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Journal for Research in Mathematics Education最新文献

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¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático? 教师的手势如何影响学生在数学演讲中的视觉注意力?
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-10-24 DOI: 10.17583/REDIMAT.2020.5185
Danyal Farsani, Adriana Breda, Gemma Sala Sebastià
{"title":"¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?","authors":"Danyal Farsani, Adriana Breda, Gemma Sala Sebastià","doi":"10.17583/REDIMAT.2020.5185","DOIUrl":"https://doi.org/10.17583/REDIMAT.2020.5185","url":null,"abstract":"Interaccionar con los estudiantes y construir una buena relacion es fundamental para que los maestros ensenen, comuniquen conceptos basicos y se conecten emocionalmente con sus estudiantes. Este articulo reporta un estudio que se llevo a cabo en una escuela de educacion primaria en Santiago de Chile, donde una muestra de 33 estudiantes (ninas), seleccionadas al azar, llevaban una minicamara de video anexada en sus gafas en el momento que participaban en las clases de matematicas. Usando imagenes de Google, se buscaron, de forma automatica y objetiva, registros de las grabaciones en las que el profesor de la clase aparecia en el campo visual de las estudiantes. Los resultados muestran que las estudiantes prestaron mucha mas atencion visual en las clases de matematicas cuando el discurso de los profesores iba acompanado de gestos. Ademas, hubo diferencias entre las ninas con alto y bajo rendimiento y en como se involucraron visualmente durante la instruccion de los maestros en diferentes momentos de la leccion. Tambien, se presentaron diferencias en relacion con como las alumnas introvertidas y las extrovertidas se involucraban visualmente mientras el maestro hacia gestos. Los resultados de este estudio son muy importantes para poder construir una buena relacion interaccional entre profesor-alumno y mejorar las practicas profesionales de ensenanza.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41803627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Análisis de una Escape Room Educativa en Clase de Matemáticas de Educación Primaria 小学数学课堂教育逃生室分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-10-24 DOI: 10.17583/REDIMAT.2020.4437
Pedro-Antonio García-Tudela, Isabel-María Solano-Fernández, María-del-Mar Sánchez-Vera
{"title":"Análisis de una Escape Room Educativa en Clase de Matemáticas de Educación Primaria","authors":"Pedro-Antonio García-Tudela, Isabel-María Solano-Fernández, María-del-Mar Sánchez-Vera","doi":"10.17583/REDIMAT.2020.4437","DOIUrl":"https://doi.org/10.17583/REDIMAT.2020.4437","url":null,"abstract":"El presente trabajo analiza la implementacion de una estrategia apoyada en el Aprendizaje Basado en el Juego (ABJ), especificamente una  educational escape room  o habitacion de escape educativa. Ademas, el diseno de esta propuesta de innovacion didactica se sustenta en una tecnica de aprendizaje cooperativa conocida como tutoria entre iguales. La metodologia se corresponde con un diseno no experimental con un analisis descriptivo transeccional y siguiendo una tecnica de recogida de datos cualitativa a partir de una multivision de instrumentos de evaluacion, los cuales han sido disenados y/o utilizados segun la bibliografia referenciada. Ademas, han sido sometidos a un proceso de analisis cualitativo a partir del  software  Atlas.ti 8, del que se han extraidos dos redes semanticas.  Los resultados evidencian el alcance de los fines senalados, aunque tambien reflejan la produccion de ciertas situaciones no perseguidas, algunas coincidentes con las referenciadas de otros trabajos.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis Cooney, Shealy和Arvold(1998)信念结构的影响:文献回顾和引用分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0046
Carlos Nicolas Gomez, AnnaMarie Conner
{"title":"Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis","authors":"Carlos Nicolas Gomez, AnnaMarie Conner","doi":"10.5951/jresematheduc-2020-0046","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0046","url":null,"abstract":"Cooney, Shealy, and Arvold (1998) wrote a widely cited article describing the belief structures of prospective teachers and argued that the structures can aid in describing how beliefs change and the influence of authority on the individual. We investigate the impact of this manuscript on the field. To do this, we conducted a literature review (n = 59) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney, Shealy, and Arvold (changing prospective teachers’ beliefs) and then conducted an analysis of 101 journal articles citing Cooney, Shealy, and Arvold (1998) to see why the authors cited the piece. We conclude that the impact of Cooney, Shealy, and Arvold’s article differs from that of their results and suggest that belief structures should be more carefully investigated by the field.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43954160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Beyond Rise Over Run: A Learning Trajectory for Slope 超越上升超越运行:斜坡的学习轨迹
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0045
Frederick A. Peck
{"title":"Beyond Rise Over Run: A Learning Trajectory for Slope","authors":"Frederick A. Peck","doi":"10.5951/jresematheduc-2020-0045","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0045","url":null,"abstract":"This article presents the results of a design-based research study related to slope that took place in a high school algebra 1 classroom. In the study, students explored situations related to making predictions. As students engaged with these situations, they reinvented and made meaningful multiple subconstructs of slope. I present the findings in the form of a learning trajectory for slope, which describes how learning happened over time, the principles that guide the design of activities that support this learning, and the rationale for how the activities support learning.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45525021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom 探究与大学数学课堂中的性别不平等
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0043
Estrella Johnson, Christine Andrews-Larson, K. Keene, K. Melhuish, Rachel Keller, Nicholas Fortune
{"title":"Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom","authors":"Estrella Johnson, Christine Andrews-Larson, K. Keene, K. Melhuish, Rachel Keller, Nicholas Fortune","doi":"10.5951/jresematheduc-2020-0043","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0043","url":null,"abstract":"Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45181410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 28
2009–2012: Building and Shepherding a Research Journal: The Influence of Policy, Classroom Practice, and Other Research 2009-2012:建立和引导一个研究期刊:政策、课堂实践和其他研究的影响
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0047
M. Kathleen Heid
{"title":"2009–2012: Building and Shepherding a Research Journal: The Influence of Policy, Classroom Practice, and Other Research","authors":"M. Kathleen Heid","doi":"10.5951/jresematheduc-2020-0047","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0047","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41348268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom 城市数学课堂中的教师关怀与学生的联结感
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0044
T. Maloney, J. Matthews
{"title":"Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom","authors":"T. Maloney, J. Matthews","doi":"10.5951/jresematheduc-2020-0044","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0044","url":null,"abstract":"This multi-method study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n=321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Further, students’ sense of classroom connectedness mediated the link between teacher care and students’ perceived value and relevance of mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43934414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
2005–2008: Steady as She Goes 2005-2008:稳扎稳打
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0049
Steven R. Williams
{"title":"2005–2008: Steady as She Goes","authors":"Steven R. Williams","doi":"10.5951/jresematheduc-2020-0049","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0049","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Timely and Useful Data to Improve Classroom Instruction 及时有用的数据改善课堂教学
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0056
Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert
{"title":"Timely and Useful Data to Improve Classroom Instruction","authors":"Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert","doi":"10.5951/jresematheduc-2020-0056","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0056","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
2001: A Research Odyssey 2001：研究奥德赛
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0071
Edward A. Silver
{"title":"2001: A Research Odyssey","authors":"Edward A. Silver","doi":"10.5951/jresemtheduc-2019-0071","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0071","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41636887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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