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Moving towards meaning making in multiplication: A preliminary report of an intervention in number sense 在乘法中走向意义的形成:对数感干预的初步报告
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-214
Rachel Lambert, M. Mendoza, Tomy Nguyen
{"title":"Moving towards meaning making in multiplication: A preliminary report of an intervention in number sense","authors":"Rachel Lambert, M. Mendoza, Tomy Nguyen","doi":"10.51272/PMENA.42.2020-214","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-214","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87465658","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: 1
Capturing the high ground in learning disabled mathematics education research 抢占学习障碍数学教育研究的制高点
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-92
Thomas E. Ricks
{"title":"Capturing the high ground in learning disabled mathematics education research","authors":"Thomas E. Ricks","doi":"10.51272/PMENA.42.2020-92","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-92","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80096530","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
Prospective elementary teachers’ use of contextual knowledge when solving problematic word problems 准小学教师在解决有问题的文字问题时使用情境知识
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-248
José Miguel Contreras
{"title":"Prospective elementary teachers’ use of contextual knowledge when solving problematic word problems","authors":"José Miguel Contreras","doi":"10.51272/PMENA.42.2020-248","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-248","url":null,"abstract":"This study investigates the extent to which pre-service elementary teachers (PETs) use their contextual knowledge to model and solve eight problems for which the result of the arithmetic operation is problematic, if one takes into consideration the reality of the context. A paper-andpencil test was administered to 621 PETs enrolled in mathematics content courses. The test included eight experimental items and four buffer items. The findings for a sample of 97 PETs are not very encouraging. The total number of realistic responses varied from 5 to 80 (out of 97 possible for each problem). Overall, the percentage of realistic responses on the eight problematic items was only about 31%.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77035535","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
Orchestrating both student authority and accountability to the discipline when guiding students presenting a proof 在指导学生提出证明时，协调学生的权威和对学科的责任
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-344
M. Andresen, Bettina Dahl
{"title":"Orchestrating both student authority and accountability to the discipline when guiding students presenting a proof","authors":"M. Andresen, Bettina Dahl","doi":"10.51272/PMENA.42.2020-344","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-344","url":null,"abstract":"Teachers often find it hard to balance between justice to the students’ input and leading the class towards the decided goal. We focus on how the teacher orchestrates the balance between whole class student authority and accountability to the discipline. In the case a student presents the result from group work but at some point needs help. The teacher de-personalises the discussion and directs the class’ attention to the subject and not to individual students. Thereby, the class is treated as a community with a shared authority. By the end, collective learning has taken place.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79920281","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: 1
Learning through activity (LTA) in superior education: The case of the Heine-Borel theorem 高等教育中的活动式学习:以海涅-波莱尔定理为例
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/pmena.42.2020-366
Rogelio Meana Chávez, Juan Gabriel Herrera Alva
{"title":"Learning through activity (LTA) in superior education: The case of the Heine-Borel theorem","authors":"Rogelio Meana Chávez, Juan Gabriel Herrera Alva","doi":"10.51272/pmena.42.2020-366","DOIUrl":"https://doi.org/10.51272/pmena.42.2020-366","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84851319","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
Elementary mathematics teacher agency: Examining teacher and ecological capacity 小学数学教师代理:考察教师与生态能力
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-112
Phi D. Nguyen, Sheunghyun Yeo, Wenmin Zhao, Corey Webel
{"title":"Elementary mathematics teacher agency: Examining teacher and ecological capacity","authors":"Phi D. Nguyen, Sheunghyun Yeo, Wenmin Zhao, Corey Webel","doi":"10.51272/PMENA.42.2020-112","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-112","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88571734","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
Characterizing feedback given among mathematics teachers: classroom observations 数学教师反馈的特征:课堂观察
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-308
Erin E. Krupa, M. Munakata
{"title":"Characterizing feedback given among mathematics teachers: classroom observations","authors":"Erin E. Krupa, M. Munakata","doi":"10.51272/PMENA.42.2020-308","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-308","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77324590","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
An exploration of mathematics teacher leaders in PME-NA proceedings from 1984-2019 1984-2019年PME-NA论文集中数学教师领导的探索
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-298
E. Saclarides, C. Baker, Allison Mudd, Stefanie D. Livers, Kristin E. Harbour, M. Hjalmarson
{"title":"An exploration of mathematics teacher leaders in PME-NA proceedings from 1984-2019","authors":"E. Saclarides, C. Baker, Allison Mudd, Stefanie D. Livers, Kristin E. Harbour, M. Hjalmarson","doi":"10.51272/PMENA.42.2020-298","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-298","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77364406","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: 2
Critical mathematics education for sub-saharan african youth: towards epistemic freedom 撒哈拉以南非洲青年的批判性数学教育:走向认识自由
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-90
Oyemolade Osibodu
{"title":"Critical mathematics education for sub-saharan african youth: towards epistemic freedom","authors":"Oyemolade Osibodu","doi":"10.51272/PMENA.42.2020-90","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-90","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86978816","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
Conceptualizing access knowledge for teaching mathematics 数学教学中获取知识的概念化
数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-87
Rachel Lambert
{"title":"Conceptualizing access knowledge for teaching mathematics","authors":"Rachel Lambert","doi":"10.51272/PMENA.42.2020-87","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-87","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87028674","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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