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Progressive mathematics of functions in secondary school students using a free-fall activity 利用自由落体活动逐步提高中学生的函数数学能力
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-05 DOI: 10.29333/iejme/14108
Rosa Isela González-Polo, Apolo Castaneda
This article aims to analyze the process of the progressive mathematization of the concept of the function by secondary school students through the resolution of a free fall situation. A free-fall mathematical situation was designed and experimented using the Tracker software to obtain movement data. Worksheets and conversations were collected between students and the teacher, and experiments and class discussions were filmed. The analysis consisted of identifying the development from informal strategies associated with the context of the problem to formal procedures. The results show that the process brings meanings to mathematical ideas such as variation, variables, and the relationship between variables, allows coordination and transition between representations and contributes to the learning of functions as a representation of the variation of physical phenomena.
本文旨在分析中学生通过解决自由落体情境逐步数学化函数概念的过程。我们设计了一个自由落体数学情境,并使用 Tracker 软件进行实验,以获取运动数据。收集了工作表和学生与教师之间的对话,并对实验和课堂讨论进行了录像。分析包括确定从与问题背景相关的非正式策略到正式程序的发展过程。结果表明,这一过程为数学思想(如变异、变量和变量之间的关系)带来了意义,允许表征之间的协调和过渡,并有助于学习作为物理现象变异表征的函数。
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引用次数: 0
Formation and development of mathematical concepts: Elements for research and teaching 数学概念的形成与发展:研究和教学要素
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.29333/iejme/14023
Armando Morales-Carballo, Miguel Díaz Cárdenas, Angie Damián Mojica
This article presents a theoretical-didactic perspective on the formation and development of concepts concerning mathematical objects as a result of research on didactic difficulties in dealing with concepts in school. The theoretical foundation that supports the research is based on the contributions of the materialist approach to the theory of knowledge. Specifically, an interpretation of its application in the teaching of mathematics is under investigation, specifically in the process of formation and development of concepts in the field of Euclidean geometry. However, the elements that are derived are essential for the treatment of concepts in any sub-branch of mathematics. The analysis of this process and the factors that influence the development show some fundamental elements to consider in the research activity in the field of mathematics education.
本文从理论-教学的角度阐述了有关数学对象的概念的形成和发展,这是对学校处理概念的教学困难进行研究的结果。支持这项研究的理论基础是唯物主义知识理论方法的贡献。具体地说,我们正在研究其在数学教学中的应用,特别是在欧几里得几何概念的形成和发展过程中的应用。然而,得出的要素对于处理任何数学分支中的概念都是至关重要的。对这一过程和影响其发展的因素的分析表明,在数学教育领域的研究活动中需要考虑一些基本要素。
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引用次数: 0
Language demands in undergraduate mathematics courses 本科数学课程的语言要求
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.29333/iejme/13904
M. Bratkovich, Jane Harvey, Katherine M. Hellmann, Kimberly A. Cooper
This study examines language demands in undergraduate university mathematics classes with a view to better preparing and supporting international and other culturally and linguistically diverse (CLD) students in the United States universities. We observed and analyzed the language demands of 13 entry-level mathematics classes across two large universities. Findings showed that mathematics instruction required extensive and varied listening skills requiring students to listen to long and uninterrupted stretches of sometimes fast paced speech. Technical vocabulary contributed to the language demands, but instructors used both academic and colloquial varieties of language in instruction, interweaving mathematical nouns with phrasal verbs to explain mathematical processes. We suggest a greater focus on development of academic listening skills in English language classes as well as potential collaboration with mathematics campus resources and faculty for additional student support for preparing CLD students for potential future discourse practices.
