Pub Date : 2023-10-23DOI: 10.1007/s10763-023-10428-0
Chee‑Kit Looi, Shiau‑Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun
{"title":"Correction to: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance","authors":"Chee‑Kit Looi, Shiau‑Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun","doi":"10.1007/s10763-023-10428-0","DOIUrl":"https://doi.org/10.1007/s10763-023-10428-0","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413127","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 : 2023-10-14DOI: 10.1007/s10763-023-10422-6
A. Lynn Stephens, Steven Roderick, Namsoo Shin, Daniel Damelin
{"title":"Correction to: Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models","authors":"A. Lynn Stephens, Steven Roderick, Namsoo Shin, Daniel Damelin","doi":"10.1007/s10763-023-10422-6","DOIUrl":"https://doi.org/10.1007/s10763-023-10422-6","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802073","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 : 2023-10-14DOI: 10.1007/s10763-023-10423-5
Mesut Öztürk, İsmail Sarikaya, Kübra Ada Yıldız
{"title":"Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It","authors":"Mesut Öztürk, İsmail Sarikaya, Kübra Ada Yıldız","doi":"10.1007/s10763-023-10423-5","DOIUrl":"https://doi.org/10.1007/s10763-023-10423-5","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135766513","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 : 2023-10-14DOI: 10.1007/s10763-023-10424-4
Luna Radević, Ilija Milovanović
{"title":"Current Trends in Math Anxiety Research: a Bibliometric Approach","authors":"Luna Radević, Ilija Milovanović","doi":"10.1007/s10763-023-10424-4","DOIUrl":"https://doi.org/10.1007/s10763-023-10424-4","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804167","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 : 2023-10-12DOI: 10.1007/s10763-023-10414-6
María D. Torres, Antonio Moreno, Rodolfo Vergel, María C. Cañadas
Abstract This paper is part of broader research being conducted in the area of algebraic thinking in primary education. Our general research objective was to identify and describe generalization of a 2nd grade student (aged 7–8). Specifically, we focused on the transition from arithmetic to algebraic generalization. The notion of structure and its continuity in the generalization process are important for this transition. We are presenting a case study with a semi-structured interview where we proposed a task of contextualized generalization involving the function y = x + 3. Special attention was given to the structures evidenced and the type of generalization expressed by the student in the process. We noted that the student identified the correct structure for the task during the interview and that he evidenced a factual type of algebraic generalization. Due to the student’s identification of the appropriate structure and the application of it to other different particular cases, we have observed a transition from arithmetic thinking to algebraic thinking.
本文是小学教育中代数思维领域广泛研究的一部分。我们的总体研究目标是识别和描述二年级学生(7-8岁)的概括。具体来说，我们关注的是从算术泛化到代数泛化的过渡。结构的概念及其在泛化过程中的连续性对这种转变很重要。我们通过一个半结构化的访谈来展示一个案例研究，我们提出了一个涉及函数y = x + 3的情境化泛化任务。特别注意的是证明的结构和学生在这个过程中表达的概括类型。我们注意到学生在面试中识别了任务的正确结构，并且他证明了代数泛化的事实类型。由于学生能够识别出合适的结构，并将其应用于其他不同的特定情况，我们观察到从算术思维到代数思维的转变。
{"title":"The Evolution from “I think it plus three” Towards “I think it is always plus three.” Transition from Arithmetic Generalization to Algebraic Generalization","authors":"María D. Torres, Antonio Moreno, Rodolfo Vergel, María C. Cañadas","doi":"10.1007/s10763-023-10414-6","DOIUrl":"https://doi.org/10.1007/s10763-023-10414-6","url":null,"abstract":"Abstract This paper is part of broader research being conducted in the area of algebraic thinking in primary education. Our general research objective was to identify and describe generalization of a 2nd grade student (aged 7–8). Specifically, we focused on the transition from arithmetic to algebraic generalization. The notion of structure and its continuity in the generalization process are important for this transition. We are presenting a case study with a semi-structured interview where we proposed a task of contextualized generalization involving the function y = x + 3. Special attention was given to the structures evidenced and the type of generalization expressed by the student in the process. We noted that the student identified the correct structure for the task during the interview and that he evidenced a factual type of algebraic generalization. Due to the student’s identification of the appropriate structure and the application of it to other different particular cases, we have observed a transition from arithmetic thinking to algebraic thinking.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969617","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 : 2023-10-12DOI: 10.1007/s10763-023-10420-8
Jeremy Hodgen, Colin Foster, Margaret Brown, David Martin
Abstract Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students’ learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9–10 (ages 13–15) in England. The interviews addressed the students’ perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed.
