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Journal of Mathematical Behavior最新文献

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Choosing and not choosing: Examining students’ perceptions of not choosing a particular attribute in combinatorial tasks 选择和不选择：考察学生在组合任务中不选择特定属性的感知
IF 1.7
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-08-06 DOI: 10.1016/j.jmathb.2025.101279
Niusha Modabbernia
{"title":"Choosing and not choosing: Examining students’ perceptions of not choosing a particular attribute in combinatorial tasks","authors":"Niusha Modabbernia","doi":"10.1016/j.jmathb.2025.101279","DOIUrl":"10.1016/j.jmathb.2025.101279","url":null,"abstract":"<div><div>As combinatorics becomes increasingly prominent in K-12 and undergraduate curricula, so does the need for research on teaching, learning, and understanding combinatorial concepts. Within general research on learning combinatorics, this study attends to students’ work on counting problems, with particular attention to how composite outcomes are constructed. As part of a larger research project, this report focuses on two undergraduate students, whose responses to several counting problems were elicited in semi-structured interviews. The analysis highlights that recognizing “not choosing” a particular attribute as a valid choice in determining and counting outcomes significantly supports students’ success in solving counting problems.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101279"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780255","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
Student justifications regarding converse independence 学生对反向独立的论证
IF 1
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-06-11 DOI: 10.1016/j.jmathb.2025.101269
Anthony Tucci , Paul Christian Dawkins , Kyeong Hah Roh
{"title":"Student justifications regarding converse independence","authors":"Anthony Tucci ,&nbsp;Paul Christian Dawkins ,&nbsp;Kyeong Hah Roh","doi":"10.1016/j.jmathb.2025.101269","DOIUrl":"10.1016/j.jmathb.2025.101269","url":null,"abstract":"<div><div>This paper presents five categories of undergraduate student justifications regarding the question of whether a converse proof proves a conditional statement. Two categories of justification supported students’ judgments that converse proofs cannot so prove, which is the normative interpretation. These normative judgments depended upon students spontaneously seeking uniform rules of proving across various conditional statements or assigning a direction to the statements and proof. The other three categories of justification supported students to affirm that converse proofs prove. Students offering these justifications do so because they do not perceive any distinction in meaning between a statement and its converse when both are true. The rationality of these nonnormative justifications suggests the need for further work to understand how we can help students understand the normative rules of logic.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101269"},"PeriodicalIF":1.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263306","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
Imagination as an embodied space for engaging with abstract algebra concepts 想象是参与抽象代数概念的具体空间
IF 1.7
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-08-02 DOI: 10.1016/j.jmathb.2025.101275
Jessi Lajos , Hortensia Soto , Francisco De Jesus Pagan
{"title":"Imagination as an embodied space for engaging with abstract algebra concepts","authors":"Jessi Lajos ,&nbsp;Hortensia Soto ,&nbsp;Francisco De Jesus Pagan","doi":"10.1016/j.jmathb.2025.101275","DOIUrl":"10.1016/j.jmathb.2025.101275","url":null,"abstract":"<div><div>The purpose of this research is to contribute to the literature at the intersection of imagination and the learning of abstract algebra through the lens of embodied cognition. We explored how imagination and perceptuomotor capacities can interact as two undergraduate students collaborated on an abstract algebra task. This task involved quotient group constructions in a research setting. Through our analysis we found that (a) imagination emerged as re-enactments of prior material and symbolic engagements, (b) different embodiments served a variety of interactive and supportive roles in imagining, and (c) joint embodiments with physical materials served to regulate and lift constraints on what can be imagined.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101275"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757818","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
Enhancing mathematical instruction for emergent bilinguals through collaborative situated professional development 透过合作情境下的专业发展，加强对新兴双语者的数学教学
IF 1.7
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-08-19 DOI: 10.1016/j.jmathb.2025.101281
Jiyeong Yi , Jasmine Sourwine , Shristi Shrestha
{"title":"Enhancing mathematical instruction for emergent bilinguals through collaborative situated professional development","authors":"Jiyeong Yi ,&nbsp;Jasmine Sourwine ,&nbsp;Shristi Shrestha","doi":"10.1016/j.jmathb.2025.101281","DOIUrl":"10.1016/j.jmathb.2025.101281","url":null,"abstract":"<div><div>This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while integrating research-based strategies to support EBs in learning mathematics. The CSPD also emphasized implementing cognitively demanding and contextually relevant mathematical tasks. The results reveal that the teachers’ instructional practices significantly improved after participation in the CSPD. These improvements include a stronger ability to maintain the cognitive demand of tasks throughout lessons, an increased focus on creating opportunities for students to articulate and explain their mathematical reasoning, and more effective incorporation of meaningful visual aids that enhance comprehension for EBs. These shifts highlight the potential of CSPD to positively impact mathematics instruction for linguistically diverse classrooms.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101281"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865843","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 impact of advanced mathematics in teaching school mathematics through secondary teachers’ reflections on students’ reasoning 从中学教师对学生推理能力的反思看高等数学对学校数学教学的影响