本研究探讨了大学本科数学课的语言需求,以期更好地培养和支持美国大学中的国际学生和其他文化与语言多元化(CLD)学生。我们观察并分析了两所大型大学 13 门入门级数学课的语言要求。研究结果表明,数学教学需要学生掌握广泛而多样的听力技能,要求他们长时间、不间断地聆听有时节奏很快的讲话。技术词汇对语言的要求较高,但教师在教学中同时使用学术语言和口语,将数学名词与短语动词交织在一起解释数学过程。我们建议在英语课堂上更加注重培养学生的学术听力技能,并与数学校园资源和教师开展潜在合作,为中文科学生提供额外的学生支持,帮助他们为未来可能的话语实践做好准备。
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引用次数: 0
Online game-based learning in mathematics education among Generation Z: A systematic review Z 世代数学教育中的在线游戏式学习:系统性综述
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.29333/iejme/14024
Riyan Hidayat, Tay Ying Qi, Putri Nur’afrina Binti Tajul Ariffin, Mohamad Hafizullah Bin Mohd Hadzri, Lin Mei Chin, Jacqueline Lee Xuan Ning, Nurihan Nasir
In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.
在当代教育中,基于游戏的学习(GBL)已成为一种令人着迷的教学方法,应用于包括数学在内的各个学科。在线 GBL 在数学教育中的应用,是数学教育工作者在教学过程中可以采用的一种教学活动,可以提高学生的学习成绩。本研究的主要目标是考察近期针对Z世代群体的数学教育中使用在线GBL的研究成果。为实现这一目标,我们进行了系统性回顾(SR),以调查所使用的在线游戏类型,分析以往的研究方法,并探索与数学教育相关的、符合 Z 世代需求的教育背景。研究人员从三个数据库(Science Direct、Scopus 和 Springer)中收集了相关文章。根据预先确定的资格标准,对全文文章进行了细致的评估。审查发现了许多适合数学教育的在线游戏,包括增强现实(Augmented Reality)、数字探究游戏(Digital Inquiry Game)、E-Rebuild、数学岛游戏(Math-Island Game)、NanoRoboMath、Quizizz 和 Wuzzit Trouble。将网络游戏纳入数学教育具有诸多优势。
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引用次数: 0
Flipped dialogic learning method with ChatGPT: A case study 使用 ChatGPT 的翻转式对话学习法:案例研究
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.29333/iejme/14025
Nataliya Hristova Pavlova
This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access to the platforms, the lack of stress and stimulating the research qualities of students when searching for specific information or stimulating the system to make mistakes. The ability to ask the right leading questions and to detect the gaps of the “interlocutor” are important competencies applicable in dealing with life’s problems.
本文介绍了一个案例研究和翻转经典对话学习法的想法。文章展示了使用 ChatGPT 在对话式教学法中激发学生积极作用的一些可能性。文章还介绍了对接受数学和信息学教师培训的学生在人工智能(AI)工作中的观察数据。提出了在学生教育中应用翻转对话的模式。给出了一个对话实例。研究得出结论,利用人工智能进行翻转对话学习的主要优势在于:易于使用平台、没有压力,以及在搜索特定信息或刺激系统出错时激发学生的研究素质。提出正确的引导性问题和发现 "对话者 "的不足之处是处理生活问题的重要能力。
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引用次数: 0
Measuring students’ conceptual understanding of real functions: A Rasch model analysis 衡量学生对实变函数概念的理解:Rasch 模型分析
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.29333/iejme/13942
Anela Hrnjičić, Adis Alihodžić
Understanding the concepts related to real function is essential in learning mathematics. To determine how students understand these concepts, it is necessary to have an appropriate measurement tool. In this paper, we have created a web application using 32 items from conceptual understanding of real functions (CURF) item bank. We conducted a psychometric analysis using Rasch model on 207 first-year students. The analysis showed that CURF is a dependable and valid instrument for measuring students’ CURF. The test is uni-dimensional; all items are consistent with the construct and have excellent item fit statistics. The results indicate that the items are independent of each other and unbiased towards the gender and high school background of the students.