{"title":"Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies","authors":"Jeremy Hodgen, Colin Foster, Margaret Brown, David Martin","doi":"10.1007/s10763-023-10420-8","DOIUrl":"https://doi.org/10.1007/s10763-023-10420-8","url":null,"abstract":"Abstract Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students’ learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9–10 (ages 13–15) in England. The interviews addressed the students’ perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969446","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 : 2023-09-26DOI: 10.1007/s10763-023-10418-2
Ruti Segal, Avraham Merzel, Yaron Lehavi
{"title":"Improving the Professional Awareness of Mathematics Teachers and Teacher Instructors Using Video-Based Curiosity-Driven Discourse—a Case Study","authors":"Ruti Segal, Avraham Merzel, Yaron Lehavi","doi":"10.1007/s10763-023-10418-2","DOIUrl":"https://doi.org/10.1007/s10763-023-10418-2","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886688","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 : 2023-09-21DOI: 10.1007/s10763-023-10419-1
Chee-Kit Looi, Shiau-Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun
{"title":"Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance","authors":"Chee-Kit Looi, Shiau-Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun","doi":"10.1007/s10763-023-10419-1","DOIUrl":"https://doi.org/10.1007/s10763-023-10419-1","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152258","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 : 2023-09-20DOI: 10.1007/s10763-023-10415-5
Umesh Ramnarain
Abstract Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call this the ‘cognitive-epistemic’ and ‘social institutional aspects’ of science. They form the hard core of the nature of science (NOS) concept for curriculum reform. In South Africa, after years of Apartheid, a key focus of school science curriculum reform is for importance to be given to NOS due to the potential benefits of learning and understanding of NOS for students. This study analyses cognitive-epistemic and social-institutional categories of NOS in the South African Life Sciences and Physical Sciences school curricula. A critical finding for both Life Sciences and Physical Sciences curricula was the imbalance in the NOS categories. In the curricula, there is less presence of the social-institutional categories compared to the cognitive-epistemic categories. In general, there was poor interconnectedness amongst NOS categories, with the strongest interconnectedness revealed for the cognitive-epistemic categories ‘scientific practices’ and ‘methods and methodological rules’. Implications for the design of future curricula and recommendations for future research are discussed.
{"title":"The Inclusion of Nature of Science in South African Life Sciences and Physical Sciences School Curricula","authors":"Umesh Ramnarain","doi":"10.1007/s10763-023-10415-5","DOIUrl":"https://doi.org/10.1007/s10763-023-10415-5","url":null,"abstract":"Abstract Curriculum reform worldwide has often reflected changing perspectives on the teaching and learning of science. Such perspectives underline the notion that not only the teaching of science content knowledge is relevant but also the aims and methods scientists use to further their knowledge and the social context in which science is applied. We call this the ‘cognitive-epistemic’ and ‘social institutional aspects’ of science. They form the hard core of the nature of science (NOS) concept for curriculum reform. In South Africa, after years of Apartheid, a key focus of school science curriculum reform is for importance to be given to NOS due to the potential benefits of learning and understanding of NOS for students. This study analyses cognitive-epistemic and social-institutional categories of NOS in the South African Life Sciences and Physical Sciences school curricula. A critical finding for both Life Sciences and Physical Sciences curricula was the imbalance in the NOS categories. In the curricula, there is less presence of the social-institutional categories compared to the cognitive-epistemic categories. In general, there was poor interconnectedness amongst NOS categories, with the strongest interconnectedness revealed for the cognitive-epistemic categories ‘scientific practices’ and ‘methods and methodological rules’. Implications for the design of future curricula and recommendations for future research are discussed.","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308601","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 : 2023-09-19DOI: 10.1007/s10763-023-10417-3
Fatlume Berisha, Eda Vula
{"title":"Introduction of Integrated STEM Education to Pre-service Teachers Through Collaborative Action Research Practices","authors":"Fatlume Berisha, Eda Vula","doi":"10.1007/s10763-023-10417-3","DOIUrl":"https://doi.org/10.1007/s10763-023-10417-3","url":null,"abstract":"","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060674","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}
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