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
Multi-variable narratives in qualitative research on mathematical problem posing 数学问题提出定性研究中的多变量叙事
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-05-06 DOI: 10.1016/j.jmathb.2024.101157
Boris Koichu, Jason Cooper
{"title":"Multi-variable narratives in qualitative research on mathematical problem posing","authors":"Boris Koichu,&nbsp;Jason Cooper","doi":"10.1016/j.jmathb.2024.101157","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101157","url":null,"abstract":"<div><p>We substantiate the following claim: multi-variable narrative in qualitative research on problem posing bears promise for a better understanding of causality relationships between ways in which problem-posing activities are organized on the one hand, and characteristics of processes, products, and effects of problem posing on the other hand. Our notion of multi-variable narrative is first introduced by means of a hypothetical scenario. We then discuss relationships between different types of variables while adapting the terminology developed in mediation analysis literature to problem-posing situations and suggest heuristics for choosing problem-posing variables in research that aspires to inform practice. This is followed by an illustration in the context of a problem-posing activity by mathematics teachers. The illustration shows how features of the posed problems can be related to the problem-posing task organization, and how these relations may be mediated or moderated by particular features of the problem-posers, and by choices they make.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140843063","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
Exploring and promoting a student's covariational reasoning and developing graphing meanings 探索和促进学生的协变推理并发展图形意义
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-05-04 DOI: 10.1016/j.jmathb.2024.101156
Teo Paoletti , Irma E. Stevens , Srujana Acharya , Claudine Margolis , Allison Olshefke-Clark , Allison L Gantt
{"title":"Exploring and promoting a student's covariational reasoning and developing graphing meanings","authors":"Teo Paoletti ,&nbsp;Irma E. Stevens ,&nbsp;Srujana Acharya ,&nbsp;Claudine Margolis ,&nbsp;Allison Olshefke-Clark ,&nbsp;Allison L Gantt","doi":"10.1016/j.jmathb.2024.101156","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101156","url":null,"abstract":"<div><p>Despite the importance of graphical reasoning, graph construction and interpretation has been shown to be nontrivial. Paoletti et al. (2023) presented a framework that allows for a fine-grained analysis of students’ graphical reasoning as they conceive of graphs as representing two covarying quantities. In this paper, we show how the framework can be used to not only characterize a student’s graphing meanings and reasoning, but also to diagnose complexities in a student's development of such reasoning, <em>and</em> to design tasks that provide opportunities to resolve such complexities. We draw on data from a teaching experiment with a sixth-grade student in the U.S. to highlight how the framework allowed us to identify indications and contraindications of the student’s engaging in reasoning compatible with the framework. Further, we describe how this analysis supported us in designing a task that was aligned with the framework and proved productive in supporting the student's learning. We conclude with a discussion of our findings and their implications for task design and future research.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140825975","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 expertise of novices: A framework for prospective teacher’s noticing of children’s mathematical thinking 新手的专业知识：未来教师注意儿童数学思维的框架
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-30 DOI: 10.1016/j.jmathb.2024.101151
John Bragelman , Julie M. Amador , Alison Castro Superfine
{"title":"The expertise of novices: A framework for prospective teacher’s noticing of children’s mathematical thinking","authors":"John Bragelman ,&nbsp;Julie M. Amador ,&nbsp;Alison Castro Superfine","doi":"10.1016/j.jmathb.2024.101151","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101151","url":null,"abstract":"<div><p>The purpose of this study was to articulate nuances within the process of learning to notice and to provide a framework for characterizing the capabilities of noticing in prospective mathematics teachers. We collected and analyzed data on teacher noticing based on classroom videos from prospective teachers in a mathematics content course. We analyzed data in accordance with existing research-based frameworks on noticing and in consideration with literature on expertise. We provide the Framework for the Expertise of Noticing, which describes noticing expertise along five dimensions: Evidence-based Noticing; Concrete vs. Abstract Characteristics in Noticing; Individual vs. Pattern Focus in Noticing; Task vs. Contextualized Perspective in Noticing; and Cognitive vs. Metacognitive Characteristics in Noticing. The framework is a tool for mathematics education researchers and teacher educators who study and support the development of noticing in prospective teachers.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140816727","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
