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Asian Journal for Mathematics Education最新文献

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Instructional approach and acquisition of mathematical proficiency: Theoretical insights from learning by comparison and cognitive load theory 教学方法与数学能力的获得：比较学习和认知负荷理论的理论启示
Asian Journal for Mathematics Education Pub Date : 2024-07-26 DOI: 10.1177/27527263241266765
B. Ngu, Huy P. Phan
{"title":"Instructional approach and acquisition of mathematical proficiency: Theoretical insights from learning by comparison and cognitive load theory","authors":"B. Ngu, Huy P. Phan","doi":"10.1177/27527263241266765","DOIUrl":"https://doi.org/10.1177/27527263241266765","url":null,"abstract":"Quality mathematics learning is more than just the acquisition of mastery in different topical themes; rather, it involves successful acquisition of mathematical proficiency, which espouses a number of cognitive attributes—for example, a student's critical insight of a mathematical concept (e.g., productive disposition). Despite the pivotal role of mathematical proficiency in mathematics curriculum, syllabus requirements fall short of highlighting the design of appropriate instructional approaches that could specifically facilitate the acquisition of different mathematical proficiency strands. The present conceptual analysis article discusses the design of comparative instructional approaches that are based on two well-documented learning theories: (1) learning by comparison theory, such as the active comparison of isomorphic example pairs, and (2) cognitive load theory, such as the use of worked examples to reduce the negative impact of cognitive load imposition on learning. We premise that appropriate instructional approaches, informed by the use of both learning by comparison theory and cognitive load theory, may help to facilitate successful acquisition of multifaceted proficiency strands in mathematics learning. As revealed in the latter sections of the article, our proposed theoretical contention is significant, potentially establishing grounding for future research development and to help complement constructivist learning in the acquisition of mathematical proficiency strands.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"48 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799945","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
A comparative analysis of congruent triangle units in textbooks from China and the United States 中美教科书中全等三角形单位的比较分析
Asian Journal for Mathematics Education Pub Date : 2024-07-26 DOI: 10.1177/27527263241266666
Jane-Jane Lo, Lili Zhou, Jinqing Liu
{"title":"A comparative analysis of congruent triangle units in textbooks from China and the United States","authors":"Jane-Jane Lo, Lili Zhou, Jinqing Liu","doi":"10.1177/27527263241266666","DOIUrl":"https://doi.org/10.1177/27527263241266666","url":null,"abstract":"In this article, we report findings from a comparative study of the introduction and development of triangle congruence in two textbooks: a high school geometry textbook from the United States and an eighth-grade mathematics textbook from China. Using the mathematics curriculum as a story (MCS) framework developed by Dietiker and additional coding schemes, we illustrate how each textbook designs its congruent triangle lessons with the goal to provide students a fertile ground for the development of geometry reasoning and proof. Through the analysis of the characters, actions, settings, and plots of each story, we identify both similarities and differences. Both textbooks introduced the same sets of side–angle criteria that proved the existence of the unique triangle as well as that did not support a unique triangle. Yet, the U.S. textbooks introduced side–angle–side first while the Chinese textbooks started with side–side–side. In addition, the findings demonstrate the illuminating power of the MCS framework to fill the gap of current textbook analysis research.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802016","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
Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong 数学教育价值观的对比：香港中小学教师的深入个案研究
Asian Journal for Mathematics Education Pub Date : 2024-06-01 DOI: 10.1177/27527263241258263
Qiaoping Zhang, Chung-yin Lam
{"title":"Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong","authors":"Qiaoping Zhang, Chung-yin Lam","doi":"10.1177/27527263241258263","DOIUrl":"https://doi.org/10.1177/27527263241258263","url":null,"abstract":"Using an in-depth case study approach, this study explored the mathematics educational values held by two in-service teachers at the primary and secondary levels in Hong Kong through lesson observations and deep structured interviews. The findings revealed that the primary teacher emphasized fun, flexibility, critical thinking, and coherence, while the secondary teacher prioritized achievement, control, higher-order thinking, and progression. Using Seah and Bishop's five complementary pairs framework, the primary teacher aligned with an activist, relational, relevance, and accessibility perspective, contrasting sharply with the secondary teacher. This reflected a shift in values in response to students’ educational stages, revealing the challenges of balancing social expectations and nurturing future science, technology, engineering, and mathematics talent. We discussed the implications for local education reforms, including modernizing assessment methods and curricula, reshaping the social climate, and updating professional development to address these tensions.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"33 6","pages":"191 - 209"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141405417","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
Examining the problem-posing performances of seventh-grade students in relation to response order 研究七年级学生提出问题的表现与回答顺序的关系
Asian Journal for Mathematics Education Pub Date : 2024-06-01 DOI: 10.1177/27527263241259190
Tuğrul Kar, M. Öçal, Büşra Bişgin, Melike Arslan
{"title":"Examining the problem-posing performances of seventh-grade students in relation to response order","authors":"Tuğrul Kar, M. Öçal, Büşra Bişgin, Melike Arslan","doi":"10.1177/27527263241259190","DOIUrl":"https://doi.org/10.1177/27527263241259190","url":null,"abstract":"In this study, 176 Turkish seventh-grade students were asked to pose three problems for each of the swimming and purchasing tasks to examine how the solvability and complexity of the problems changed depending on the order of responses. The purchasing task required to pose a problem to derive a specific answer before posing new problems, whereas the swimming task required to pose problems based on existing data. The findings indicated that students performed poorly in terms of posing solvable problems in both tasks. The majority of solvable responses in the purchasing task were at the high complexity level, but most in the swimming task were at the low complexity level. No evidence of a relationship between the order of the responses and any of the analysis units (solvability and complexity) was found. Furthermore, when comparing the groups that posed and did not pose solvable problems for the specific answer in the purchasing task, the former group had a stronger tendency to maintain the complexity points in their other responses compared to their first response.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"38 2","pages":"210 - 230"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141411603","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
Didacticians introducing lesson study for the professional development of prospective mathematics teachers 为未来数学教师的专业发展引入课例研究的教学者
Asian Journal for Mathematics Education Pub Date : 2024-02-13 DOI: 10.1177/27527263241228324
Riccardo Minisola, O. Robutti, Takeshi Miyakawa
{"title":"Didacticians introducing lesson study for the professional development of prospective mathematics teachers","authors":"Riccardo Minisola, O. Robutti, Takeshi Miyakawa","doi":"10.1177/27527263241228324","DOIUrl":"https://doi.org/10.1177/27527263241228324","url":null,"abstract":"Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers’ role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians’ teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians’ teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers’ professional development courses.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"288 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841511","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
Didacticians introducing lesson study for the professional development of prospective mathematics teachers 为未来数学教师的专业发展引入课例研究的教学者
Asian Journal for Mathematics Education Pub Date : 2024-02-13 DOI: 10.1177/27527263241228324
Riccardo Minisola, O. Robutti, Takeshi Miyakawa
{"title":"Didacticians introducing lesson study for the professional development of prospective mathematics teachers","authors":"Riccardo Minisola, O. Robutti, Takeshi Miyakawa","doi":"10.1177/27527263241228324","DOIUrl":"https://doi.org/10.1177/27527263241228324","url":null,"abstract":"Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers’ role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians’ teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians’ teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers’ professional development courses.","PeriodicalId":504411,"journal":{"name":"Asian Journal for Mathematics Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781604","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
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