Journal of Mathematical Behavior最新文献_第2页

Leveraging simulated student interactions to learn about prospective teachers’ formative assessment practice 利用模拟的学生互动来了解未来教师的形成性评估实践

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-11-04 DOI: 10.1016/j.jmathb.2025.101298

Meghan Shaughnessy , Timothy Boerst , D’Anna Pynes

引用次数: 0

Does understanding moderate aesthetic appraisals of proofs? 理解是否能缓和对证明的审美评价？

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-09-20 DOI: 10.1016/j.jmathb.2025.101284

George Kinnear , Matthew Inglis

引用次数: 0

Realistic visual representations as mediators between everyday and mathematical discourses in heterogeneous classrooms 现实的视觉表征在异质教室中日常话语和数学话语之间的中介作用

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-11-22 DOI: 10.1016/j.jmathb.2025.101300

Merav Weingarden , Ronnie Karsenty , Boris Koichu

{"title":"Realistic visual representations as mediators between everyday and mathematical discourses in heterogeneous classrooms","authors":"Merav Weingarden , Ronnie Karsenty , Boris Koichu","doi":"10.1016/j.jmathb.2025.101300","DOIUrl":"10.1016/j.jmathb.2025.101300","url":null,"abstract":"<div><div>Creating effective learning environments in heterogeneous mathematics classrooms remains a persistent challenge. This exploratory study examines how realistic representations can support learners across achievement levels. Through a two-part investigation, the study first conducts an a priori analysis of two representation-oriented activities to articulate the roles of realistic representations and then explores how teachers view such roles as supporting low- and high-achieving students. The initial analysis identifies four roles of realistic representations: <em>motivating</em>, <em>initiating</em>, <em>connecting</em>, and <em>applying</em>—each mediating differently between everyday and mathematical discourses. The subsequent examination through case studies of two teachers implementing these activities in their classrooms shows that one teacher recognized motivational benefits for low-achieving students, whereas the other highlighted their value in encouraging connection-making for high-achieving students. We discuss how explicating the multifaceted roles of realistic representations can help teachers and teacher educators design more inclusive mathematics instruction.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"81 ","pages":"Article 101300"},"PeriodicalIF":1.7,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568251","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

Laying the groundwork: The grounding metaphors that build quotient groups 奠定基础：构建商群的基础隐喻

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-09-18 DOI: 10.1016/j.jmathb.2025.101294

Holly Zolt , Kathleen Melhuish

引用次数: 0

First graders’ understanding of variables: Learning trajectories in a function machine environment 一年级学生对变量的理解：函数机环境下的学习轨迹

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-10-17 DOI: 10.1016/j.jmathb.2025.101295

Konstantinos P. Christou , Eleni Vellidou

{"title":"First graders’ understanding of variables: Learning trajectories in a function machine environment","authors":"Konstantinos P. Christou , Eleni Vellidou","doi":"10.1016/j.jmathb.2025.101295","DOIUrl":"10.1016/j.jmathb.2025.101295","url":null,"abstract":"<div><div>This study examines how a function machine learning environment can instantiate a developmental trajectory of understanding variables in first-grade students. The intervention involved exploring input-output relationships and symbolic representations of indeterminate quantities. Data were collected through classroom interactions and interviews at three time points: before, immediately after, and six weeks following the intervention. The analyses revealed multiple developmental pathways. Some students progressed directly from pre-variable reasoning to advanced algebraic applications of variable notation. Others consolidated their understanding at intermediate stages or displayed misconceptions, such as treating letters as labels. Though a few students reverted, most maintained or deepened their new understandings, demonstrating the durability of learning. These results highlight the potential of function machines as instructional tools that facilitate exploration, identify misconceptions, and enable timely guidance. They also show how learning trajectories can inform instructional designs that foster early functional reasoning and challenge deficit views of young learners' algebraic capacities.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"81 ","pages":"Article 101295"},"PeriodicalIF":1.7,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145324418","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

Teachers’ knowledge and technology in the teaching of functions: A view from Portugal and Brazil 函数教学中教师的知识与技术：来自葡萄牙和巴西的视角

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-11-21 DOI: 10.1016/j.jmathb.2025.101301

