Educational Studies in Mathematics最新文献_第8页

The field of mathematics education research and its boundaries 数学教育研究领域及其边界

2区教育学

Educational Studies in Mathematics Pub Date : 2023-10-21 DOI: 10.1007/s10649-023-10270-9

David Wagner, Susanne Prediger, Michèle Artigue, Angelika Bikner-Ahsbahs, Gail Fitzsimons, Tamsin Meaney, Vilma Mesa, Demetra Pitta-Pantazi, Luis Radford, Michal Tabach

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Book Review: One hundred years of mathematics education seen through the lens of ICMI. Fulvia Furinghetti & Livia Giacardi (Eds.) (2022). The International Commission on Mathematical Instruction, 1908–2008: People, Events, and Challenges in Mathematics Education 书评:ICMI视角下的百年数学教育。Fulvia Furinghetti &Livia Giacardi(编辑)(2022)。国际数学教学委员会，1908-2008:数学教育中的人物、事件和挑战

2区教育学

Educational Studies in Mathematics Pub Date : 2023-10-21 DOI: 10.1007/s10649-023-10267-4

Dirk De Bock

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Shame, entitlement, and the systemic racism of mathematics “ability” grouping in Aotearoa New Zealand 羞耻、权利和新西兰奥特罗阿数学“能力”分组的系统性种族主义

2区教育学

Educational Studies in Mathematics Pub Date : 2023-10-13 DOI: 10.1007/s10649-023-10266-5

David Pomeroy, Mahdis Azarmandi, Matiu Tai Ratima, Sara Tolbert, Kay-Lee Jones, Nathan Riki, Te Hurinui Karaka-Clarke

{"title":"Shame, entitlement, and the systemic racism of mathematics “ability” grouping in Aotearoa New Zealand","authors":"David Pomeroy, Mahdis Azarmandi, Matiu Tai Ratima, Sara Tolbert, Kay-Lee Jones, Nathan Riki, Te Hurinui Karaka-Clarke","doi":"10.1007/s10649-023-10266-5","DOIUrl":"https://doi.org/10.1007/s10649-023-10266-5","url":null,"abstract":"Abstract Decades of research has documented the consequences of allocating school students into a hierarchy of classes with narrow ranges of mathematics attainment, a process known as streaming, tracking, setting, or “ability” grouping. The purported benefits of streaming are inconsistent and disputed, but the harms are clear, in particular, (1) the limiting curriculum often available in low streams and (2) the loss of self-confidence that results from being positioned in a low stream. Building on this foundation, we discuss streaming in mathematics as tied to systemic racism in Aotearoa New Zealand, where the harmful effects of streaming fall most heavily on Māori and Pasifika students. Previous analyses of race and streaming have focused primarily on the racial composition of streamed classes, bias in stream allocation, and racialised teacher expectations in streamed settings. In contrast, we focus on the emotional consequences of streaming, arguing that streaming produces racialised emotions of shame and entitlement as unintended but predictable consequences. We illustrate the racialised production of entitlement and shame through collaborative storying, interweaving our own biographies with a re-analysis of student interviews from two prior studies.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854145","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

Open modelling problems: cognitive barriers and instructional prompts 开放建模问题:认知障碍和教学提示

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-29 DOI: 10.1007/s10649-023-10265-6