IF 1
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-07-17 DOI: 10.1016/j.jmathb.2025.101277
Theodossios Zachariades , Charalampos Sakonidis , Sotirios Zoitsakos
{"title":"The impact of advanced mathematics in teaching school mathematics through secondary teachers’ reflections on students’ reasoning","authors":"Theodossios Zachariades ,&nbsp;Charalampos Sakonidis ,&nbsp;Sotirios Zoitsakos","doi":"10.1016/j.jmathb.2025.101277","DOIUrl":"10.1016/j.jmathb.2025.101277","url":null,"abstract":"<div><div>In this paper, we examine the impact of advanced mathematics on secondary school mathematics teaching through teachers' reflections on students' reasoning. Our study explored this impact by examining how 100 in-service secondary mathematics teachers reflected on four students’ answers provided in a hypothetical teaching scenario related to numbers with double decimal representation. The notions of nonlocal and local neighborhoods of mathematics knowledge were employed to analyze the data. The results suggest that the impact of advanced mathematics on teaching identified in teachers’ reflections is related to the interplay between local and nonlocal neighborhoods of the mathematical knowledge being taught. This interplay is productive when it is epistemologically sound and is often influenced by contextual and temporal characteristics of the teaching context (e.g., the tasks provided and the associations encouraged in the moment during teaching).</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101277"},"PeriodicalIF":1.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144657077","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 makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing 是什么让数学题易于解决且清晰明了？职前教师两步问题提出分析
IF 1
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-06-02 DOI: 10.1016/j.jmathb.2025.101267
Miriam Sanders , Michelle Kwok , Micayla Gooden
{"title":"What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing","authors":"Miriam Sanders ,&nbsp;Michelle Kwok ,&nbsp;Micayla Gooden","doi":"10.1016/j.jmathb.2025.101267","DOIUrl":"10.1016/j.jmathb.2025.101267","url":null,"abstract":"<div><div>Being able to solve word problems requires understanding and skills to address the complex interaction between distinct yet interrelated mathematical, linguistic, and contextual features. As word problems increase in complexity by requiring multiple steps in the solution process, students are faced with additional challenges. Effective integration of problem posing into mathematics curricula and instruction requires providing teachers and preservice teachers with comprehensive problem posing instruction. To this end, the authors have employed a variety of problem posing tasks and strategies to support pre-service teachers. The authors analyze 56 samples of problems posed by preservice teachers enrolled in a problem solving course. The findings illuminate the mathematical and linguistic features of two-step word problems to understand what makes for clear, solvable word problems. Implications include resources to inform curricular development, assessment, as well as future research directions in the complexities of two-step word problems.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101267"},"PeriodicalIF":1.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194683","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
Discursive tuning: The case of digital environments 话语调优：数字环境的情况
IF 1.7
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-08-16 DOI: 10.1016/j.jmathb.2025.101280
Giulia Lisarelli , Bernardo Nannini
{"title":"Discursive tuning: The case of digital environments","authors":"Giulia Lisarelli ,&nbsp;Bernardo Nannini","doi":"10.1016/j.jmathb.2025.101280","DOIUrl":"10.1016/j.jmathb.2025.101280","url":null,"abstract":"<div><div>This paper introduces discursive tuning as a new commognitive notion for analyzing how students engage with a digital environment and react to unexpected responses they receive from it. Discursive tuning provides a theoretical tool for describing changes in students’ discourse in response to commognitive conflicts arising during their activity with the digital environment. We discuss the notion’s analytical capacity through some episodes from a study in which upper secondary students interact with the dynagraph of the function <em>f(x)</em>= 1<em>/x</em>. Our analysis identifies specific cases of discursive tuning that occur when students attempt to include into their discourse narratives that are consistent with the behavior of the dynagraph or with canonical mathematical discourse. These cases illustrate how discursive tuning provides insight into how students can resolve commognitive conflicts in productive ways.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101280"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852571","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
Networking theories of quantitative reasoning and mathematical reasoning to explore students’ understanding of functions 网络理论的定量推理和数学推理探索学生对函数的理解
IF 1
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-07-11 DOI: 10.1016/j.jmathb.2025.101276