Using abstraction to analyze instructional tasks and their implementation 使用抽象方法分析教学任务及其实施情况
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-18 DOI: 10.1016/j.jmathb.2024.101153
Kevin C. Moore , Erin Wood , Shaffiq Welji , Mike Hamilton , Anne Waswa , Amy B. Ellis , Halil I. Tasova
{"title":"Using abstraction to analyze instructional tasks and their implementation","authors":"Kevin C. Moore ,&nbsp;Erin Wood ,&nbsp;Shaffiq Welji ,&nbsp;Mike Hamilton ,&nbsp;Anne Waswa ,&nbsp;Amy B. Ellis ,&nbsp;Halil I. Tasova","doi":"10.1016/j.jmathb.2024.101153","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101153","url":null,"abstract":"<div><p>Over the past few decades, Piaget’s forms of abstraction have proved productive for developing explanatory models of student and teacher knowledge, yet the broader applicability of his abstraction forms to mathematics education remains an open question. In this paper, we adopt the Piagetian forms of abstraction to accomplish two interrelated goals. Firstly, we analyze instructional tasks to develop hypothetical accounts of the abstractions that might occur during students’ engagement with them. Secondly, we draw on middle- and secondary-grades classroom data to discuss the abstractions that occurred during the implementation of those instructional tasks. Because this paper represents an initial attempt at extending the applicability of Piagetian forms of abstraction, we close with potential implications of such use and possible avenues for future research. Most notably, we highlight the complexities involved in supporting abstraction through curriculum and instruction.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140605127","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
Teacher emotions and in-the-moment decision making in the secondary mathematics classroom 中学数学课堂上教师的情绪与即时决策
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-17 DOI: 10.1016/j.jmathb.2024.101152
Styliani Kyriaki Kourti, Despina Potari
{"title":"Teacher emotions and in-the-moment decision making in the secondary mathematics classroom","authors":"Styliani Kyriaki Kourti,&nbsp;Despina Potari","doi":"10.1016/j.jmathb.2024.101152","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101152","url":null,"abstract":"<div><p>Our study focuses on the interplay of two secondary school mathematics teachers’ emotions and decision-making in pivotal teaching moments. We highlight the interaction between teacher emotions and in-the-moment decision-making, and resources that coordinate this interplay, suggesting a theoretical and methodological way of addressing it. Our analyzed data comes from three teachers’ lessons and four semi-structured interviews. When analyzing pivotal moments where the teacher handles students’ errors, it appeared that teacher emotions and resources are interrelated elements of the decision-making. Findings show that: (1) teachers’ emotions, while handling students’ errors, are mostly negative, but differ in their kind and source; (2) the formation of teacher emotions and actions often seems to draw on the same resources (social-spatial, anticipatory-temporal, moral-ideological dimensions, and teacher’s responsibility about mathematics; (3)teachers’ actions, while handling students’ errors, differ in relation to the resources and the emotions that coordinate their formation.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140558520","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
Connecting student development of use of grouping and mathematical properties 将学生使用分组和数学性质的发展联系起来
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-16 DOI: 10.1016/j.jmathb.2024.101154
Brandon G. McMillan
{"title":"Connecting student development of use of grouping and mathematical properties","authors":"Brandon G. McMillan","doi":"10.1016/j.jmathb.2024.101154","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101154","url":null,"abstract":"<div><p>Understanding algebraic properties is a key component of building mathematical thinking across grades K-8, yet less is known about the development of students' use of mathematical properties within their strategies. This article presents results from four conversations with 24 5th-grade students over a school year, that focus on examining the development of students grouping within strategies for multiplication and division problems. Findings add to previous research on student strategies within multiplication and division by detailing some of the nuances in students' use of grouping. Additionally, a focus on student strategies reveals students' progression in more explicit use of grouping underlies the development of more planful use of the distributive and associative properties of multiplication.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554604","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
Scaffolds for seeing, using, and articulating logical structures in proofs: Design research study with high school students 在证明中观察、使用和阐述逻辑结构的支架：以高中生为对象的设计研究
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-15 DOI: 10.1016/j.jmathb.2023.101123
Kerstin Hein , Susanne Prediger
