Pub Date : 2024-06-06DOI: 10.1007/s10763-024-10473-3
Luona Wang, Qiaoping Zhang, Daner Sun
{"title":"Exploring the Impact of An Augmented Reality-Integrated Mathematics Curriculum on Students’ Spatial Skills in Elementary School","authors":"Luona Wang, Qiaoping Zhang, Daner Sun","doi":"10.1007/s10763-024-10473-3","DOIUrl":"https://doi.org/10.1007/s10763-024-10473-3","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1007/s10763-024-10471-5
Ryan S. Wells, Ling Chen, Ezekiel Kimball, Betty Annan, Scott M. Auerbach, Justin T. Fermann
Teamwork and collaboration are twenty-first century skills valued by STEM employers for addressing the most urgent problems in society. To prepare undergraduate STEM students, they must graduate valuing teamwork and collaboration. The Integrated Concentration in STEM (iCons) program aims to meet this goal by utilizing interdisciplinary team-based learning to address complex real-world problems. In doing so, the program provides students with a learning experience that demonstrates the authentic value of teamwork and shows how collaboration can be useful for solving problems. The purpose of this study was to examine whether students who participated in iCons developed more positive values related to teamwork and collaboration than similar students who did not participate in the program. Framed by Expectancy Value Theory (EVT)—specifically the concept of utility value, which is how practically useful students find teams in helping them fulfill their objectives or to solve problems—we investigated the iCons program with a mixed methods design that analyzed survey and interview data from students. Overall, iCons had a positive effect on students’ perceptions of the utility value of teamwork and collaboration. Qualitative results helped to explain these findings in more depth, including students’ positive perceptions of the interdisciplinary design of the program. Findings suggest that more resources should be put into creating and expanding opportunities in STEM that utilize a combination of pedagogical strategies focused on team-based learning and an interdisciplinary design. Further research is needed to understand these effects in more detail.
{"title":"Improving the Perceived Utility Value of Teamwork and Collaboration among STEM Undergraduates","authors":"Ryan S. Wells, Ling Chen, Ezekiel Kimball, Betty Annan, Scott M. Auerbach, Justin T. Fermann","doi":"10.1007/s10763-024-10471-5","DOIUrl":"https://doi.org/10.1007/s10763-024-10471-5","url":null,"abstract":"<p>Teamwork and collaboration are twenty-first century skills valued by STEM employers for addressing the most urgent problems in society. To prepare undergraduate STEM students, they must graduate valuing teamwork and collaboration. The Integrated Concentration in STEM (iCons) program aims to meet this goal by utilizing interdisciplinary team-based learning to address complex real-world problems. In doing so, the program provides students with a learning experience that demonstrates the authentic value of teamwork and shows how collaboration can be useful for solving problems. The purpose of this study was to examine whether students who participated in iCons developed more positive values related to teamwork and collaboration than similar students who did not participate in the program. Framed by Expectancy Value Theory (EVT)—specifically the concept of utility value, which is how practically useful students find teams in helping them fulfill their objectives or to solve problems—we investigated the iCons program with a mixed methods design that analyzed survey and interview data from students. Overall, iCons had a positive effect on students’ perceptions of the utility value of teamwork and collaboration. Qualitative results helped to explain these findings in more depth, including students’ positive perceptions of the interdisciplinary design of the program. Findings suggest that more resources should be put into creating and expanding opportunities in STEM that utilize a combination of pedagogical strategies focused on team-based learning and an interdisciplinary design. Further research is needed to understand these effects in more detail.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141167507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1007/s10763-024-10467-1
Andrew Gilbert, Jennifer Suh, Fahima Choudhry
This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs’ envisioning of equitable approaches for diverse children. The overarching research question was: How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice? The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs’ vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts.
