{"title":"A multi-faceted framework for identifying students’ understanding of the generality requirement of proof","authors":"Kimberly A. Conner","doi":"10.29333/iejme/12270","DOIUrl":"https://doi.org/10.29333/iejme/12270","url":null,"abstract":"","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"27 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83336544","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}
{"title":"Exploring Calculus I students’ performance between varying course times among other predictive variables","authors":"Z. Hurdle, Enes Akbuga, Paul Schrader","doi":"10.29333/iejme/12234","DOIUrl":"https://doi.org/10.29333/iejme/12234","url":null,"abstract":"","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"66 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73395649","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}
Background. This article describes the redesign, implementation, and students’ experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students’ experiences of relational equity, “the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning.” Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students’ responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995;Emerson et al., 2011;Miles et al., 2019). Findings: The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching. Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.
{"title":"Relational equity: Adapting an elementary mathematics teaching methods course to online contexts","authors":"Jennifer L. Ruef, Reid Shepard","doi":"10.29333/iejme/12224","DOIUrl":"https://doi.org/10.29333/iejme/12224","url":null,"abstract":"Background. This article describes the redesign, implementation, and students’ experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students’ experiences of relational equity, “the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning.” Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students’ responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995;Emerson et al., 2011;Miles et al., 2019). Findings: The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching. Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"189 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79688515","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}
{"title":"Description of the activated mathematical knowledge of the triangle concept in three empirical contexts","authors":"F. Pielsticker","doi":"10.29333/iejme/12170","DOIUrl":"https://doi.org/10.29333/iejme/12170","url":null,"abstract":"","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"246 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79107677","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}
The primary goal of this paper is to obtain Hadamard type integral inequalities for a general fractional integral operator. New upper bounds of Hadamard type for a class of m -convex functions are gained with the help of the ω -Riemann-Liouville integral operator. For some special cases, the effectiveness of the procured results are demonstrated by obtaining some particular inequalities.
{"title":"Integral inequalities via general form of Riemann-Liouville fractional integrals","authors":"Ebru Y¨uksel, Erhan Deniz, A. Akdemir","doi":"10.47443/ejm.2022.011","DOIUrl":"https://doi.org/10.47443/ejm.2022.011","url":null,"abstract":"The primary goal of this paper is to obtain Hadamard type integral inequalities for a general fractional integral operator. New upper bounds of Hadamard type for a class of m -convex functions are gained with the help of the ω -Riemann-Liouville integral operator. For some special cases, the effectiveness of the procured results are demonstrated by obtaining some particular inequalities.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"62 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73371728","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}
{"title":"Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework","authors":"Samah Gamal Ahmed Elbehary","doi":"10.29333/iejme/12145","DOIUrl":"https://doi.org/10.29333/iejme/12145","url":null,"abstract":"","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"2012 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87879320","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}
{"title":"The impact of prerequisites for undergraduate calculus I performance","authors":"Z. Hurdle, Wiktor J. Mogilski","doi":"10.29333/iejme/12146","DOIUrl":"https://doi.org/10.29333/iejme/12146","url":null,"abstract":"ABSTRACT","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79731300","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}
R. Hidayat, M. Mohamed, Nurain Nabilah binti Suhaizi, Norhafiza binti Mat Sabri, Muhamad Khairul Hakim bin Mahmud, Siti Khadijah Binti Baharuddin
ABSTRACT
摘要
{"title":"Artificial intelligence in mathematics education: A systematic literature review","authors":"R. Hidayat, M. Mohamed, Nurain Nabilah binti Suhaizi, Norhafiza binti Mat Sabri, Muhamad Khairul Hakim bin Mahmud, Siti Khadijah Binti Baharuddin","doi":"10.29333/iejme/12132","DOIUrl":"https://doi.org/10.29333/iejme/12132","url":null,"abstract":"ABSTRACT","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"7 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72480005","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}
For a connected graph G , the reciprocal degree distance is defined as RDD ( G ) = (cid:80) u,v ∈ V ( G ) (cid:0) d G ( u ) + d G ( v ) (cid:1)(cid:0) 2 d G ( u, v ) (cid:1) − 1 , where d G ( u ) denotes the degree of a vertex u in G and d G ( u, v ) represents the distance between the vertices u and v in G . In this paper, upper bounds for the reciprocal degree distance of graphs, arising from four operations introduced by Eliasi and Taeri in [ Discrete Appl. Math. 157 (2009) 794–803], are provided.
连通图G,互惠程度距离被定义为抽样(G) = (cid: 80) u, v v (G)∈(cid: 0) d G (u) + d G (v) (cid): 1) (cid: 0) 2 d G (u, v) (cid): 1)−1,在d G (u)表示一个顶点的度u G和d G (u, v)表示顶点之间的距离在G u和v。本文讨论了由Eliasi和Taeri在[离散应用]中引入的四种操作引起的图的倒易度距离的上界。数学。157(2009)794-803]，提供。
{"title":"Reciprocal Degree Distance of Eliasi-Taeri Sums of Graphs","authors":"K. Pattabiraman, M. Bhat","doi":"10.47443/ejm.2022.008","DOIUrl":"https://doi.org/10.47443/ejm.2022.008","url":null,"abstract":"For a connected graph G , the reciprocal degree distance is defined as RDD ( G ) = (cid:80) u,v ∈ V ( G ) (cid:0) d G ( u ) + d G ( v ) (cid:1)(cid:0) 2 d G ( u, v ) (cid:1) − 1 , where d G ( u ) denotes the degree of a vertex u in G and d G ( u, v ) represents the distance between the vertices u and v in G . In this paper, upper bounds for the reciprocal degree distance of graphs, arising from four operations introduced by Eliasi and Taeri in [ Discrete Appl. Math. 157 (2009) 794–803], are provided.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76650020","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}
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