriodicalIF":1.0,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132405","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

Shared drawings in a mathematical modelling activity: An exploratory study

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Journal of Mathematical Behavior Pub Date : 2025-01-08 DOI: 10.1016/j.jmathb.2024.101234

Caterina Bassi, Domenico Brunetto

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Mathematics Education for Young Women and Girls from the Birth of the Kingdom of Italy (1861) to Fascism

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Journal of Mathematical Behavior Pub Date : 2025-01-03 DOI: 10.1016/j.jmathb.2024.101210

Fulvia Furinghetti

{"title":"Mathematics Education for Young Women and Girls from the Birth of the Kingdom of Italy (1861) to Fascism","authors":"Fulvia Furinghetti","doi":"10.1016/j.jmathb.2024.101210","DOIUrl":"10.1016/j.jmathb.2024.101210","url":null,"abstract":"<div><div>In 1861, when the Kingdom of Italy was proclaimed, the school system of the new state was organized in a highly centralized manner based on an 1859 law inherited from the Kingdom of Sardinia. This law, which with some changes regulated education in Italy until 1923, included the principle that the first two years of primary school should be compulsory for both boys and girls. A later law in 1877 reinforced this principle and led to more regular school attendance by girls, although, as the documents cited in this article show, the prejudice that literacy was unnecessary or even dangerous for women remained for many years. In elementary school curricula there were differences between math content aimed at females and that aimed at males. In secondary schools, math programs were not differentiated by gender, but for a long time access to these schools was difficult for girls. After elementary school, however, there was the teacher-training school called <em>scuola normale</em> (normal school), where girls could enroll. The math syllabuses were the same for boys and girls. In this article I focus on this type of school with the aim of understanding what math the girls encountered and how they reacted to it. As sources for my study I use answers to questions published in Italian mathematics journals addressed to students.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101210"},"PeriodicalIF":1.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132653","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