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Journal for Research in Mathematics Education最新文献

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2013–2016: Reflections on Perceptions of JRME 2013-2016：对JRME认知的反思
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-11-01 DOI: 10.5951/jresematheduc-2020-0172
C. Langrall
{"title":"2013–2016: Reflections on Perceptions of JRME","authors":"C. Langrall","doi":"10.5951/jresematheduc-2020-0172","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0172","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"530-534"},"PeriodicalIF":2.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47748652","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
Young Students’ Functional Thinking Modes: The Relation Between Recursive Patterning, Covariational Thinking, and Correspondence Relations 青年学生的功能思维模式:递归模式、协变思维与对应关系的关系
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-11-01 DOI: 10.5951/jresematheduc-2020-0164
M. Pittalis, D. Pitta-Pantazi, C. Christou
{"title":"Young Students’ Functional Thinking Modes: The Relation Between Recursive Patterning, Covariational Thinking, and Correspondence Relations","authors":"M. Pittalis, D. Pitta-Pantazi, C. Christou","doi":"10.5951/jresematheduc-2020-0164","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0164","url":null,"abstract":"A theoretical model describing young students’ (Grades 1–3) functional-thinking modes was formulated and validated empirically (n = 345), hypothesizing that young students’ functional-thinking modes consist of recursive patterning, covariational thinking, correspondence-particular, and correspondence-general factors. Data analysis suggested that functional-thinking tasks can be categorized on the basis of the proposed model. Analysis traced three categories of students that represent different functional-thinking profiles. Category 1 students exhibited a recursive-thinking profile. Category 2 students utilized a combination of recursive and contextual strategies and exhibited an emergent covariational and correspondence-particular thinking. Category 3 students approached functional-thinking situations flexibly, using a combination of covariational and correspondence strategies. A structural model showed two parallel paths from recursive patterning to correspondence-general through correspondence-particular or covariational.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"631-674"},"PeriodicalIF":2.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45635457","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: 12
Representaciones sobre el concepto de función en estudiantes de primer nivel de ingeniería 在工程一级学生中对函数概念的表示
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-10-24 DOI: 10.17583/REDIMAT.2020.4549
Jhon Herminson Arias-Rueda, César Augusto Arias-Rueda, María judith Arias-rueda
{"title":"Representaciones sobre el concepto de función en estudiantes de primer nivel de ingeniería","authors":"Jhon Herminson Arias-Rueda, César Augusto Arias-Rueda, María judith Arias-rueda","doi":"10.17583/REDIMAT.2020.4549","DOIUrl":"https://doi.org/10.17583/REDIMAT.2020.4549","url":null,"abstract":"Este articulo pretende divulgar los resultados de una investigacion cuyo objetivo fue determinar las representaciones que tienen los estudiantes sobre el concepto de funcion.  Para ello, se utilizaron los aportes teoricos de las representaciones mentales de Johnson-Laird. La metodologia de la investigacion estuvo enmarcada bajo un diseno no-experimental con un enfoque cuantitativo-descriptivo desarrollado en tres fases: formativa, evaluativa de recoleccion de informacion e interpretativa. El estudio se aplico sobre una muestra de 84 estudiantes que representaban el 80% de la poblacion que cursaba el primer nivel de ingenieria de la Universidad Politecnica Salesiana del Ecuador. Los resultados de la investigacion mostraron que las representaciones mentales asociadas al concepto de funcion matematica estan presentes en un alto porcentaje de estudiantes, siendo la representacion proposicional la mas utilizada, aun cuando un porcentaje significativo la usa con errores. Como conclusion pudo interpretarse que existen falencias en los procesos de ensenanza-aprendizaje ya que muy pocos estudiantes lograron construir modelos mentales de manera eficiente.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"9 1","pages":"298-322"},"PeriodicalIF":2.8,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947052","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
Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity 准数学教师在纸笔测试和动态几何环境下的问题提出能力与创造性的比较
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-10-24 DOI: 10.17583/REDIMAT.2020.3879
M. Öçal, Tuğrul Kar, Gürsel Güler, A. Ipek
{"title":"Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity","authors":"M. Öçal, Tuğrul Kar, Gürsel Güler, A. Ipek","doi":"10.17583/REDIMAT.2020.3879","DOIUrl":"https://doi.org/10.17583/REDIMAT.2020.3879","url":null,"abstract":"This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643105","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
¿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":"9 1","pages":"220-242"},"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":"9 1","pages":"273-297"},"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":"51 1","pages":"468-503"},"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":"51 1","pages":"433-467"},"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":"51 1","pages":"504-516"},"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":"51 1","pages":"382-386"},"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
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