Stanislaw Schukajlow, Janina Krawitz, Jonas Kanefke, Werner Blum, Katrin Rakoczy

{"title":"Open modelling problems: cognitive barriers and instructional prompts","authors":"Stanislaw Schukajlow, Janina Krawitz, Jonas Kanefke, Werner Blum, Katrin Rakoczy","doi":"10.1007/s10649-023-10265-6","DOIUrl":"https://doi.org/10.1007/s10649-023-10265-6","url":null,"abstract":"Abstract Open mathematical modelling problems that can be solved with multiple methods and have multiple possible results are an important part of school curricula in mathematics and science. Solving open modelling problems in school should prepare students to apply their mathematical knowledge in their current and future lives. One characteristic of these problems is that information that is essential for solving the problems is missing. In the present study, we aimed to analyze students’ cognitive barriers while they solved open modelling problems, and we evaluated the effects of instructional prompts on their success in solving such problems. A quantitative experimental study ( N = 263) and a qualitative study ( N = 4) with secondary school students indicated that identifying unknown quantities and making numerical assumptions about these quantities are important cognitive barriers to solving open modelling problems. Task-specific instructional prompts helped students overcome these barriers and improved their solution rates. Students who were given instructional prompts included numerical assumptions in their solutions more often than students who were not given such prompts. These findings contribute to theories about solving open modelling problems by uncovering cognitive barriers and describing students’ cognitive processes as they solve these problems. In addition, the findings contribute to improving teaching practice by indicating the potential and limitations of task-specific instructional prompts that can be used to support students’ solution processes in the classroom.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199175","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: A life in critical mathematics education. Ole Skovsmose (2023) Critical Mathematics Education. Springer 书评:批判数学教育的生活。Ole Skovsmose(2023)批判数学教育。施普林格

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-20 DOI: 10.1007/s10649-023-10268-3

Anthony Cotton

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Developing the concept of task substitution and transformation by defining own equivalences 通过定义自己的等价，发展任务替代和转换的概念

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-20 DOI: 10.1007/s10649-023-10264-7

Anna Tirpáková, Dalibor Gonda, Adriana Wiegerová, Hana Navrátilová

{"title":"Developing the concept of task substitution and transformation by defining own equivalences","authors":"Anna Tirpáková, Dalibor Gonda, Adriana Wiegerová, Hana Navrátilová","doi":"10.1007/s10649-023-10264-7","DOIUrl":"https://doi.org/10.1007/s10649-023-10264-7","url":null,"abstract":"Abstract The presented article is dedicated to a new way of teaching substitution in algebra. In order to effectively master the subject matter, it is necessary for students to perceive the equal sign equivalently, to learn to manipulate expressions as objects, and to perceive and use transformations based on defining their own equivalences. According to the results of several researches, these changes do not occur automatically, and the neglect of their development leads to students’ insufficient adoption of substitution. The submitted contribution presents a new way of teaching substitution, the stages of which support the gradual development of the necessary competences of students, so that substitution becomes part of their computing apparatus. The effectiveness of the mentioned method of teaching substitution was also verified experimentally. By conducting a pedagogical experiment, it was confirmed that the application of the substitution teaching method developed by us led to more frequent use of substitution by students from the experimental group (47 students) compared to students from the control group (82 students) who learned substitution in the usual way. It emerged from the interview with experimental group students that they considered the proposed method suitable and that it encouraged them to learn substitution in depth.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313812","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

Lessons in paradise: envisioning a Black liberatory mathematics education 天堂的课程:设想黑人解放的数学教育

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-20 DOI: 10.1007/s10649-023-10263-8

Nickolaus Alexander Ortiz

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Weaving together the threads of Indigenous knowledge and mathematics 将土著知识和数学的线索编织在一起

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-14 DOI: 10.1007/s10649-023-10256-7

Jodie Hunter, Roberta Hunter

{"title":"Weaving together the threads of Indigenous knowledge and mathematics","authors":"Jodie Hunter, Roberta Hunter","doi":"10.1007/s10649-023-10256-7","DOIUrl":"https://doi.org/10.1007/s10649-023-10256-7","url":null,"abstract":"Abstract As in many countries, for decades in Aotearoa (New Zealand), we have heard the story of the Pacific and Māori achievement gap in mathematics. This has become a widely accepted part of beliefs constructed across multiple communities about students and schools and who can do and learn mathematics successfully. A common response by policy makers and educators alike is to fix the problem of those deemed academically bleak by putting in place a range of interventions. In this article, we challenge the positioning of Pacific students as a problem to be fixed and instead focus on how we can address the practices inherent in historical forms of institutionalised racism related to colonisation. We use an Indigenous research model—Tivaevae—to develop an exemplary case study of the teachers and students from one low socio-economic urban school as they were involved in conscientisation and the reconstitution of educational practices to privilege indigenous knowledge systems. The findings highlight one model of how teachers and students can change institutionalised Western world practices in the mathematics classroom. We argue that the shift to honouring indigenous knowledge systems and a strength-based approach provided opportunities for Pacific students to learn mathematics in ways that supported them to build strong mathematical dispositions, and rather than being assimilated, retain their cultural identity.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912479","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

