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Journal of Mathematical Behavior最新文献

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Notations for neurodiverse learners 神经多样性学习者的符号
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-03-25 DOI: 10.1016/j.jmathb.2025.101240
Sophie Marchand , Dirk Schlimm
{"title":"Notations for neurodiverse learners","authors":"Sophie Marchand ,&nbsp;Dirk Schlimm","doi":"10.1016/j.jmathb.2025.101240","DOIUrl":"10.1016/j.jmathb.2025.101240","url":null,"abstract":"<div><div>Notations are essential for mathematics, mathematical logic, and many other disciplines. In order for them to be used, they have to be learned and understood, which is relative to the perceptual and cognitive resources of their users. However, most reflections about the design of notations have not taken into consideration the diversity of possible users. In recent years, various groups of people have been identified who exhibit specific strengths and challenges with regard to the reading and processing of written information. This gives us the opportunity to reflect on how particular choices in the design of mathematical and logical notations can hinder and support the ease of reading and understanding for neurodiverse groups of students.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101240"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696996","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 semiotic potential of pseudo-random numbers for the idea of indeterminacy in algebra 伪随机数在代数不确定性思想中的符号学潜力
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-04-30 DOI: 10.1016/j.jmathb.2025.101258
Mirko Maracci , Gabriella Pocalana , Greta Carlino
{"title":"The semiotic potential of pseudo-random numbers for the idea of indeterminacy in algebra","authors":"Mirko Maracci ,&nbsp;Gabriella Pocalana ,&nbsp;Greta Carlino","doi":"10.1016/j.jmathb.2025.101258","DOIUrl":"10.1016/j.jmathb.2025.101258","url":null,"abstract":"<div><div>This article is focused on the potential of spreadsheets to foster the transition from arithmetic to algebra in students who have not yet been exposed to formal algebra instruction. We study the potential of the pseudo-random number generator functionality of spreadsheets with the theory of semiotic mediation. Results are reported from a teaching sequence in which 6th-grade students (aged 11–12) are given tasks in spreadsheets incorporating this functionality. We analyze the artefact signs produced by a pair of students while solving the tasks, in terms of the processes pointed out by Radford as distinguishing features of algebraic thinking: addressing indeterminacy, denoting indeterminate numbers and operating on indeterminate numbers. In light of this analysis, we discuss the actual unfolding of the hypothesized semiotic potential of the pseudo-random number generator functionality, together with difficulties and cautions emerged, as well as possible refinements in the design of future iterations of the intervention.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101258"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886237","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 1890-1925年普鲁士女孩的数学教育
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-03-04 DOI: 10.1016/j.jmathb.2025.101242
Katja Krüger , Gerda Werth
{"title":"Mathematics education for girls in Prussia 1890–1925","authors":"Katja Krüger ,&nbsp;Gerda Werth","doi":"10.1016/j.jmathb.2025.101242","DOIUrl":"10.1016/j.jmathb.2025.101242","url":null,"abstract":"<div><div>This paper reviews the process of introducing mathematics education in girls’ secondary schools in Prussia, the largest German state at that time, from 1890 to 1925. This period of the German Empire and the subsequent Weimar Republic is known for its various educational reforms. Our historical analysis focuses on the purposes, new teaching tasks, and methods of mathematics education for girls in comparison with an extensive reform of mathematics education for boys, the so-called “Meran Reform” of 1905. Progress and obstacles on the way to equal educational opportunities for girls in mathematics are highlighted, including the development of new teaching methods and structural disadvantages.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101242"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535170","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
What mathematical explanation need not be 用不着什么数学解释
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-03-26 DOI: 10.1016/j.jmathb.2025.101255
Elijah Chudnoff , Silvia De Toffoli
