Journal of Mathematical Behavior最新文献_第3页

Abstract algebra students’ conceptual metaphors for isomorphism and homomorphism 抽象代数学生对同构和同态的概念隐喻

IF 1

Journal of Mathematical Behavior Pub Date : 2024-06-20 DOI: 10.1016/j.jmathb.2024.101173

Rachel Rupnow , Brooke Randazzo

引用次数: 0

From knowledge acquired at academic mathematics courses to significant changes in instructional practices 从数学学术课程中获得的知识到教学实践中的重大变化

IF 1

Journal of Mathematical Behavior Pub Date : 2024-06-20 DOI: 10.1016/j.jmathb.2024.101172

Ruhama Even , Yocheved Mytlis

引用次数: 0

Seeing mathematics together: A comparative case study of youths and facilitators collaborating to learn mathematics in informal settings 一起看数学：青少年与辅导员在非正式环境中合作学习数学的比较案例研究

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-19 DOI: 10.1016/j.jmathb.2024.101171

Marc T. Sager , Maximilian K. Sherard , Candace Walkington , Saki Milton , Anthony J. Petrosino

{"title":"Seeing mathematics together: A comparative case study of youths and facilitators collaborating to learn mathematics in informal settings","authors":"Marc T. Sager , Maximilian K. Sherard , Candace Walkington , Saki Milton , Anthony J. Petrosino","doi":"10.1016/j.jmathb.2024.101171","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101171","url":null,"abstract":"<div><h3>Background</h3><p>This comparative case study examined the use of math walks with middle grade youths and adult facilitators in an informal STEM learning space. Math walks are place-based walking tours where youths and facilitators critically examine and ask math-related questions about their environment.</p></div><div><h3>Method</h3><p>Drawing on situated theories of learning and frameworks for understanding group participation, we examined how facilitators constrained or supported youths’ mathematical thinking as they participated in math walks at the local zoo.</p></div><div><h3>Results</h3><p>Using interaction and stance analysis, we identified, analyzed, and compared three contrasting cases: In the first case, the facilitator may have overly constrained youths’ mathematical thinking by asking leading questions and not providing time for youths to discuss their personal interests. In the second case, the facilitator may have underly constrained youths’ mathematical thinking by allowing youths to ask too many new questions without refining or developing any one specific question. In the third case, the facilitator supported mathematical thinking by praising youths’ work, layering on mathematical terminology, and providing clear and actionable instructions for how youths could refine their mathematical questions.</p></div><div><h3>Conclusions</h3><p>Findings support efforts to understand how adult facilitators can support youths in seeing mathematics within and asking mathematical questions about the world around them.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000488/pdfft?md5=3b96c08b00e0bf0a482a419169dbe013&pid=1-s2.0-S0732312324000488-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429580","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

Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids 职前数学教师的话语：在涉及原型和非原型固体的任务情境中进行定义的差异

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-18 DOI: 10.1016/j.jmathb.2024.101170

Rocío Toscano , Aurora Fernández-León , José María Gavilán-Izquierdo , Alfonso J. González-Regaña , Verónica Martín-Molina

{"title":"Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids","authors":"Rocío Toscano , Aurora Fernández-León , José María Gavilán-Izquierdo , Alfonso J. González-Regaña , Verónica Martín-Molina","doi":"10.1016/j.jmathb.2024.101170","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101170","url":null,"abstract":"<div><p>The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, we investigated whether there were differences in the way that pre-service mathematics teachers constructed and selected definitions for prototypical and non-prototypical solids. In particular, the commognitive framework was employed to investigate the differences in the discourse of 33 pre-service secondary-school teachers when constructing and selecting definitions in task situations that involved prototypical and non-prototypical solids. Moreover, we studied if some commognitive conflicts appeared in task situations involving non-prototypical solids but not in similar task situations involving prototypical solids. The findings show some differences between the pre-service teachers’ discourses in both types of task situations. Additionally, some commognitive conflicts appeared only in task situations with non-prototypical solids. Lastly, we classified those commognitive conflicts.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000476/pdfft?md5=02bccb14ff2fe7c2ef9abd84783f1247&pid=1-s2.0-S0732312324000476-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423150","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 emotions lived in mathematics classes and their reflection outside the school context: A case study of Manuel 数学课上的情绪及其在校外的反映：曼努埃尔的案例研究

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-17 DOI: 10.1016/j.jmathb.2024.101168

Valentina Souza , Isaias Miranda , Alejandro Coca

引用次数: 0

Disrupting racial storylines about black girls in mathematics through teaching content and building relationships 通过教学内容和建立关系，打破数学领域关于黑人女孩的种族故事情节

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-15 DOI: 10.1016/j.jmathb.2024.101167

