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Journal for Research in Mathematics Education最新文献

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MOOC, a Tool for Strengthening Mathematical Competencies in Higher Education MOOC:加强高等教育数学能力的工具
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-10-24 DOI: 10.17583/redimat.8563
Monica Andrea Mantilla Contreras, Jonatan Lopez Cacua
{"title":"MOOC, a Tool for Strengthening Mathematical Competencies in Higher Education","authors":"Monica Andrea Mantilla Contreras, Jonatan Lopez Cacua","doi":"10.17583/redimat.8563","DOIUrl":"https://doi.org/10.17583/redimat.8563","url":null,"abstract":"Due to the high rates of failure in mathematics, the Department of Basic Sciences of Santo Tomás University - Bucaramanga (USTABUCA), with the support of its Virtual Campus, proposes the design of a Massive Open Online Course (MOOC) to help in the development of mathematical competencies and processes that allow students to perform successfully in the Differential Calculus course. The course was designed in four sections: Arithmetic, Algebra, Trigonometry and Geometry, which were structured in lessons with practical exercises and entry and exit tests to check the competencies achieved in each section of the course. To determine the effectiveness of the MOOC and to investigate the students' catching-up potential, a research with a mixed methodological approach was carried out in two stages: a quantitative one with the application of questionnaires and satisfaction surveys and a qualitative one with the application of interviews to students who participated in the MOOC and teachers in charge of the Differential Calculus course. Each of the stages followed a sequential explanatory design; the instruments were applied at different times. The results indicated the relevance of the course to improve students’ catching-up processes and the improvement actions to achieve more meaningful learning experiences.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643321","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
Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice 学习（高级）数学课程的机会：从教师的角度观察课堂实践
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-07-01 DOI: 10.5951/JRESEMATHEDUC-2019-0017
Nicholas H. Wasserman, W. McGuffey
{"title":"Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice","authors":"Nicholas H. Wasserman, W. McGuffey","doi":"10.5951/JRESEMATHEDUC-2019-0017","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2019-0017","url":null,"abstract":"This article explores secondary teachers’ opportunities to learn from an innovative real analysis course, as reflected in their actual classroom teaching. The course used cases of teaching as a site for applying mathematics and developing pedagogical mathematical practices. This article explores particular teaching moments in (N = 6) secondary teachers’ classrooms, and the attributions they gave for why they engaged in those teaching practices. Teachers engaged in instructional practices that exemplified course objectives, and their attributions for their actions contribute a teacher perspective on opportunities to learn in teacher education from (advanced) mathematical coursework. Results highlight cases of teaching and modeled instruction as catalysts of change and as opportunities to develop pedagogy from mathematical activity, and vice versa.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42806085","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
A Call for a Critical–Historical Framework in Addressing the Mathematical Experiences of Black Teachers and Students 呼吁建立一个批判性历史框架来解决黑人教师和学生的数学经历
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-07-01 DOI: 10.5951/JRESEMATHEDUC-2020-0013
Nicole M. Joseph, T. Frank, Taqiyyah Y. Elliott
{"title":"A Call for a Critical–Historical Framework in Addressing the Mathematical Experiences of Black Teachers and Students","authors":"Nicole M. Joseph, T. Frank, Taqiyyah Y. Elliott","doi":"10.5951/JRESEMATHEDUC-2020-0013","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0013","url":null,"abstract":"The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers; epistemological, symbolic, and intellectual violence; dehumanization; and antiblackness in mathematics education research. We advance the Critical–Historical (CritHistory) framework, which is rooted in critical race theory (CRT) and further explicates CRT’s tenet of challenging ahistoricism. We discuss methodologies and implications, including example questions that could be posed, types and locations of archives that could be examined, and populations with whom oral histories could be conducted.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45115799","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: 11
Archival Infrastructures for Supporting Research That Treats Mathematics Education Research as a Situated Activity 支持将数学教育研究视为情境活动的研究的档案基础设施
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-07-01 DOI: 10.5951/JRESEMATHEDUC-2021-0051
D. Chazan, P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"Archival Infrastructures for Supporting Research That Treats Mathematics Education Research as a Situated Activity","authors":"D. Chazan, P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/JRESEMATHEDUC-2021-0051","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2021-0051","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679881","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
Experimental Impacts of Learning Trajectory–Oriented Formative Assessment on Student Problem-Solving Accuracy and Strategy Sophistication 以学习轨迹为导向的形成性评价对学生解决问题准确性和策略复杂性的实验影响
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-07-01 DOI: 10.5951/JRESEMATHEDUC-2021-0032
J. Supovitz, Caroline B. Ebby, J. Remillard, Robert A Nathenson