{"title":"What mathematical explanation need not be","authors":"Elijah Chudnoff ,&nbsp;Silvia De Toffoli","doi":"10.1016/j.jmathb.2025.101255","DOIUrl":"10.1016/j.jmathb.2025.101255","url":null,"abstract":"<div><div>Recent works in the philosophy of mathematical practice and mathematical education have challenged orthodox views of mathematical explanation by developing Understanding-first accounts according to which mathematical explanation should be cashed out in terms of understanding. In this article, we explore two arguments that might have motivated this move, (i) <em>the context-sensitivity argument</em> and (ii) <em>the inadequacy of knowing why argument</em>. We show that although these arguments are derived from compelling observations, they ultimately rest on a misunderstanding of what Explanation-first accounts are committed to and an underestimation of the resources available to them. By clarifying the terms at play in the debate and distinguishing different objects of evaluation, we show that the insightful observations about practice and education made by challengers to the orthodoxy are in fact best accounted for within the traditional Explanation-first framework.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101255"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143706218","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
An ethnomodel of squid trap “Bubo” in Gigantes Island, Western Visayas, Philippines 菲律宾西维萨亚斯岛的巨型岛鱿鱼陷阱“Bubo”的民族模型
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-03-29 DOI: 10.1016/j.jmathb.2025.101254
Fresan R. Magnate
{"title":"An ethnomodel of squid trap “Bubo” in Gigantes Island, Western Visayas, Philippines","authors":"Fresan R. Magnate","doi":"10.1016/j.jmathb.2025.101254","DOIUrl":"10.1016/j.jmathb.2025.101254","url":null,"abstract":"<div><div>This study investigated the mathematical model for squid traps (Bubo) as one fishing gear in Gigantes Island, Western Visayas, Philippines. Field notes, video recordings, interviews, and participant observations were conducted from constructing the squid trap (Bubo) to its application. A mutual interrogation approach was utilized as approach to ethnomodeling to present cultural practices of the “manugbubo” and the parallel and beyond of these practices in academic mathematics. The model of a squid trap (Bubo) displays symmetry, congruence, similarity, angles, transversal, triangles, and parallelograms. The angles formed within a squid trap can aid in understanding concepts such as sine, cosine, and tangent, as well as their applications in solving problems related to right triangles. Using this squid trap model in teaching mathematics will encourage teachers and learners to value the richness of mathematical knowledge and appreciate academic mathematics, knowing its presence in their daily activities in their community.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101254"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726146","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
Logical implications as mathematical objects: Characterizing epistemological obstacles experienced in introductory proofs courses 作为数学对象的逻辑蕴涵：描述在入门证明课程中经历的认识论障碍
IF 1
Journal of Mathematical Behavior Pub Date : 2025-09-01 Epub Date: 2025-03-21 DOI: 10.1016/j.jmathb.2025.101253
Anderson Norton , Joseph Antonides , Rachel Arnold , Vladislav Kokushkin
{"title":"Logical implications as mathematical objects: Characterizing epistemological obstacles experienced in introductory proofs courses","authors":"Anderson Norton ,&nbsp;Joseph Antonides ,&nbsp;Rachel Arnold ,&nbsp;Vladislav Kokushkin","doi":"10.1016/j.jmathb.2025.101253","DOIUrl":"10.1016/j.jmathb.2025.101253","url":null,"abstract":"<div><div>Understanding the cognitive challenges students experience in proofs-based mathematics courses is a necessary precursor for supporting them in meeting those challenges. We report on results from a pair of clinical interviews with each of seven STEM majors enrolled in an introductory proofs course. We investigate the epistemological obstacles they experienced in interaction with the interviewer and how those experiences might relate to their treatment of logical implications as actions, objects, or pseudo-objects. We share profiles for each of the seven students, characterizing their treatment of logical implications and their experiences of related epistemological obstacles. These profiles indicate marked differences between epistemological obstacles experienced during interactions with students who treat logical implications as objects, versus actions or pseudo-objects. Results suggest that proof-based mathematics courses should focus centrally on supporting students’ constructions of logical implications as mathematical objects.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"79 ","pages":"Article 101253"},"PeriodicalIF":1.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143680519","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