Types of mathematical tasks in lower secondary classrooms in Germany 德国初中课堂数学任务的类型

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-11 DOI: 10.1007/s10649-023-10254-9

Ann-Kristin Adleff, Natalie Ross, Johannes König, Gabriele Kaiser

{"title":"Types of mathematical tasks in lower secondary classrooms in Germany","authors":"Ann-Kristin Adleff, Natalie Ross, Johannes König, Gabriele Kaiser","doi":"10.1007/s10649-023-10254-9","DOIUrl":"https://doi.org/10.1007/s10649-023-10254-9","url":null,"abstract":"Abstract Tasks play an important role in mathematics education, as they provide opportunities for students to develop their competencies and to cognitively engage with the mathematical content. The potential for cognitive activation as a central feature of a mathematical task has been considered in numerous studies, mostly as a didactical analysis by means of existing classification systems. In this study, which has been carried out in the frame of the TEDS research program, a different approach is taken by which we aim to identify the cognitive demand level of tasks used in ordinary mathematics lessons. Thus, the correlation between general mathematical competencies and the cognitive mathematical activities required to solve the task was analyzed and common properties of groupings of tasks were empirically extracted. In detail, 2490 tasks from mathematics lessons in Germany were analyzed by means of a rational task analysis with regard to their potential for fostering general mathematical competencies, namely modelling, problem solving, reasoning and argumentation, use of representations, use of symbols and operations, and communication. Latent class analysis revealed six classes of mathematical tasks with varying potential for the different competencies. In accordance with previous studies on mathematical tasks in Germany, the biggest class focused solely on the use of symbols and operations, while other classes showed different foci. Post hoc analyses revealed that the classes of tasks differ with regard to the level of cognitive activity they require. The results of the study highlight that the potential for cognitive activation of the tasks used in the classrooms of this more recent study has not improved in the last decades, despite many reform activities in German mathematics education, and that many mathematical tasks used are still more or less calculation oriented.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982585","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

Stories of devoted university students: the mathematical experience as a form of ascesis 专心致志的大学生的故事:作为一种苦行形式的数学体验

2区教育学

Educational Studies in Mathematics Pub Date : 2023-09-09 DOI: 10.1007/s10649-023-10259-4

Francesco Beccuti, Paola Valero, Ornella Robutti

{"title":"Stories of devoted university students: the mathematical experience as a form of ascesis","authors":"Francesco Beccuti, Paola Valero, Ornella Robutti","doi":"10.1007/s10649-023-10259-4","DOIUrl":"https://doi.org/10.1007/s10649-023-10259-4","url":null,"abstract":"Abstract Drawing on autobiographical essays written by master’s students in mathematics preparing to become teachers, we investigate what mathematical identity these students articulate and how. By means of a discursive thematic analysis centered on the notion of ascesis, we show that the participants’ identity revolves around a characterization of mathematics as a challenging, useful, and comforting activity or knowledge, which is however regarded negatively by others. Indeed, mathematics is described as a uniquely challenging activity which requires an increasingly demanding self-discipline. Moreover, mathematics is depicted as a variously useful form of knowledge which is additionally capable to offer comfort to those who engage with it. However, the participants often remark that other people regard mathematics negatively, a fact explained by stressing others’ inability or unwillingness to understand or appreciate mathematics’ inherent positive features. This sets the boundary of an ideal club of math enthusiasts whose elitist membership is regulated in terms of acceptance or refusal of its constitutive values. Belonging to the club as well as proselytizing in order to recruit new members appears to be central to the participants’ mathematical identity.","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"103 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192393","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