{"title":"Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration","authors":"Andrew Gilbert, Jennifer Suh, Fahima Choudhry","doi":"10.1007/s10763-024-10467-1","DOIUrl":"https://doi.org/10.1007/s10763-024-10467-1","url":null,"abstract":"<p>This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs’ envisioning of equitable approaches for diverse children. The overarching research question was: <i>How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice?</i> The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs’ vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141167520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1007/s10763-024-10465-3
Carina Büscher
{"title":"Differences in Students’ Computational Thinking Activities when Designing an Algorithm for Drawing Plane Figures","authors":"Carina Büscher","doi":"10.1007/s10763-024-10465-3","DOIUrl":"https://doi.org/10.1007/s10763-024-10465-3","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1007/s10763-024-10469-z
Shiyu Xu, Michael J. Reiss, W. Lodge
{"title":"Comprehensive Scientific Creativity Assessment (C-SCA): A New Approach for Measuring Scientific Creativity in Secondary School Students","authors":"Shiyu Xu, Michael J. Reiss, W. Lodge","doi":"10.1007/s10763-024-10469-z","DOIUrl":"https://doi.org/10.1007/s10763-024-10469-z","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1007/s10763-024-10464-4
Shengqing He, Chen Chen
{"title":"The Effects of Equiprobability Bias and Representativeness Heuristics on the Performance in Probability Comparison and Calculation Tasks Among Middle School Students in China","authors":"Shengqing He, Chen Chen","doi":"10.1007/s10763-024-10464-4","DOIUrl":"https://doi.org/10.1007/s10763-024-10464-4","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-04DOI: 10.1007/s10763-024-10466-2
Chung Kwan Lo, Davy Tsz Kit Ng, Fletcher Ng
In the post-pandemic world, metaverse technology has become a popular approach to facilitating students’ online learning experiences. Drawing on Kolb’s experiential learning theory, we created immersive scenes using CoSpaces Edu, a ‘mirror-world’ metaverse platform that enables students to observe mathematical properties virtually. We applied a quasi-experimental design and evaluated the effect of integrating these virtual experiences into our learning resources. Students in the control group used conventional resources created using GeoGebra, which allowed them to manipulate mathematical objects and observe the locus of moving points. For the experimental group, in addition to the GeoGebra resources, we incorporated scenes (e.g., scenarios featuring running dogs) via CoSpaces Edu, which enabled the students to observe mathematical properties virtually online. The post-test results demonstrated that the students in the experimental group (N = 28) performed better than those in the control group (N = 35). The virtual world, which offered immersive walk-through experiences and different perspectives, enhanced the students’ understanding of locus concepts. However, some students encountered technical issues during their online learning, which may have hindered their mathematical exploration. This study contributes to the application of experiential learning theory using metaverse tools, thus offering educators valuable insights into creating immersive environments for online mathematics instruction.
在大流行后的世界里,元世界技术已成为促进学生在线学习体验的一种流行方法。借鉴科尔布的体验式学习理论,我们利用 CoSpaces Edu 创建了身临其境的场景。CoSpaces Edu 是一个 "镜像世界 "元宇宙平台,可让学生虚拟观察数学特性。我们采用了准实验设计,评估了将这些虚拟体验整合到学习资源中的效果。对照组的学生使用利用 GeoGebra 创建的传统资源,可以操作数学对象并观察移动点的位置。对于实验组,除了 GeoGebra 资源外,我们还通过 CoSpaces Edu 将场景(如以奔跑的狗为主角的场景)融入其中,使学生能够在线虚拟观察数学特性。后测结果显示,实验组学生(28 人)的表现优于对照组学生(35 人)。虚拟世界提供了身临其境的漫步体验和不同的视角,增强了学生对定位概念的理解。然而,一些学生在在线学习过程中遇到了技术问题,这可能阻碍了他们的数学探索。这项研究有助于利用元世界工具应用体验式学习理论,从而为教育工作者提供宝贵的见解,帮助他们为在线数学教学创建身临其境的环境。
{"title":"Observing Mathematical Properties in the Virtual World: An Exploratory Study of Online Independent Learning of Locus Concepts","authors":"Chung Kwan Lo, Davy Tsz Kit Ng, Fletcher Ng","doi":"10.1007/s10763-024-10466-2","DOIUrl":"https://doi.org/10.1007/s10763-024-10466-2","url":null,"abstract":"<p>In the post-pandemic world, metaverse technology has become a popular approach to facilitating students’ online learning experiences. Drawing on Kolb’s experiential learning theory, we created immersive scenes using CoSpaces Edu, a ‘mirror-world’ metaverse platform that enables students to observe mathematical properties virtually. We applied a quasi-experimental design and evaluated the effect of integrating these virtual experiences into our learning resources. Students in the control group used conventional resources created using GeoGebra, which allowed them to manipulate mathematical objects and observe the locus of moving points. For the experimental group, in addition to the GeoGebra resources, we incorporated scenes (e.g., scenarios featuring running dogs) via CoSpaces Edu, which enabled the students to observe mathematical properties virtually online. The post-test results demonstrated that the students in the experimental group (<i>N</i> = 28) performed better than those in the control group (<i>N</i> = 35). The virtual world, which offered immersive walk-through experiences and different perspectives, enhanced the students’ understanding of locus concepts. However, some students encountered technical issues during their online learning, which may have hindered their mathematical exploration. This study contributes to the application of experiential learning theory using metaverse tools, thus offering educators valuable insights into creating immersive environments for online mathematics instruction.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1007/s10763-024-10468-0
