Pub Date : 2021-07-03DOI: 10.1080/19477503.2021.1963145
Maryam Zolfaghari, C. K. Austin, K. Kosko
ABSTRACT The quality of teachers’ mathematical knowledge for teaching (MKT) is critical for effective teaching and mathematical learning of students. However, most efforts on measuring MKT tend to focus on teachers’ content knowledge (CK), with less attention to teachers’ pedagogical content knowledge for teaching (PCK). This study reports on our initial efforts to develop and pilot a measure for assessing teachers’ PCK for fractions. Analysis of cognitive interviews from two expert teachers combined with Rasch modeling of 85 pre-service and in-service teachers was conducted to examine validity evidence for the PCK-Fractions measure. Results provide useful validity evidence for the initial validity argument of the measure. Namely, evidence suggests differences between pre-service (PSTs) and in-service teachers’ (ISTs) scores based on their professional level (junior PSTs, senior PSTs, & ISTs). Implications of this and additional validity evidence suggest a measure useful for assessing the effect of teacher education and professional experience initiatives, as well as indicators for revising this initial measure.
{"title":"Exploring Teachers' Pedagogical Content Knowledge of Teaching Fractions","authors":"Maryam Zolfaghari, C. K. Austin, K. Kosko","doi":"10.1080/19477503.2021.1963145","DOIUrl":"https://doi.org/10.1080/19477503.2021.1963145","url":null,"abstract":"ABSTRACT The quality of teachers’ mathematical knowledge for teaching (MKT) is critical for effective teaching and mathematical learning of students. However, most efforts on measuring MKT tend to focus on teachers’ content knowledge (CK), with less attention to teachers’ pedagogical content knowledge for teaching (PCK). This study reports on our initial efforts to develop and pilot a measure for assessing teachers’ PCK for fractions. Analysis of cognitive interviews from two expert teachers combined with Rasch modeling of 85 pre-service and in-service teachers was conducted to examine validity evidence for the PCK-Fractions measure. Results provide useful validity evidence for the initial validity argument of the measure. Namely, evidence suggests differences between pre-service (PSTs) and in-service teachers’ (ISTs) scores based on their professional level (junior PSTs, senior PSTs, & ISTs). Implications of this and additional validity evidence suggest a measure useful for assessing the effect of teacher education and professional experience initiatives, as well as indicators for revising this initial measure.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"230 - 248"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44346634","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}
Pub Date : 2021-06-24DOI: 10.1080/19477503.2021.1926194
Shuyan Sun, N. Else-Quest, L. Hodges, Allison M. French, Rebecca Dowling
ABSTRACT As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
{"title":"The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis","authors":"Shuyan Sun, N. Else-Quest, L. Hodges, Allison M. French, Rebecca Dowling","doi":"10.1080/19477503.2021.1926194","DOIUrl":"https://doi.org/10.1080/19477503.2021.1926194","url":null,"abstract":"ABSTRACT As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"182 - 196"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1926194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154106","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}
Pub Date : 2021-06-20DOI: 10.1080/19477503.2021.1936987
Reuben S. Asempapa, Aishwarya Sastry
ABSTRACT Mathematical modeling has been recognized and highlighted in most standards and reports as an important concept to the teaching and learning of mathematics. The study investigated 208 PK–8 preservice teachers’ (PSTs’) familiarity and experiences with mathematical modeling. The study adopted a survey-design perspective to collect data from 10 universities in a mid-western state in the United States of America (U.S.). Data collected were analyzed using both quantitative and qualitative methods. Results from the study indicated that PSTs were familiar with some outcomes related to mathematical modeling practices. However, their familiarity and experiences seem limited, and their perception of mathematical modeling practices were traditional in nature. Most of the PSTs had misconceived definitions regarding mathematical modeling and confused mathematical modeling with model mathematics. Furthermore, most PSTs reported they had no formal exposure or training in practices associated with mathematical modeling during their teacher preparation program. The findings suggest that infusing modeling courses or modules in existing methods or content courses in teacher education programs can be an effective way to elevate PSTs from unfamiliarity of mathematical modeling practices and standards These results along with a supplemental discussion have implications for teacher preparation programs and researchers centered on mathematical modeling education.
