ZDM最新文献 - Book学术

Measurement invariance between subjects: what can we learn about subject-related differences in teaching quality? 学科间的测量不变性：我们能了解到哪些与学科相关的教学质量差异？

ZDM Pub Date : 2024-09-10 DOI: 10.1007/s11858-024-01622-7

Wida Wemmer-Rogh, Urs Grob, Charalambos Y. Charalambous, Anna-Katharina Praetorius

{"title":"Measurement invariance between subjects: what can we learn about subject-related differences in teaching quality?","authors":"Wida Wemmer-Rogh, Urs Grob, Charalambos Y. Charalambous, Anna-Katharina Praetorius","doi":"10.1007/s11858-024-01622-7","DOIUrl":"https://doi.org/10.1007/s11858-024-01622-7","url":null,"abstract":"Recent publications emphasize the need to take greater account of differences in teaching quality between subjects. The empirical analysis of this topic requires a comparison of teaching quality in different subjects to distinguish generic aspects of teaching quality from subject-specific ones. In this paper, we compare teaching quality in mathematics and German lessons using observational data from primary schools in Switzerland (NMath = 319; NGerman = 237). Data were collected using an observation instrument reflecting the teaching dimensions of the MAIN-TEACH model, which was developed based on a synthesis of established observation frameworks. The dimensions of classroom management, motivational-emotional support, selection and implementation of content, cognitive activation, support for consolidation, assessment and feedback, and adaptation were tested for subject-related measurement invariance. With a two-fold measurement invariance approach, differences between the subjects were investigated at both a global and an indicator level. When applying alpha accumulation correction, no significant subject-related differences in factor loadings or intercepts were found. The factorial structure of our data was basically identical for the two subjects. The comparison of latent factor means revealed no mean differences between the subjects. We discuss the implications for both the MAIN-TEACH model and research into subject-related differences of teaching in general.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative analysis between three theoretical approaches through empirical experiences at university level 通过大学层面的经验对三种理论方法进行比较分析

ZDM Pub Date : 2024-09-10 DOI: 10.1007/s11858-024-01632-5

Ignasi Florensa, Marta Barbero, Rafael Martínez-Planel

引用次数: 0

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality 数学教师对适应性任务的多重视角：任务评价和选择是提高教学质量的核心做法

ZDM Pub Date : 2024-08-28 DOI: 10.1007/s11858-024-01626-3

Thomas Bardy, Lars Holzäpfel, Frank Reinhold, Timo Leuders

{"title":"Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality","authors":"Thomas Bardy, Lars Holzäpfel, Frank Reinhold, Timo Leuders","doi":"10.1007/s11858-024-01626-3","DOIUrl":"https://doi.org/10.1007/s11858-024-01626-3","url":null,"abstract":"The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers’ preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting tasks for differentiated teaching? To answer this question, we analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features. The teachers had to select eight tasks about the practice of fractions with respect to their differentiation potential—operationalizing their adaptive teaching competence from a mathematics educational perspective. To analyze the differences, we performed a cluster analysis of the task features that the teachers drew upon. Three groups of teachers could be identified with variations in their focus on directly or indirectly relevant, domain-specific or domain-general task features. Taking into account such variations may explain differences in teaching quality and student outcomes and may be relevant when designing teacher professional development programs.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What do university mathematics students value in advanced mathematics courses? 大学数学系学生对高等数学课程的重视程度如何？

ZDM Pub Date : 2024-08-28 DOI: 10.1007/s11858-024-01616-5

Megumi Asada, Timothy Fukawa-Connelly, Keith Weber

引用次数: 0

The PRIUM qualitative framework for assessment of proof comprehension: a result of collaboration among mathematicians and mathematics educators 用于评估证明理解的 PRIUM 定性框架：数学家和数学教育工作者的合作成果

ZDM Pub Date : 2024-08-28 DOI: 10.1007/s11858-024-01628-1

L. Cooley, J. Dorfmeister, V. Miller, B. Duncan, F. Littmann, W. Martin, D. Vidakovic, Y. Yao

{"title":"The PRIUM qualitative framework for assessment of proof comprehension: a result of collaboration among mathematicians and mathematics educators","authors":"L. Cooley, J. Dorfmeister, V. Miller, B. Duncan, F. Littmann, W. Martin, D. Vidakovic, Y. Yao","doi":"10.1007/s11858-024-01628-1","DOIUrl":"https://doi.org/10.1007/s11858-024-01628-1","url":null,"abstract":"While proof has been studied from different perspectives in the mathematics education literature for decades, students continue to struggle to build proof comprehension. Complicating this, the manner in which proof comprehension is assessed largely remains to be the definition-theorem-proof format in which students are asked to reproduce proofs or similar proofs that are presented in class. This approach can encourage students to memorize proofs rather than develop tools for syllogistic reasoning. This paper reports on a seven-year collaboration among research mathematicians and mathematics educators. Following a model for proof comprehension, they implemented a cycle of planning assessments, implementing them and evaluating student responses in several courses each semester for three years at two universities. The model-based assessments were designed with probing questions about proofs or subproofs to point student attention to the relationships among definitions, statements and their relationships, as well as the logic used to help students to both develop proof knowledge and demonstrate their mathematical thinking. Discrepancies between the intention of assessments and student responses led to refinements as the team reviewed the results to inform its practice. Collaboration, experience and empirical data informed the development of the new Promoting Reasoning in Undergraduate Mathematics (PRIUM) Qualitative Framework for Proof Comprehension. The paper discusses three main results: the Framework and how to use it, the Framework’s utility at the individual, course and program levels of departmental evaluation, and a collaborative research process that may be utilized between research mathematics educators and mathematicians.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching 认识情感与职前数学教师的教学知识