Caiqin Han, Jiawen Xiang
{"title":"Alignment Analysis Between China College Entrance Examination Physics Test and Curriculum Standard Based on E-SEC Model","authors":"Caiqin Han, Jiawen Xiang","doi":"10.1007/s10763-024-10468-0","DOIUrl":"https://doi.org/10.1007/s10763-024-10468-0","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141040284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-19DOI: 10.1007/s10763-024-10463-5
Alina Knabbe, Dominik Leiss, Timo Ehmke
Acquiring mathematical literacy requires students to apply mathematics in various real-world contexts. However, mathematics classes often provide brief, content-focused descriptions of reality-based tasks and tasks that describe the situation as more complex, closer to reality, are still lacking. Students with different sociodemographic characteristics and cognitive factors have difficulties in solving reality-based tasks in mathematics lessons. The relationship between sociodemographic characteristics and cognitive factors (language and mathematical competence) concerning complex situation descriptions has not yet been investigated. To identify disadvantaged students in integrating such complex-situation tasks in mathematics lessons, this study aims to investigate which sociodemographic characteristics predict the solving of complex-situation tasks and whether cognitive factors mediate the relationship. Experts created 30 complex situations with different mathematical questions. A total of 519 9th- and 10th-grade students participated in a paper–pencil test. Path analysis revealed that the competence to solve complex-situation tasks is directly linked to gender and social background, with mathematical content-related skills and language competence mediating this relationship.
{"title":"Reality-Based Tasks with Complex-Situations: Identifying Sociodemographic and Cognitive Factors for Solution","authors":"Alina Knabbe, Dominik Leiss, Timo Ehmke","doi":"10.1007/s10763-024-10463-5","DOIUrl":"https://doi.org/10.1007/s10763-024-10463-5","url":null,"abstract":"<p>Acquiring mathematical literacy requires students to apply mathematics in various real-world contexts. However, mathematics classes often provide brief, content-focused descriptions of reality-based tasks and tasks that describe the situation as more complex, closer to reality, are still lacking. Students with different sociodemographic characteristics and cognitive factors have difficulties in solving reality-based tasks in mathematics lessons. The relationship between sociodemographic characteristics and cognitive factors (language and mathematical competence) concerning complex situation descriptions has not yet been investigated. To identify disadvantaged students in integrating such complex-situation tasks in mathematics lessons, this study aims to investigate which sociodemographic characteristics predict the solving of complex-situation tasks and whether cognitive factors mediate the relationship. Experts created 30 complex situations with different mathematical questions. A total of 519 9th- and 10th-grade students participated in a paper–pencil test. Path analysis revealed that the competence to solve complex-situation tasks is directly linked to gender and social background, with mathematical content-related skills and language competence mediating this relationship.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-11DOI: 10.1007/s10763-024-10458-2
Pessia Tsamir, Dina Tirosh, Regina Ovodenko
This paper reports on five secondary school mathematics prospective teachers’ conceptions of extreme point. The analysis of the data addressed students’ definitions, examples, and evaluation of given examples, with special attention to the related domain. Written assignments and individual interviews uncover salient, erroneous concept images regarding what is and what is not an extreme point. Participants viewed extrema points as points that necessarily satisfy f′ = 0 or as points that are always at a “change in monoticity” of the function. The topic “extreme points” is both an aim and a mean to address broader issues related to mathematical definitions, examples, and nonexamples. We conclude with possible next-step ideas.
{"title":"What Are and What Are Not Extrema Points? Examining Definitions and Examples","authors":"Pessia Tsamir, Dina Tirosh, Regina Ovodenko","doi":"10.1007/s10763-024-10458-2","DOIUrl":"https://doi.org/10.1007/s10763-024-10458-2","url":null,"abstract":"<p>This paper reports on five secondary school mathematics prospective teachers’ conceptions of <i>extreme point</i>. The analysis of the data addressed students’ definitions, examples, and evaluation of given examples, with special attention to the related domain. Written assignments and individual interviews uncover salient, erroneous concept images regarding what <i>is</i> and what <i>is not</i> an extreme point. Participants viewed extrema points as points that necessarily satisfy <i>f</i>′ = 0 or as points that are always at a “change in monoticity” of the function. The topic “extreme points” is both an aim and a mean to address broader issues related to mathematical definitions, examples, and nonexamples. We conclude with possible next-step ideas.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140590616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}