Educational Studies in Mathematics最新文献

Mathematical discussion in classrooms as a technologically-supported activity fostering participation and inclusion 课堂上的数学讨论是一项由技术支持的活动，可促进参与和包容

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-09-19 DOI: 10.1007/s10649-024-10356-y

Chiara Giberti, Ferdinando Arzarello, Silvia Beltramino, Giorgio Bolondi

{"title":"Mathematical discussion in classrooms as a technologically-supported activity fostering participation and inclusion","authors":"Chiara Giberti, Ferdinando Arzarello, Silvia Beltramino, Giorgio Bolondi","doi":"10.1007/s10649-024-10356-y","DOIUrl":"https://doi.org/10.1007/s10649-024-10356-y","url":null,"abstract":"Whole-class mathematical discussion in a problem-solving activity is recognized as a powerful pedagogical activity but also a challenge for teachers who must consider several difficulties that learners might face, particularly in terms of an overload of Working Memory and Executive Functions. This study investigates how the use of a digital platform (Padlet) can support participatory and inclusive mathematical classroom discussion. We proposed a teaching experiment based on graphical tasks anticipating integral calculus to grade 13 students, and we examined how the use of the digital platform plays a role in the construction and interpretation of new mathematical objects emerging from the activity. The use of Instrumental Genesis and Double Instrumental Genesis frameworks allowed us to make the affordances of the tool emerge. As a result, we got evidence of how mathematical discussion may develop as a network of interactions, feedback, and connection of input and discuss examples of how active participation and inclusion are enhanced by the tool affordances. Indeed, the digital platform allowed easy interaction, with many ways to represent and express the ongoing evolution of personal and shared meanings and the possibility to manage the time of the activity. This fostered students’ participation and students which did not participate in previous discussions were actively engaged in it.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254971","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

Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories 成为杰出人才：资本在数学身份和学位轨迹的发展与中介中的作用

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-09-11 DOI: 10.1007/s10649-024-10360-2

Louise Archer, Heather Mendick

{"title":"Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories","authors":"Louise Archer, Heather Mendick","doi":"10.1007/s10649-024-10360-2","DOIUrl":"https://doi.org/10.1007/s10649-024-10360-2","url":null,"abstract":"There is a burgeoning interest in the concept of identity within mathematics education research, with recent work suggesting that the interplay of identity and capital (cultural, social, and economic resources) offers a productive lens for understanding school students’ trajectories into, or away from, mathematics. This paper adds to understandings of how interactions of identity and capital play out over time, focusing on how these mediated the mathematics degree trajectories of three young men, Tom, Neb, and Gerrard, who were selected from a wider longitudinal study, as the only young people who went on to take mathematics degrees. Analysis of longitudinal data from 24 semi-structured interviews, conducted with the three young men from age 10 to 21 and two of their parents/carers, found that all three identified as being “good/exceptional at mathematics”. These identifications developed at an early age, were sustained and augmented by capital, and were closely related to pursuing the subject at university and enjoyment of mathematics. However, developing and sustaining an identity as “good at maths” relied on interactions with mathematics capital through families, school, and wider networks. Moreover, classed differences in the distribution of capital were implicated in their different degree outcomes. We argue that attending to the longitudinal interplay between capital and identity offers a rich understanding of how young people come to see themselves and be seen by others as “naturally able” at mathematics and in turn supports choosing to study a mathematics degree. Implications for mathematics education policy and practice are considered.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193166","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

The emergence of the analytic-structural way of thinking in linear algebra as a blended space 线性代数中分析-结构思维方式作为混合空间的出现

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-09-10 DOI: 10.1007/s10649-024-10354-0

Margherita Piroi

引用次数: 0

Investigating students’ reasoning in generalization of deconstructive figural patterns 调查学生对解构图式进行概括的推理能力

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-09-02 DOI: 10.1007/s10649-024-10355-z

Ali Barahmand, Nargessadat Attari

引用次数: 0

“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra "我就试着模仿一下"：学生在抽象代数中创建类比结构的探索

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-08-21 DOI: 10.1007/s10649-024-10345-1