Floriano Viseu , Helena Rocha , Sandra Menezes

{"title":"Teachers’ knowledge and technology in the teaching of functions: A view from Portugal and Brazil","authors":"Floriano Viseu , Helena Rocha , Sandra Menezes","doi":"10.1016/j.jmathb.2025.101301","DOIUrl":"10.1016/j.jmathb.2025.101301","url":null,"abstract":"<div><div>Technology integration although highly recommended has proved to be complex. This study aims to characterize the perceptions of secondary mathematics teachers (grades 7th to 12th), from Portugal (Braga region) and Brazil (Campinas region), regarding the teaching of Functions and the use of technology. We also intend to consider the context of the two countries, reflecting on justifications for the differences identified (if any). The study adopts a mixed methodology based on a questionnaire applied to 129 Portuguese teachers in Braga region and 136 Brazilian teachers in Campinas region (quantitative dimension) and on an interview to six Portuguese teachers and six Brazilian teachers (qualitative dimension). The results point to similarities between teachers from Portugal and Brazil, but also to some differences. Technology potential is recognized by teacher from both countries, however teachers from Brazil tend to assume a more traditional use of technology, based on showing and more teacher-centered. This difference can be related to the Portuguese curriculum, valuing a relevant use of technology for more than three decades.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"81 ","pages":"Article 101301"},"PeriodicalIF":1.7,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568250","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

The shears know: Creative assemblage with 3-D change of basis vectors 剪刀知道：创造性的组合与三维变化的基本向量

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-10-31 DOI: 10.1016/j.jmathb.2025.101297

Hortensia Soto, Ashley Armbruster, Emily Varney, Francisco De Jesus Pagan

引用次数: 0

Corrigendum to “Understanding the role of refutation texts on pre-service teachers’ mathematics-related beliefs” [Journal of Mathematical Behavior 80 (2025), 101278] “理解反驳文本对职前教师数学相关信念的作用”的更正[Journal of Mathematical Behavior 80 (2025), 101278]

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-11-04 DOI: 10.1016/j.jmathb.2025.101299

Dionne Cross Francis , Pavneet Kaur Bharaj , Kathryn Habib , Anna Hinden , Anna Gustaveson , Ji Hong

引用次数: 0

Students’ productive use of equivalence transformations 学生对等效变换的有效运用

IF 1.7

Journal of Mathematical Behavior Pub Date : 2026-03-01 Epub Date: 2025-09-13 DOI: 10.1016/j.jmathb.2025.101285

John Paul Cook , April Richardson , Zackery Reed , Elise Lockwood , O. Hudson Payne , Cory Wilson

{"title":"Students’ productive use of equivalence transformations","authors":"John Paul Cook , April Richardson , Zackery Reed , Elise Lockwood , O. Hudson Payne , Cory Wilson","doi":"10.1016/j.jmathb.2025.101285","DOIUrl":"10.1016/j.jmathb.2025.101285","url":null,"abstract":"<div><div>Equivalence transformations – that is, transformations that produce an object that is equivalent to the original – are a unifying conceptual thread in K-16 mathematics. Though researchers have already established that productive reasoning about equivalence transformations hinges on an awareness that the transformed objects are equivalent to the given object, research (a) has not yet explored the various ways in which students might attend to equivalence, and (b) has primarily examined equivalence transformations on only one type of object, leaving open the question of what commonalities might be present in students’ reasoning across transformations of multiple types of objects. In this study, we present our analysis of task-based clinical interviews with university students. This paper’s primary contribution to the literature involves the description and illustration of three common, unified ways in the students productively reasoned about the equivalence of the objects they produced with transformations. Our findings extend the theoretical scope of an existing equivalence framework and suggest that these ways of reasoning can inform efforts to help students overcome the widespread reports of difficulties they experience. We conclude with a discussion of the theoretical implications for research on equivalence transformations across K-16 mathematics.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"81 ","pages":"Article 101285"},"PeriodicalIF":1.7,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050152","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

“I want them to see their magic!”: Two teachers working within structural constraints to help cultivate their Black girl students’ positive mathematics identities “我要让他们看到自己的魔法！”：两位教师在结构约束下帮助培养黑人女学生的积极数学身份

IF 1

Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-07-03 DOI: 10.1016/j.jmathb.2025.101273

Brittany L. Marshall , Dan Battey

引用次数: 0