ZDM Pub Date : 2024-08-27 DOI: 10.1007/s11858-024-01624-5

Inés M. Gómez-Chacón, José M. Marbán

{"title":"Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching","authors":"Inés M. Gómez-Chacón, José M. Marbán","doi":"10.1007/s11858-024-01624-5","DOIUrl":"https://doi.org/10.1007/s11858-024-01624-5","url":null,"abstract":"Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metacognitive control during problem solving at early ages in programming tasks using a floor robot 在使用地板机器人完成编程任务的早期阶段，解决问题过程中的元认知控制

ZDM Pub Date : 2024-08-27 DOI: 10.1007/s11858-024-01621-8

Javier Del Olmo-Muñoz, Pascual D. Diago, David Arnau, David Arnau-Blasco, José Antonio González-Calero

{"title":"Metacognitive control during problem solving at early ages in programming tasks using a floor robot","authors":"Javier Del Olmo-Muñoz, Pascual D. Diago, David Arnau, David Arnau-Blasco, José Antonio González-Calero","doi":"10.1007/s11858-024-01621-8","DOIUrl":"https://doi.org/10.1007/s11858-024-01621-8","url":null,"abstract":"This research, following a sequential mixed-methods design, delves into metacognitive control in problem solving among 5- to 6-year-olds, using two floor-robot environments. In an initial qualitative phase, 82 pupils participated in tasks in which they directed a floor robot to one of two targets, with the closer target requiring more cognitive effort due to the turns involved. The results of this phase revealed that younger students often rationalised their decisions based on reasons unrelated to the difficulty of the task, highlighting limitations in children’s language and abstract thinking skills and leading to the need for a second quantitative study. In this subsequent stage, involving 117 students, a computerised floor-robot simulator was used. The simulator executed the students’ planned movements and provided feedback on their validity. Each participant had three attempts per problem, with the option to change their target each time. The simulator stored the information pertaining to the chosen resolution path, design of the plan, and re-evaluation of decision making based on the results and feedback received. This study aims to describe the criteria upon which students base their metacognitive control processes in decision making within problem-solving programming tasks. Additionally, through a comparative analysis focusing on age and gender, this research aims to assess the relationship between metacognitive processes and success in problem-solving programming tasks.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Traits of generalization of problem solution methods exhibited by potential mathematically gifted students when solving problems in a selection process 潜在的数学天才学生在选拔过程中解决问题时表现出的解决问题方法概括化特征

ZDM Pub Date : 2024-08-23 DOI: 10.1007/s11858-024-01625-4

Mónica Mora, Rafael Ramírez, Angel Gutiérrez, Adela Jaime

引用次数: 0

Co-designing teaching with digital technologies: a case study on mixed pre-service and in-service mathematics teacher design teams 利用数字技术共同设计教学：关于职前和在职数学教师混合设计团队的案例研究

ZDM Pub Date : 2024-08-22 DOI: 10.1007/s11858-024-01623-6

Frederik Dilling, Ingo Witzke, Kevin Hörnberger, Jana Trgalová

引用次数: 0

Contributions to the characterization of the Schema using APOS theory: Graphing with derivative 利用 APOS 理论为表征模式做出贡献：带导数的图形

ZDM Pub Date : 2024-08-17 DOI: 10.1007/s11858-024-01615-6

Trigueros M., Badillo E., Sánchez-Matamoros G., Hernández-Rebollar L.A.

{"title":"Contributions to the characterization of the Schema using APOS theory: Graphing with derivative","authors":"Trigueros M., Badillo E., Sánchez-Matamoros G., Hernández-Rebollar L.A.","doi":"10.1007/s11858-024-01615-6","DOIUrl":"https://doi.org/10.1007/s11858-024-01615-6","url":null,"abstract":"This study contributes to Action, Process, Object, Schema (APOS) theory research by showing two approaches used by advanced mathematics students to construct relations between higher-order derivatives to solve complex problems. We show evidence of students’ ability to perform Actions on their graphing derivative Schema, that is, of its thematization. It also contributes to the literature on the learning of differential calculus by showing how advanced students use their knowledge to construct relations between concepts when facing complex situations. The work of three graduate students on transforming complex graphs and determining their properties and their relation to the domain structure is analyzed to determine their solution approaches. Their graphing derivative Schema is analyzed in depth in terms of the construction of relations among the Schema structures and assimilation and accommodation mechanisms involved in thematization in APOS theory. These findings are important in informing and developing didactic strategies to foster university students’ understanding of derivatives, which can smoothe the transition to the study of advanced mathematics courses.","PeriodicalId":501335,"journal":{"name":"ZDM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0