Zdm-Mathematics Education最新文献_第10页

Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a Crisis. 后大流行病数学师范教育的未来：面对危机的反应能力和责任。

IF 2 2区教育学

Zdm-Mathematics Education Pub Date : 2023-01-01 Epub Date: 2022-07-28 DOI: 10.1007/s11858-022-01394-y

Bill Atweh, Berinderjeet Kaur, Gladys Nivera, Abadi Abadi, Sampan Thinwiangthong

{"title":"Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a Crisis.","authors":"Bill Atweh, Berinderjeet Kaur, Gladys Nivera, Abadi Abadi, Sampan Thinwiangthong","doi":"10.1007/s11858-022-01394-y","DOIUrl":"10.1007/s11858-022-01394-y","url":null,"abstract":"COVID-19 has caused unprecedented disruption to mathematics teacher education worldwide. This paper is anchored in our learnings from the experiences of teacher educators at four major universities from the Association of Southeast Asian Nations as they dealt with changes in their programs' delivery triggered by the pandemic, and raises challenges that remain for the futures of post-pandemic mathematics teacher education. Here, we use the two ethical constructs of responsiveness and responsibility to guide actions in response to a crisis, in order to discuss a range of decisions the participants made to respond to the crisis. Behind their initial response to the emergent conditions, the participants were concerned about maintaining the continuity of their students' education. Further, we identify remaining challenges for mathematics teacher educators to re-imagine their curriculum, teaching, assessment, and equitable access towards a more relevant, productive, and equitable mathematics teacher education. This study adds to the rapidly increasing literature on the effect of the pandemic on mathematics education in the following three ways: (1) here we take a comprehensive view of the disruptions instigated by the pandemic;, (2) we pay special attention to issues of equity; and (3) we address concerns about possible and desirable post-pandemic futures.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9333070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10721392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment in mathematics: a study on teachers' practices in times of pandemic. 数学评估：关于大流行病时期教师做法的研究。

IF 2 2区教育学

Zdm-Mathematics Education Pub Date : 2023-01-01 Epub Date: 2022-07-20 DOI: 10.1007/s11858-022-01395-x

Annalisa Cusi, Florian Schacht, Gilles Aldon, Osama Swidan

{"title":"Assessment in mathematics: a study on teachers' practices in times of pandemic.","authors":"Annalisa Cusi, Florian Schacht, Gilles Aldon, Osama Swidan","doi":"10.1007/s11858-022-01395-x","DOIUrl":"10.1007/s11858-022-01395-x","url":null,"abstract":"Lockdowns imposed by many countries on their populations at the beginning of the COVID-19 crisis forced teachers to adapt quickly and without adequate preparation to distance teaching. In this paper, we focus on one of the most formidable challenges that teachers faced during the lockdowns and even in the post-lockdown emergency period, namely, developing assessment that maintains the pedagogical continuity that educational institutions typically require. Based on the results of a previous study, focused on the analysis of answers to an open-ended questionnaire administered to a population of 700 teachers from France, Germany, Israel and Italy, a semi-structured interview series was designed and implemented by the authors of this paper with a small group of teachers. The transcripts of these interviews were analysed according to the interpretative phenomenological analysis methodology, with the aim of investigating teachers' own perspectives on the following: (a) the difficulties with which they had to contend, with respect to the question of assessment; (b) the techniques adopted to deal with these difficulties; and (c) the ways in which the lockdown experience could affect the future evolution of teachers' assessment practices. This analysis supported us in formulating hypotheses concerning the possible long-term effects of lockdown on modes of assessment in mathematics.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9298165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9225089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study 职前小学教师数学态度的纵向研究

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-12-21 DOI: 10.1007/s11858-022-01455-2

Monica Panero, L. Castelli, Pietro Di Martino, S. Sbaragli

引用次数: 2

Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus 焦虑中学习:大学微积分备考过程中的数学焦虑与回避解决习题

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-12-21 DOI: 10.1007/s11858-022-01456-1

J. Jenifer, S. Levine, Sian L. Beilock

引用次数: 1

What is mathematics teaching talk for? A response based on three sites of practice in mathematics education 数学教学谈话的目的是什么?基于三个实践点的数学教育回应

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-12-07 DOI: 10.1007/s11858-022-01452-5

Núria Planas, J. Adler, Lisnet Mwadzaangati

引用次数: 2

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms 理解目标动机干预与数学课堂动机教学实践之间的相互作用

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-11-16 DOI: 10.1007/s11858-022-01446-3

Hanna Gaspard, Cora Parrisius, B. Nagengast, U. Trautwein

引用次数: 1

A structuralist view for interpreting the role of mathematics in physics 解释数学在物理学中的作用的结构主义观点

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-11-11 DOI: 10.1007/s11858-022-01438-3

Po-Hung Liu

引用次数: 1

Analysing the citizenship agenda in Mathematical Literacy school exit assessments. 分析数学扫盲学校毕业评估中的公民议程。

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-11-10 DOI: 10.1007/s11858-022-01448-1

Mellony Graven, Hamsa Venkat, Lynn Bowie

{"title":"Analysing the citizenship agenda in Mathematical Literacy school exit assessments.","authors":"Mellony Graven, Hamsa Venkat, Lynn Bowie","doi":"10.1007/s11858-022-01448-1","DOIUrl":"10.1007/s11858-022-01448-1","url":null,"abstract":"Assessments, in particular high stakes assessments, impact the nature of teaching and learning. Given this, the goal of citizenship if seen as important needs to feature within high stakes school exit assessments rather than only as part of curriculum and assessment policy rhetoric. South Africa's Mathematical Literacy (ML) curriculum foregrounds critical democratic citizenship. We analyse the ML Grade 12 exit assessments from their start in 2008 to 2020 to understand the emphasis placed on critical citizenship and how this emphasis has shifted over time. The literature base links critical citizenship orientations with reasoning and reflecting questions, so we focused on examination questions in this category. Our findings show shifts away from critical citizenship related agendas towards foregrounding a life preparation orientation for the self-managing person. Linked with this shift, we note a move away from general societal contexts towards more personal/individual contexts and moves from almost entirely national contexts to inclusion of global contexts. We noted movement from more open-phrased questions towards closed 'check figure calculated is valid'-type questions. Assessment memoranda suggest assessors view these questions as reasoning items, eroding the critical citizenship agenda. While increasing numbers of students are taking ML rather than Mathematics, average performance stands at around 40%. This points to limited and diminishing access to mathematical reasoning and reflecting for critical democratic citizenship. The paper highlights ways in which analysis of examinations over time can provide a window into the presence or absence of the citizenship agenda in mathematics education.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9648886/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40699166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tracing mathematics engagement in the first year of high school: relationships between prior experience, observed support, and task-level emotion and motivation 追踪高中一年级数学投入:先前经验、观察到的支持与任务级情感和动机之间的关系

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-11-10 DOI: 10.1007/s11858-022-01432-9

J. Middleton, Adi Wiezel, Amanda Jansen, E. P. Smith

引用次数: 2

History of mathematics in mathematics education: Recent developments in the field 数学教育中的数学史:该领域的最新发展

IF 3 2区教育学

Zdm-Mathematics Education Pub Date : 2022-11-10 DOI: 10.1007/s11858-022-01442-7

Renaud Chorlay, K. Clark, Constantinos Tzanakis

引用次数: 0