理解与实变函数有关的概念对数学学习至关重要。要确定学生是如何理解这些概念的,就必须有一个合适的测量工具。在本文中,我们使用实函数概念理解(CURF)题库中的 32 个项目创建了一个网络应用程序。我们使用 Rasch 模型对 207 名一年级学生进行了心理测量分析。分析结果表明,CURF 是测量学生 CURF 的可靠而有效的工具。该测验是单维度的;所有项目都与建构相一致,并具有出色的项目拟合统计量。结果表明,各项目相互独立,与学生的性别和高中背景无偏见。
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引用次数: 0
Real objects as a reason for mathematical reasoning – A comparison of different task settings 真实对象作为数学推理的理由-不同任务设置的比较
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-05 DOI: 10.29333/iejme/13859
Simone Jablonski
In this article, the goal is to describe students’ mathematical reasoning in the context of different settings of problem-solving tasks. The core of the tasks are real objects, which are presented to the students with the help of photos, a 3D model or in the environment itself. With reference to the experiential learning theory and relations to problem-solving and modelling, theoretical potentials for mathematical reasoning emerge. In a qualitative study with 19 secondary school students these are empirically tested. The evaluation of the video recordings of the students’ solution processes are coded with the help of qualitative content analysis, among others with references to problem-solving and linguistic categories of conclusive speech acts. The results show that mathematical reasoning can be observed especially in the work with photos and that the work with real objects generally evokes reasoning activities in the area of planning and exploration of strategies.
在这篇文章中,目标是描述学生的数学推理在不同设置的问题解决任务的背景下。任务的核心是真实的物体,这些物体通过照片、3D模型或环境本身呈现给学生。参考经验学习理论和问题解决和建模的关系,数学推理的理论潜力出现了。在一项针对19名中学生的定性研究中,对这些进行了实证检验。在定性内容分析的帮助下,对学生解决问题过程的录像的评价进行编码,其中包括参考解决问题和结论性言语行为的语言类别。结果表明,数学推理在与照片相关的工作中表现得尤为明显,而与实物相关的工作通常会引发计划和策略探索领域的推理活动。
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引用次数: 0
Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy 大学生数学早期教学经历的影响:教师预备招聘策略
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-05 DOI: 10.29333/iejme/13860
Jessica A. de la Cruz, Samantha E. Goldman
Declining enrollments in teacher preparation programs across the United States signal a critical need for institutions of higher education to consider innovative recruitment initiatives. This pilot study investigates a novel approach to recruiting undergraduates into a teacher preparation program. Nine participants, mostly first-year college students, engaged in a year-long experiential learning program. The program provided participants with an early teaching experience in a classroom-like setting by engaging them in the collaborative development, planning, and teaching of mathematics in a summer camp for high school students. Data were collected throughout the year on their: planned major, attitudes towards mathematics and mathematics education, mathematics teaching self-efficacy, and perceptions of the program. Results showed the program was successful at improving attitudes, increasing self-efficacy, and stimulating reflection on a potential career as a mathematics teacher. Participants also shared positive impressions of the experience. Implications for research and future practice are discussed.