Nigar Altindis
{"title":"Networking theories of quantitative reasoning and mathematical reasoning to explore students’ understanding of functions","authors":"Nigar Altindis","doi":"10.1016/j.jmathb.2025.101276","DOIUrl":"10.1016/j.jmathb.2025.101276","url":null,"abstract":"<div><div>This study examines the reasoning processes of secondary school students while they solve tasks that model functional relationships. It networks theories of quantitative reasoning (QR) and mathematical reasoning (MR) by comparing and contrasting while also coordinating and combining covariational reasoning (CR) with MR to investigate students’ understanding of functions within a quantitatively rich problem-solving process. The analysis draws on data from a small-scale teaching experiment involving eight participants. Students operating at Mental Actions 1–2 primarily relied on memorized strategies and surface-level properties, leading to rigid, procedural responses. In particular, students often invoked graphical forms and symbolic conventions—such as the visual shape of a graph or algebraic templates—as fixed cues for function type. This use of shape thinking and conventions reinforced imitative reasoning, as students applied familiar patterns without analyzing underlying quantitative relationships. Conversely, students demonstrating Mental Actions 3–5 exhibited creative reasoning, engaging deeply with covarying relationships to construct well-supported mathematical arguments. This study underscores the bidirectional relationship between CR and imitative reasoning, suggesting that reliance on procedural strategies both arises from and perpetuates limited conceptual understanding.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101276"},"PeriodicalIF":1.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605697","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
Understanding the role of refutation texts on pre-service teachers’ mathematics-related beliefs 理解驳斥文本对职前教师数学相关信念的作用
IF 1.7
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-07-30 DOI: 10.1016/j.jmathb.2025.101278
Dionne Cross Francis , Pavneet Kaur Bharaj , Kathryn Habib , Anna Hinden , Anna Gustaveson , Ji Hong
{"title":"Understanding the role of refutation texts on pre-service teachers’ mathematics-related beliefs","authors":"Dionne Cross Francis ,&nbsp;Pavneet Kaur Bharaj ,&nbsp;Kathryn Habib ,&nbsp;Anna Hinden ,&nbsp;Anna Gustaveson ,&nbsp;Ji Hong","doi":"10.1016/j.jmathb.2025.101278","DOIUrl":"10.1016/j.jmathb.2025.101278","url":null,"abstract":"<div><div>Researchers converge around the idea that attending to teachers’ beliefs is essential for any instructional reform effort to be effective. However, given the mixed results of belief change efforts, questions remain about what approaches will trigger belief change. One approach that has been shown to be effective in belief and conceptual change in other disciplines, but seldom used in mathematics education, is the use of refutation texts. We investigated the influence of refutation texts on 13 Ghanaian pre-service teachers’ mathematics-related beliefs. Further, we explored the underlying process by which refutation texts may have elicited belief change by applying the Knowledge Revision Components (KReC) Framework. We observed that pre-service teachers’ reflections after engaging with the refutation texts showed a greater alignment with the content of the texts. The KReC framework provided insight into the processes underlying this belief change. Implications for teacher development are discussed along with suggestions for future research.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101278"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724728","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
Issues in teaching mathematics due to switching to English as a medium of instruction within primary schools of Rwanda 卢旺达小学改用英语作为教学媒介导致的数学教学问题
IF 1
Journal of Mathematical Behavior Pub Date : 2025-12-01 Epub Date: 2025-06-19 DOI: 10.1016/j.jmathb.2025.101270
Fidele Ukobizaba , Jean Francois Maniraho , Alphonse Uworwabayeho
{"title":"Issues in teaching mathematics due to switching to English as a medium of instruction within primary schools of Rwanda","authors":"Fidele Ukobizaba ,&nbsp;Jean Francois Maniraho ,&nbsp;Alphonse Uworwabayeho","doi":"10.1016/j.jmathb.2025.101270","DOIUrl":"10.1016/j.jmathb.2025.101270","url":null,"abstract":"<div><div>This study employed a qualitative research design to investigate issues in teaching and learning mathematics resulting from the switch to English as the medium of instruction (MoI) in primary schools in Rwanda. The study involved 18 upper primary mathematics teachers selected conveniently within Nyamagabe District, Rwanda. Thus, a semi-structured interview was used to collect qualitative data. Data were analyzed thematically. The study's results showed that teachers appreciated the policy of shifting to English as the Medium of Instruction and had a positive perspective on the use of English during instruction. However, teachers struggle to deliver the content in English. They sometimes teach using a combination of English and other languages, including Kinyarwanda. Teachers use textbooks written in the Anglophone or Francophone system to prepare richer content. Thus, challenges such as using mathematical symbols interchangeably were reported. Misusing mathematical symbols may affect students' conceptual understanding.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"80 ","pages":"Article 101270"},"PeriodicalIF":1.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314328","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
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