Michael D. Hicks

{"title":"“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra","authors":"Michael D. Hicks","doi":"10.1007/s10649-024-10345-1","DOIUrl":"https://doi.org/10.1007/s10649-024-10345-1","url":null,"abstract":"Despite the prominence of analogies in mathematics, little attention has been given to exploring students’ processes of analogical reasoning, and even less research exists on revealing how students might be empowered to independently and productively reason by analogy to establish new (to them) mathematics. I argue that the lack of a cohesive framework for interpreting students’ approaches to analogical reasoning in mathematics contributes to this issue. To address this, I introduce the Analogical Reasoning in Mathematics (ARM) framework. Constructed from an analysis of interviews with four abstract algebra students, ARM identifies several analogical activities that serve to analyze students’ analogical reasoning with a finer grain size than was previously possible with existing frameworks. Using this framework, I present an analysis of the students’ constructions of a ring-theoretic analogy to subgroup, thus revealing that even constructing simple analogies can elicit diverse pathways of analogical reasoning across students. Implications for further research related to analogies and analogical reasoning in mathematics education are discussed.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193169","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

The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics 一学年中学生代数学习的演变：基于数学教学成果的大规模统计研究

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-08-06 DOI: 10.1007/s10649-024-10347-z

Brigitte Grugeon-Allys, Julia Pilet

{"title":"The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics","authors":"Brigitte Grugeon-Allys, Julia Pilet","doi":"10.1007/s10649-024-10347-z","DOIUrl":"https://doi.org/10.1007/s10649-024-10347-z","url":null,"abstract":"This large-scale study characterizes the algebraic learning of a cohort of nearly 800 French students during the last year of middle school (9th grade, 14–15 years old) and examines their evolution in relation to the composition of the classes to which the students belong. Based on the Anthropological Theory of the Didactic (ATD), the study is founded both on a reference model of elementary algebra and on technological-theoretical levels characterizing the students’ reasoning and their knowledge regarding institutional expectations. These are used to code the data and define the statistical variables on which multivariate descriptive analyses are carried out. Students’ learning is analyzed through Pépite, an algebra test given at the beginning and at the end of the year. A cluster analysis resulted in three distinct clusters of similar classes and of similar students both at the beginning and end of the grade 9 school year. They are interpreted didactically and could be useful for a teacher who has to manage the heterogeneity of learning in a class. Some classes and students move from one cluster to another between the beginning and the end of the year, showing a wide variety of ways in which students’ algebra learning progresses or regresses over a school year.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940091","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

School mathematics as context: examining discourses about the subject in district policymaking 以学校数学为背景：研究地区决策中有关数学的论述

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-08-02 DOI: 10.1007/s10649-024-10348-y

Phi Nguyen

{"title":"School mathematics as context: examining discourses about the subject in district policymaking","authors":"Phi Nguyen","doi":"10.1007/s10649-024-10348-y","DOIUrl":"https://doi.org/10.1007/s10649-024-10348-y","url":null,"abstract":"School subjects differ in their histories, epistemologies, and relations to state and federal policies. Though educational policymaking is shaped by how education leaders view school mathematics—what mathematics is, how mathematics is learned, and what counts as equitable and high-quality mathematics education—policy research often takes a subject-neutral perspective, ignoring the ways in which policymaking is rooted in the subject-matter. In this article, I report the ways in which systems of meaning or discourses about school mathematics penetrate the policymaking of two school districts. Based on a discourse analysis of interviews, observations, and artifacts, I found five main discourses about school mathematics reflected in district policymaking: (1) mathematics is a core school subject; (2) mathematics is sequential, where mastery of prior learning is necessary for future learning; (3) mathematics is well-defined, with agreement over the content; (4) there are competing perspectives of high-quality mathematics pedagogy, between conceptually-oriented instruction and direct instruction focused on procedures; and (5) equity in mathematics is access and achievement. These discourses about school mathematics were written in formal policy texts, institutionalized in district-wide practices for assessment, intervention, and tracking, and reflected in leaders’ personal views and social narratives from teachers, parents, and the community. By making visible the taken-for-granted meanings about school mathematics shaping educational policymaking, it becomes possible to interrupt and challenge them with alternative discourses.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881366","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

The role of an online learning environment in teacher care for secondary mathematics students 在线学习环境在教师关爱中学生数学学习中的作用