美国各地教师培训项目的注册人数不断下降,这表明高等教育机构迫切需要考虑创新的招聘举措。本初步研究探讨了一种招募本科生进入教师预备课程的新方法。九名参与者,大多是一年级大学生,参加了为期一年的体验式学习计划。该项目为参与者提供了在类似课堂的环境下的早期教学经验,让他们参与高中学生夏令营数学的合作发展、规划和教学。数据是全年收集的:他们的计划专业,对数学和数学教育的态度,数学教学自我效能感,以及对该计划的看法。结果表明,该项目在改善态度、提高自我效能和激发对未来数学教师职业的思考方面取得了成功。与会者还分享了这次经历的积极印象。讨论了研究和未来实践的意义。
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引用次数: 0
Changes in students’ mental constructions of function transformations through the APOS framework APOS框架下学生功能转换心理结构的变化
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.29333/iejme/13515
Melike Yiğit Koyunkaya, Burcak Boz-Yaman
This study aims to examine the changes in students’ mental constructions of function transformation based on the designed activities, classroom discussions, exercises (ACE) teaching cycle in the light of the action, process, object, schema (APOS) theoretical framework. The study was conducted by seven volunteer students who were enrolled in mathematics teacher education program. The data consisted of video records of the designed teaching sessions, students’ worksheets and the researcher’s field notes. The results indicated that ACE teaching cycle was effective in developing students’ mental constructions of function transformation through sequential activities. Even though all the students initially did not reveal evidence for sufficient theoretical or practical knowledge on function transformation, which was evidence of their action level, through the process, it became evident that all the students provided evidence regarding at least their process level of function transformations. Some of the students also showed evidence related to their object levels of function transformations.
本研究旨在以动作、过程、对象、图式(APOS)为理论框架,探讨基于设计活动、课堂讨论、练习(ACE)教学周期的学生功能转换心理建构的变化。这项研究是由7名参加数学教师教育项目的学生志愿者进行的。这些数据包括设计教学课程的视频记录、学生的工作表和研究人员的现场笔记。结果表明,ACE教学周期能有效地培养学生通过顺序活动进行功能转换的心理建构。尽管所有的学生最初都没有提供足够的关于功能转换的理论或实践知识的证据,这是他们的行动水平的证据,但通过这个过程,很明显所有的学生都提供了至少关于他们的功能转换过程水平的证据。一些学生还展示了与他们的函数转换的对象级别相关的证据。
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引用次数: 0
Development and validation of mathematics persistence scale for secondary school students 中学生数学坚持量表的编制与验证
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.29333/iejme/13742
Sunday Ogbu, Felicia Chinyere Ugwu
The study focused on development and validation of the mathematics persistence scale (MPS) for measuring secondary school students’ persistence in learning mathematics. The study employed a descriptive survey design. Three research questions guided the study. The population of the study comprised 13,516 students distributed in 59 public secondary schools in Nsukka Education Zone, Enugu State, Nigeria. A multi-stage sampling procedure was used in selecting a sample size of 1,378 secondary school mathematics students used for the study. In the development of MPS, 85 items were first constructed and subjected to face validity. After face validation, eight items were deleted in line with the recommendations and suggestions of the validators. The remaining 77 items were further subjected to exploratory factor analysis using statistical package for the social science version 25. 28 factorial pure items, that loaded into four salient factors (persistence in classroom mathematics exercise, persistence in mathematics take home assignments, persistence in a group mathematics tasks, and persistence in mathematics examination) emerged from the analysis. Confirmatory factor analysis of four factors using lavaan and semPlot packages indicated a harmony between four factor model and the data. The internal consistency coefficients of four factors ranges from 0.78 to 0.92.
本研究旨在开发并验证用于测量中学生数学学习坚持度的数学坚持度量表(MPS)。本研究采用描述性调查设计。三个研究问题指导了这项研究。研究对象包括分布在尼日利亚埃努古州恩苏卡教育区的59所公立中学的13 516名学生。采用多阶段抽样方法,选取1378名中学数学学生作为研究样本。在MPS的开发过程中,首先构建了85个项目并进行了面效度测试。经过人脸验证后,根据验证者的推荐和建议,删除8个项目。其余77个项目进一步进行探索性因素分析,使用统计软件包的社会科学版本25。28个阶乘纯项,加载为4个显著因素(坚持课堂数学练习,坚持数学家庭作业,坚持小组数学任务,坚持数学考试)从分析中脱颖而出。采用lavaan和semployet包对四因素进行验证性因子分析,结果表明四因素模型与数据基本一致。4个因素的内部一致性系数范围为0.78 ~ 0.92。
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引用次数: 0
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International Electronic Journal of Mathematics Education
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