{"title":"Experimental Impacts of Learning Trajectory–Oriented Formative Assessment on Student Problem-Solving Accuracy and Strategy Sophistication","authors":"J. Supovitz, Caroline B. Ebby, J. Remillard, Robert A Nathenson","doi":"10.5951/JRESEMATHEDUC-2021-0032","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2021-0032","url":null,"abstract":"In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory–oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students’ multiplicative reasoning involves improvements in both problem-solving accuracy and sophistication of strategies used to solve problems, we designed an assessment instrument to measure both dimensions of student learning. The instrument was used to measure the impact of the Ongoing Assessment Project (OGAP), which develops teachers’ capacity to regularly assess student thinking in relation to a learning progression to develop instructional responses that are based on evidence of student thinking. The results showed significant impacts of OGAP on both students’ problem-solving accuracy and the sophistication of their strategy. The findings suggest that capturing both dimensions of students’ multiplicative reasoning offers important information for researchers and program designers who seek to understand different dimensions of student mathematics performance.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063135","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
Making Time: Words, Narratives, and Clocks in Elementary Mathematics 创造时间：初等数学中的单词、叙事词和时钟
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-07-01 DOI: 10.5951/JRESEMATHEDUC-2021-0020
D. Earnest, J. Chandler
{"title":"Making Time: Words, Narratives, and Clocks in Elementary Mathematics","authors":"D. Earnest, J. Chandler","doi":"10.5951/JRESEMATHEDUC-2021-0020","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2021-0020","url":null,"abstract":"This article investigates the interplay of time words with how children position hands on an analog clock. Using a mathematics discourse framework (Sfard, 2008), we analyzed how students interpreted precise (e.g., 2:30) and relative (e.g., half past 11) times, finding that particular words are dynamically interwoven with activity. Interviews with students in Grades 2 and 4 revealed that different prompts led to different narrative descriptions about time on the clock, with precise times leading to whole-number descriptions and relative times to part-whole descriptions consistent with fractions. Subsequent analysis of assessment performance for students across Grades 2–5 corroborated that specific time prompts led to particular clock interpretations. Implications for theory and the K–12 treatment of time measure are discussed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462222","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
Considering the Importance of Human Infrastructure in the Apprenticing of Newcomers in Mathematics Education Research Practices 论数学教育研究实践中新人学徒工中人文基础设施的重要性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-05-01 DOI: 10.5951/JRESEMATHEDUC-2021-0019
P. Herbst, D. Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"Considering the Importance of Human Infrastructure in the Apprenticing of Newcomers in Mathematics Education Research Practices","authors":"P. Herbst, D. Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/JRESEMATHEDUC-2021-0019","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2021-0019","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"250-256"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41430542","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
How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson 教科书如何促进探究：用叙事框架考察课堂数学内容的设计
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-05-01 DOI: 10.5951/JRESEMATHEDUC-2020-0318
Leslie Dietiker, Andrew S. Richman
{"title":"How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson","authors":"Leslie Dietiker, Andrew S. Richman","doi":"10.5951/JRESEMATHEDUC-2020-0318","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0318","url":null,"abstract":"We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"301-331"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910755","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: 6
What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention? 小学干预一年后，哪些早期代数知识仍然存在?
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-05-01 DOI: 10.5951/JRESEMATHEDUC-2020-0304
Ana Stephens, Rena Stroud, Susanne Strachota, Despina A. Stylianou, M. Blanton, E. Knuth, A. Gardiner
{"title":"What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention?","authors":"Ana Stephens, Rena Stroud, Susanne Strachota, Despina A. Stylianou, M. Blanton, E. Knuth, A. Gardiner","doi":"10.5951/JRESEMATHEDUC-2020-0304","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0304","url":null,"abstract":"This research focuses on the retention of students’ algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3–5. The results show that, as was the case at the end of Grades 3, 4, and 5, treatment students significantly outperformed control students at the end of Grade 6 on a written assessment of algebraic understanding. However, treatment students experienced a significant decline and control students a significant increase in performance relative to their respective performance at the end of Grade 5. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"332-348"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71337661","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: 3
Where Are the Special Niches in Doctoral Programs in Mathematics Education in the United States? 美国数学教育博士课程的特殊利基在哪里?
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-05-01 DOI: 10.5951/JRESEMATHEDUC-2020-0029
Robert E. Reys, Barbara J. Reys, Jeffrey C. Shih
{"title":"Where Are the Special Niches in Doctoral Programs in Mathematics Education in the United States?","authors":"Robert E. Reys, Barbara J. Reys, Jeffrey C. Shih","doi":"10.5951/JRESEMATHEDUC-2020-0029","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0029","url":null,"abstract":"Some people pursuing a doctorate in mathematics education are interested in specializing in a specific area within mathematics education. In addition, people considering postdoctoral appointments often choose institutions that have niches or specializations aligned with their long-term career goals. These specialty areas are typically the result of the foci of specific faculty members who are active in research and scholarship and have gained broad recognition for their work. This brief report offers information about specific areas of specialization within doctoral programs in mathematics education in the United States that are recognized by peer faculty at other doctoral institutions.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48071941","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
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