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-07-27 DOI: 10.1007/s10649-024-10350-4

Drew Nucci

{"title":"The role of an online learning environment in teacher care for secondary mathematics students","authors":"Drew Nucci","doi":"10.1007/s10649-024-10350-4","DOIUrl":"https://doi.org/10.1007/s10649-024-10350-4","url":null,"abstract":"Students’ mathematical learning is bolstered when they have caring relationships with their teachers, yet there is little research on how learning environments may constrain or facilitate teacher care. In this study, I investigate how secondary mathematics teachers understood their care for students online during the COVID-19 pandemic. Through analysis of interview and focus group transcripts, I theorize the role of the learning environment in how teachers care for students and their dispositions toward that work. Findings show how an online learning environment both constrained and facilitated teacher care. An obscuration of student thinking online made it difficult for teachers to care for students’ mathematical thinking. The online learning environment contributed to a curtailment of collaborative problem-solving, which in person had supported teacher care for student–student relationships. Teachers described greater privacy with some students online but difficulty getting to know most students. Teachers also reported their care to be conditional on students’ relational initiation or reciprocity. This study highlights the need for professional development for teachers when learning environments shift and future research about learning environments and relational power.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776065","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

Students’ techniques for approaching defining properties of functions 学生接近函数定义性质的技巧

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-07-27 DOI: 10.1007/s10649-024-10344-2

Rosaura Uscanga, Kathleen Melhuish, John Paul Cook

{"title":"Students’ techniques for approaching defining properties of functions","authors":"Rosaura Uscanga, Kathleen Melhuish, John Paul Cook","doi":"10.1007/s10649-024-10344-2","DOIUrl":"https://doi.org/10.1007/s10649-024-10344-2","url":null,"abstract":"Functions are an essential concept in mathematics. The studies that have examined functions in advanced contexts have primarily focused on students’ reasoning about specific types of functions (such as binary operations and isomorphisms) but not on the core characteristics of well-definedness and everywhere-definedness. Here, we report on a study in which we conducted task-based clinical interviews to gain insight into students’ techniques for addressing “is the given relation a function?” tasks. We found that the techniques students employed necessarily extended far beyond those reported in the literature (such as the vertical line test) and relied on the previously undocumented notions of sameness, convention, and ambiguity (for well-defined) and notions of containment, existence, and set operations (for everywhere-defined). These techniques coordinated the domain, codomain, and rule, which previous research has highlighted the importance of but stopped short of directly investigating. Two contributions of this work include identifying successful techniques (as the landscape of functions literature predominantly focuses on challenges and difficulties) and identifying techniques for everywhere-definedness (which had not previously received any direct attention in the literature).","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776062","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

Assessing the quality of conceptual knowledge through dynamic constructions 通过动态建构评估概念知识的质量

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-07-26 DOI: 10.1007/s10649-024-10349-x

Lukáš Vízek, Libuše Samková, Jon R. Star

{"title":"Assessing the quality of conceptual knowledge through dynamic constructions","authors":"Lukáš Vízek, Libuše Samková, Jon R. Star","doi":"10.1007/s10649-024-10349-x","DOIUrl":"https://doi.org/10.1007/s10649-024-10349-x","url":null,"abstract":"In this contribution, we address the gap that has appeared in mathematics education research and practice with the emergence of dynamic geometry environments and build on the opportunities these environments offer to school geometry. In our qualitative empirical study, we investigate how to elaborate on the general model of conceptual knowledge to make it applicable to dynamic geometry tasks, specifically to tasks including dynamic geometric constructions. We present a design of dynamic constructions of quadrilaterals that comply with Euclidean constructions, derive an assessment instrument based on them, and study what information the instrument can provide about the quality of students’ conceptual knowledge. We present the results in the form of an assessment framework consisting of an example of the assessment instrument and an ordered system of qualitative categories serving as an assessment codebook for interpreting students’ responses in terms of the quality of conceptual knowledge. To clarify the relations between the assessment framework and the general model of conceptual knowledge, we establish a system of subdimensions of conceptual knowledge that indicates how conceptual knowledge can be understood in the context of dynamic geometric constructions and identifies the conceptual knowledge needed to achieve individual categories of the assessment framework.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785452","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