Educational Studies in Mathematics最新文献_第4页

Socio-ecological gestures of mathematics education 数学教育的社会生态姿态

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-04-20 DOI: 10.1007/s10649-024-10318-4

Alf Coles, Armando Solares-Rojas, Kate le Roux

{"title":"Socio-ecological gestures of mathematics education","authors":"Alf Coles, Armando Solares-Rojas, Kate le Roux","doi":"10.1007/s10649-024-10318-4","DOIUrl":"https://doi.org/10.1007/s10649-024-10318-4","url":null,"abstract":"In this theoretical article, we argue that the imminent collapse of earth systems that sustain life forms calls for mathematics education as a field to reflect on and re-evaluate its priorities and thus practices. We consider both what ecological collapse means for mathematics education and whether mathematics education might offer meaningful gestures in response. We explore how the relationship between the social and the ecological is conceptualised in mathematics education (and other relevant) research and what this implies for mathematics education. We read, in this scholarship, a growing focus on the ecological and conceptualisations of socio-ecological relations between existing entities that are dialectical, or mutually dependent. More rarely, are they seen as entangled and monist, and it is in this thought that we locate our contribution of multi-layered gestures of mathematics education. We describe these, in terms of three broad practices: listening for socio-ecological entanglement; attending to the scales of socio-ecological entanglements; and living entanglement as mathematics educators. We exemplify these gestures through examples of curriculum innovation. This article, a socio-ecological gesture in itself, is written in the spirit of opening a conversation into which we invite others.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"20 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627165","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

“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics "我在这里有点格格不入"--职前教师在大学数学世界中的定位

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-04-15 DOI: 10.1007/s10649-024-10315-7

Lara Gildehaus, Michael Liebendörfer, Einat Heyd-Metzuyanim

{"title":"“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics","authors":"Lara Gildehaus, Michael Liebendörfer, Einat Heyd-Metzuyanim","doi":"10.1007/s10649-024-10315-7","DOIUrl":"https://doi.org/10.1007/s10649-024-10315-7","url":null,"abstract":"Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint courses with mathematics majors from the beginning of their studies. While this is thought to provide them with both deep mathematical knowledge and teaching-specific content right from the start, many of them report disaffection with and disengagement from mathematics during their very first semester. Current approaches often frame this from an individual’s perspective, investigating cognitive and affective individual differences among students. In contrast, we aim to understand this issue from a sociocultural perspective, examining underlying social processes. In this study, we thus explored preservice teachers’ experiences of the mathematics component of their training, using Holland and colleagues’ theory of figured worlds as a theoretical lens. Three group interviews with 14 preservice higher secondary teachers in a common mixed setting in Germany (one course specific to preservice teachers, one general mathematics course together with major students) were analyzed. Our findings displayed that the preservice teachers experienced two dichotomous figured worlds of mathematics and mathematics teaching. Our further analysis of their positioning between these worlds provided new insights to explain their disaffection, disengagement, and consequent learning behavior. We discuss practical implications, focusing on different teaching systems and interventions in teacher education.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"44 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140590346","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

Exploring secondary school students’ geometrical figure apprehension: cognitive structure and levels of geometrical ability 探究中学生的几何图形理解：认知结构和几何能力水平

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-04-13 DOI: 10.1007/s10649-024-10317-5

Paraskevi Michael–Chrysanthou, Areti Panaoura, Athanasios Gagatsis, Iliada Elia

{"title":"Exploring secondary school students’ geometrical figure apprehension: cognitive structure and levels of geometrical ability","authors":"Paraskevi Michael–Chrysanthou, Areti Panaoura, Athanasios Gagatsis, Iliada Elia","doi":"10.1007/s10649-024-10317-5","DOIUrl":"https://doi.org/10.1007/s10649-024-10317-5","url":null,"abstract":"The present study examines secondary school students’ geometrical figure apprehension based on Duval’s theoretical framework regarding perceptual, operative, and discursive apprehension. The aim is to explore the cognitive structure of the geometrical figure apprehension dimensions (operative, discursive, and perceptual) in three grades of secondary school students. The tasks in the present study were completed by a sample of 881 students attending public secondary education in Cyprus. Confirmatory factor analysis indicated the stability of the structure of the model concerning secondary school students’ geometrical figure apprehension. However, differences were found in the interrelations among the three main aspects of the model in the examined grades (9, 10, and 11). Moreover, it was observed that students find it easier to solve tasks involving perceptual apprehension compared to discursive apprehension tasks, indicating a possible hierarchical structure of figure apprehension. The present study acts as a pilot study of the constructed instrument. Finally, the results are interpreted in relation to the type of geometrical paradigm in which students work at each hierarchical level.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"12 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140590416","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

Interrogating the equity promise for Black immigrant students in reformed mathematics classrooms 探究数学课堂改革中黑人移民学生的公平承诺