{"title":"Scaffolds for seeing, using, and articulating logical structures in proofs: Design research study with high school students","authors":"Kerstin Hein ,&nbsp;Susanne Prediger","doi":"10.1016/j.jmathb.2023.101123","DOIUrl":"https://doi.org/10.1016/j.jmathb.2023.101123","url":null,"abstract":"<div><p>Logical structures count as critical learning content for learning to prove. They are often not sufficiently explicated, and students struggle to use and articulate them in their proofs. In this design research study, we adopt a scaffolding approach to engage high school students in using and articulating logical structures. The qualitative analysis of the design experiments reveals the potentials and limitations of graphical scaffolds, showing how graphical scaffolds must and can be complemented by linguistic scaffolds to enable students to select and combine arguments in a deductive chain and write a proof text. Implications for language-responsive proof teaching and learning are discussed.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0732312323000937/pdfft?md5=b7cd20507f16adaabe76d44b76ab2547&pid=1-s2.0-S0732312323000937-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140552704","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
Positioned as a burden: Analyzing the participation of multilingual students of color in undergraduate mathematics courses that use groupwork 被定位为负担：分析使用小组合作的本科数学课程中使用多种语言的有色人种学生的参与情况
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-10 DOI: 10.1016/j.jmathb.2024.101148
Jocelyn Rios
{"title":"Positioned as a burden: Analyzing the participation of multilingual students of color in undergraduate mathematics courses that use groupwork","authors":"Jocelyn Rios","doi":"10.1016/j.jmathb.2024.101148","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101148","url":null,"abstract":"<div><p>More college mathematics classrooms are adopting active learning practices like groupwork. These practices typically foreground vocal communication and interpersonal interactions, both of which are mediated by language. Given that undergraduate classrooms in the U.S. are also becoming more racially <em>and</em> linguistically diverse, this study focuses on multilingual students of color, whose learning experiences have often been overlooked. Specifically, this study aims to learn more about the relationship between groupwork and equity in classrooms with linguistic diversity. Using positioning theory, this study analyzes the learning narratives of 26 multilingual students of color about their experiences working with peers in groups. Findings demonstrate that while multilingual students described enacting a range of different positional identities during groupwork, they were more likely to report being positioned by others in deficit ways. Results highlight how the positional identities perceived to be available to students were often constrained by normative classroom Discourses about language, participation, and mathematics.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543964","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
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-04-10 DOI: 10.1016/j.jmathb.2024.101155
Edward A. Silver
{"title":"","authors":"Edward A. Silver","doi":"10.1016/j.jmathb.2024.101155","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101155","url":null,"abstract":"","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540566","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
Exploring middle school teachers’ views about problem-posing tasks 探究初中教师对问题任务的看法
IF 1.7
Journal of Mathematical Behavior Pub Date : 2024-03-01 DOI: 10.1016/j.jmathb.2024.101140
Jaepil Han, Stephen Hwang, Faith Muirhead, Jinfa Cai
{"title":"Exploring middle school teachers’ views about problem-posing tasks","authors":"Jaepil Han,&nbsp;Stephen Hwang,&nbsp;Faith Muirhead,&nbsp;Jinfa Cai","doi":"10.1016/j.jmathb.2024.101140","DOIUrl":"https://doi.org/10.1016/j.jmathb.2024.101140","url":null,"abstract":"<div><p>It is important to understand teachers’ views about problem-posing (PP) tasks and the prompts that are used in such tasks to engage students in posing problems. In this study, we explored 15 middle school mathematics teachers’ views about PP prompts. We found that the teachers’ views were motivated by their curricular reasoning around engaging and challenging their students and addressed five main prompt characteristics: openness, promoting critical thinking, providing scaffolding, more or less intimidating, and allowing for differentiation. The teachers’ reasoning suggested they attended to how PP can create opportunities for sensemaking, deepen students’ learning of mathematics, and foster students’ identities as creative doers of mathematics. However, they did not address connecting students’ life experiences to mathematics, another key goal of teaching mathematics through PP. The findings have implications for curriculum developers and researchers regarding the design of PP tasks and the implementation of such tasks in the classroom, and they suggest several directions for future research.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140062331","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
首页 上一页 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