Charles E. Wilkes II , Dan Battey

引用次数: 0

Effects of domain-specific linguistic factors on the difficulty of mathematics tasks 特定领域的语言因素对数学任务难度的影响

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-14 DOI: 10.1016/j.jmathb.2024.101169

David Bednorz , Michael Kleine , Rudolf vom Hofe

{"title":"Effects of domain-specific linguistic factors on the difficulty of mathematics tasks","authors":"David Bednorz , Michael Kleine , Rudolf vom Hofe","doi":"10.1016/j.jmathb.2024.101169","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101169","url":null,"abstract":"<div><p>Linguistic features as a task-related feature influence the difficulty of mathematical tasks. To reduce this influence (e.g., in testing situations), studies on linguistic simplification focus on modifying linguistic features. These studies show little or no effect on increasing test performance. An open question is whether a quantitative–exploratory approach with texts from a specific domain can be an additional model for reducing the linguistic influence on mathematical tasks. To answer this question, generalized linear mixed models were used to determine the effects of linguistic factors, the requirements of the items, and the effects of linguistic factors when differentiating the requirements of the items, while controlling for further person- and item-related effects. The results show that linguistic factors can have either a negative or positive influence on test performance. The findings indicate that for mathematics assessments and teaching, it might be essential to consider the influence of language factors and task requirements.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000464/pdfft?md5=c79a22fd375cbd2eed86754934ef27e6&pid=1-s2.0-S0732312324000464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324346","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

Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How? 由三位不同专业领域的专家提出数学问题：为什么？是什么？

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-06-07 DOI: 10.1016/j.jmathb.2024.101158

Roza Leikin, Regina Ovodenko

引用次数: 0

How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams 人们如何比较分数大小的可视化？连续和离散磁带图中成人和儿童眼球运动的证据

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-05-27 DOI: 10.1016/j.jmathb.2024.101160

Sabrina Schwarzmeier , Andreas Obersteiner , Martha Wagner Alibali , Vijay Marupudi

{"title":"How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams","authors":"Sabrina Schwarzmeier , Andreas Obersteiner , Martha Wagner Alibali , Vijay Marupudi","doi":"10.1016/j.jmathb.2024.101160","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101160","url":null,"abstract":"<div><p>Adults and children are able to compare visually represented fractions. Past studies show that people are more efficient with continuous visualizations than with discretized ones, but the specific reasons are unclear. Presumably, continuous visualizations highlight magnitudes more directly, while discretized ones encourage less efficient strategies such as counting. In two experiments, adults and children compared the magnitudes of continuous and discretized tape diagrams of fractions. In both experiments, participants answered more accurately, faster, and with fewer eye saccades when the visualizations were continuous rather than discretized. Sequences of saccades indicated that participants used counting strategies less often with continuous than discretized diagrams. The results suggest that adults and children are more efficient with continuous than discretized visualizations because they use more efficient, magnitude-based strategies with continuous visualizations. The findings indicate that integrating continuous visualizations in classroom teaching more frequently could be beneficial for supporting students in developing fraction magnitude concepts.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000373/pdfft?md5=27411acdb4e78b0d4a65db5fbe56e7a3&pid=1-s2.0-S0732312324000373-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141239606","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

Students’ reception of two alternative arrangements of mathematical symbols and words: Differences in focus and text navigation 学生对两种数学符号和文字排列方式的接受情况：重点和文本导航的差异

IF 1.7

Journal of Mathematical Behavior Pub Date : 2024-05-24 DOI: 10.1016/j.jmathb.2024.101159

Ulrika Wikström Hultdin, Mathias Norqvist

{"title":"Students’ reception of two alternative arrangements of mathematical symbols and words: Differences in focus and text navigation","authors":"Ulrika Wikström Hultdin, Mathias Norqvist","doi":"10.1016/j.jmathb.2024.101159","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101159","url":null,"abstract":"<div><p>To engage with specialized subject content, students must develop adequate reading skills. In mathematics, this includes to integrate information from different semiotic resources. This study elucidates how differences in the structural connections between mathematical symbols and written language in mathematics texts can affect the reading process. With the help of eye-tracking techniques, we investigated differences in focus and navigation when 15-year-olds read task texts in two distinct designs: a traditional design with written language presented in lines and all connections based on semantics; and a design including a graphic emphasizing links between symbols and explanations. While the graphic design was found to facilitate fast interpretation of the symbol–language connections, the traditional design seemed to encourage global reading, involving more text parts. When designing texts for mathematics learning, structural connections may be chosen to adapt texts to various student groups and purposes.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312324000361/pdfft?md5=0fd27d08805618e0b9565b6f2dc819f4&pid=1-s2.0-S0732312324000361-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095608","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