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-04-01 DOI: 10.1007/s10649-024-10314-8

Luz Valoyes-Chávez, Lisa Darragh

引用次数: 0

“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics "数学是一场战斗，但我学会了生存"：成为大学数学系的残疾学生

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-28 DOI: 10.1007/s10649-024-10311-x

Juuso Henrik Nieminen, Daniel L. Reinholz, Paola Valero

{"title":"“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics","authors":"Juuso Henrik Nieminen, Daniel L. Reinholz, Paola Valero","doi":"10.1007/s10649-024-10311-x","DOIUrl":"https://doi.org/10.1007/s10649-024-10311-x","url":null,"abstract":"In university mathematics education, students do not simply learn mathematics but are shaped and shape themselves into someone new—mathematicians. In this study, we focus on the becoming of disabled mathematical subjects. We explore the importance of abilities in the processes of being and becoming in university mathematics. Our interest lies in how teaching and assessment practices provide students with ways to understand themselves as both able and disabled, as disabilities are only understood with respect to the norm. We analyse narratives of nine university students diagnosed with learning disabilities or mental health issues to investigate how their subjectivity is constituted in discourse. Our analysis shows how the students are shaped and shape themselves as disabled mathematicians in relation to speed in mathematical activities, disaffection in mathematics, individualism in performing mathematics, and measurability of performance. These findings cast light on the ableist underpinnings of the teaching and assessment practices in university mathematics education. We contend that mathematical ableism forms a watershed for belonging in mathematics learning practices, constituting rather narrow, “normal” ways of being “mathematically able”. We also discuss how our participants challenge and widen the idea of an “able” mathematics student. We pave the way for more inclusive futures of mathematics education by suggesting that rather than understanding the “dis” in disability negatively, the university mathematics education communities may use dis by disrupting order. Perhaps, we ask, if university mathematics fails to enable accessible learning experiences for students who care about mathematics, these practices should indeed be disrupted.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"15 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323900","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

Book review: Charting a career and its influence. Jinfa Cai, Gabriel J. Stylianides, and Patricia Ann Kenney (Eds.) (2023) Research studies on learning and teaching of mathematics: dedicated to Edward A. Silver 书评：职业生涯及其影响》。Jinfa Cai、Gabriel J. Stylianides 和 Patricia Ann Kenney（编）（2023 年）《数学学习与教学研究：献给 Edward A. Silver》。

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-25 DOI: 10.1007/s10649-024-10316-6

Alan H. Schoenfeld

引用次数: 0

Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking 单利和复利的数学结构：对中学教师关系思维的分析

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-21 DOI: 10.1007/s10649-024-10308-6

Alexandre Cavalcante, Annie Savard, Elena Polotskaia

引用次数: 0

A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities 将学生的母语纳入数学教学实践的长期转变：社会化活动和学习机会

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-20 DOI: 10.1007/s10649-024-10307-7

Elahe Aminifar, Mohsen Malaki, Ulrika Ryan, Hamid Mesgarani

{"title":"A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities","authors":"Elahe Aminifar, Mohsen Malaki, Ulrika Ryan, Hamid Mesgarani","doi":"10.1007/s10649-024-10307-7","DOIUrl":"https://doi.org/10.1007/s10649-024-10307-7","url":null,"abstract":"The notion of multilingual students’ first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students’ L1 in the teaching practice impacts multilingual students’ mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we investigate what a long-term shift from mathematics teaching in the language of instruction (Persian) to mathematics teaching that includes students’ first language (Turkish) may mean in terms of learning opportunities. In language positive classrooms, students’ socialization into mathematics and language includes using students’ first languages and paying explicit attention to different aspects of language use in mathematics. Among other things, socialization events provide possibilities to share explanations of mathematical thinking. The results of this study suggest that using students’ first languages may reinforce other language positive socialization events and provide mathematics learning opportunities during individual assignment activities. Furthermore, the results suggest that the conceived value of mathematics education in the local communities changed with the introduction of students’ L1 in the teaching practice. Consequently, this study indicates that using students’ first languages in mathematics classrooms may be a key issue in multilingual contexts.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202549","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

Racialization through coloniality in mathematics curricula: problematizing the Cambridge Assessment International Examination in Sub-Saharan Africa 通过数学课程中的殖民地色彩实现种族化：对撒哈拉以南非洲剑桥评估国际考试的质疑

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-20 DOI: 10.1007/s10649-024-10313-9

Oyemolade Osibodu

引用次数: 0

A framework for reasoning in school mathematics: analyzing the development of mathematical claims 学校数学推理框架：分析数学主张的形成

IF 3.2 2区教育学

Educational Studies in Mathematics Pub Date : 2024-03-20 DOI: 10.1007/s10649-024-10309-5

Anita Valenta, Kirsti Rø, Sigrid Iversen Klock

引用次数: 0