A comparative study of the Brearley School and Wadleigh High School in early 20th century New York City 20世纪初纽约市布雷利中学与瓦德利高中的比较研究
IF 1
Journal of Mathematical Behavior Pub Date : 2025-06-01 Epub 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":"2025-06-01","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
It’s just a state of mind: The effect of deliberate and implemental mindset states on word-problem solving 这只是一种思维状态：深思熟虑和执行的思维状态对解决单词问题的影响
IF 1
Journal of Mathematical Behavior Pub Date : 2025-06-01 Epub Date: 2024-12-16 DOI: 10.1016/j.jmathb.2024.101230
Benjamin Rott , Timo Leuders
{"title":"It’s just a state of mind: The effect of deliberate and implemental mindset states on word-problem solving","authors":"Benjamin Rott ,&nbsp;Timo Leuders","doi":"10.1016/j.jmathb.2024.101230","DOIUrl":"10.1016/j.jmathb.2024.101230","url":null,"abstract":"<div><div>In this paper, we draw on the distinction of states and traits to investigate the influence of humor and awareness prompts on solving word problems with a reflective component. Two studies with n = 144 and n = 401 mathematics pre-service teachers were conducted, using the three-item Cognitive Reflection test and a ten-item test on mathematical critical thinking, respectively. In both studies, students seeing jokes or awareness prompts showed significantly better results than students solving routine tasks before working on the test items. Drawing on the mindset theory by Gollwitzer, we explain these results with deliberate and implemental mindsets being induced by humoristic and awareness prompts prompts or routine tasks, respectively.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101230"},"PeriodicalIF":1.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132655","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
Philosophy of mathematical practice and mathematics education: Cross-fertilization, dialogue and prospects 数学实践哲学与数学教育：相互借鉴、对话与展望
IF 1
Journal of Mathematical Behavior Pub Date : 2025-06-01 Epub Date: 2024-12-09 DOI: 10.1016/j.jmathb.2024.101208
Yacin Hamami
{"title":"Philosophy of mathematical practice and mathematics education: Cross-fertilization, dialogue and prospects","authors":"Yacin Hamami","doi":"10.1016/j.jmathb.2024.101208","DOIUrl":"10.1016/j.jmathb.2024.101208","url":null,"abstract":"<div><div>Mathematics education and the philosophy of mathematical practice are two fields of research whose domains of investigation overlap in a striking way. And yet, interactions between the two fields have been very limited so far, research being mostly conducted in parallel, sometimes on the very same issues. As a consequence, the potential for interaction and cross-fertilization between the two fields remains largely under-explored and under-exploited. The aim of this article is to encourage these interactions by indicating a number of concrete research opportunities where existing contributions in one field may lead to original developments in the other.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101208"},"PeriodicalIF":1.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132652","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
History of mathematics education for girls in the Netherlands 荷兰女孩数学教育史
IF 1
Journal of Mathematical Behavior Pub Date : 2025-06-01 Epub Date: 2025-01-20 DOI: 10.1016/j.jmathb.2025.101238
Jenneke H.J. Krüger
{"title":"History of mathematics education for girls in the Netherlands","authors":"Jenneke H.J. Krüger","doi":"10.1016/j.jmathb.2025.101238","DOIUrl":"10.1016/j.jmathb.2025.101238","url":null,"abstract":"<div><div>In 1863 the Dutch government introduced subsidized secondary schools, meant for boys, with an emphasis on sciences and mathematics. The question of the need and suitability of mathematics for girls was much debated. Co-education was seen as undesirable, nevertheless, a minority of girls received permission to enroll at the boys' schools. Secondary schools for girls became popular, mostly with a curriculum that emphasized languages and no national examinations. Some girls' schools offered the same curriculum as those of the boys, with the same diploma. After standardization of co-education in 1968, girls came to be perceived as a problem, for not choosing mathematics and sciences. Female mathematics teachers pointed out that probably, the girls were not the problem, but the mathematics curriculum and the way it was taught. This point of view was one of many factors increasing the participation of girls in mathematics.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101238"},"PeriodicalIF":1.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132403","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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