{"title":"Examining Preservice Teachers' Familiarity and Experiences with Mathematical Modeling Practices","authors":"Reuben S. Asempapa, Aishwarya Sastry","doi":"10.1080/19477503.2021.1936987","DOIUrl":"https://doi.org/10.1080/19477503.2021.1936987","url":null,"abstract":"ABSTRACT Mathematical modeling has been recognized and highlighted in most standards and reports as an important concept to the teaching and learning of mathematics. The study investigated 208 PK–8 preservice teachers’ (PSTs’) familiarity and experiences with mathematical modeling. The study adopted a survey-design perspective to collect data from 10 universities in a mid-western state in the United States of America (U.S.). Data collected were analyzed using both quantitative and qualitative methods. Results from the study indicated that PSTs were familiar with some outcomes related to mathematical modeling practices. However, their familiarity and experiences seem limited, and their perception of mathematical modeling practices were traditional in nature. Most of the PSTs had misconceived definitions regarding mathematical modeling and confused mathematical modeling with model mathematics. Furthermore, most PSTs reported they had no formal exposure or training in practices associated with mathematical modeling during their teacher preparation program. The findings suggest that infusing modeling courses or modules in existing methods or content courses in teacher education programs can be an effective way to elevate PSTs from unfamiliarity of mathematical modeling practices and standards These results along with a supplemental discussion have implications for teacher preparation programs and researchers centered on mathematical modeling education.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"214 - 229"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1936987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47036597","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}
Pub Date : 2021-06-20DOI: 10.1080/19477503.2021.1938870
R. Berry
ABSTRACT This paper uses a hybrid policy analysis lens primarily informed by the work of Derrick Bell to make the case that policies and reforms in mathematics education were not designed to address the needs of historically excluded learners; instead, these policies and reforms are often designed and enacted to protect the economic, technological, and social interests of those in power. The paper offers contrasting narratives between policy intentions and policy enactment, highlighting how the language of mathematics education policies enacted by educational professionals marginalized learners within their cultures, families, and communities.
{"title":"2021 Founders Lecture: Examining Mathematics Education Reforms’ Impact on Historically Excluded Learners","authors":"R. Berry","doi":"10.1080/19477503.2021.1938870","DOIUrl":"https://doi.org/10.1080/19477503.2021.1938870","url":null,"abstract":"ABSTRACT This paper uses a hybrid policy analysis lens primarily informed by the work of Derrick Bell to make the case that policies and reforms in mathematics education were not designed to address the needs of historically excluded learners; instead, these policies and reforms are often designed and enacted to protect the economic, technological, and social interests of those in power. The paper offers contrasting narratives between policy intentions and policy enactment, highlighting how the language of mathematics education policies enacted by educational professionals marginalized learners within their cultures, families, and communities.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"153 - 166"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1938870","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43101972","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}
Pub Date : 2021-04-29DOI: 10.1080/19477503.2021.1913382
L. Masterson, M. Koch
ABSTRACT In this study, we consider the experiences of a professional learning community (PLC) who focused on fostering growth mindset to improve learning in a lower-stream grade 9 mathematics course. Using a sociocultural theoretical lens and drawing on data from a two-year case study, we summarize the ways that PLC members fostered growth mindset and then more deeply explore the obstacles they encountered. Participants found that shifting from a fixed mindset to a growth mindset required changes to the ways they taught mathematics. Even with these changes, shifting mindsets about mathematics learning proved more challenging than they expected. PLC members shared the view that the process was impeded by: students’ ingrained fixed mindsets, views of mathematics as a right or wrong subject, assessment practices focused on grading, the need to overcome their own fixed mindsets, and the streamed nature of the course. Through sustained collaboration, they found ways to begin to address these obstacles, with the notable exception of streaming. This study provides evidence of the ways streaming can inhibit the efficacy of a growth mindset initiative and offers suggestions for teachers, schools, and divisions planning to implement a growth mindset initiative to improve mathematics learning in similar contexts.
{"title":"Obstacles to Promoting Growth Mindset in a Streamed Mathematics Course: “It’s like Confirming They Can’t Make the Cut”","authors":"L. Masterson, M. Koch","doi":"10.1080/19477503.2021.1913382","DOIUrl":"https://doi.org/10.1080/19477503.2021.1913382","url":null,"abstract":"ABSTRACT In this study, we consider the experiences of a professional learning community (PLC) who focused on fostering growth mindset to improve learning in a lower-stream grade 9 mathematics course. Using a sociocultural theoretical lens and drawing on data from a two-year case study, we summarize the ways that PLC members fostered growth mindset and then more deeply explore the obstacles they encountered. Participants found that shifting from a fixed mindset to a growth mindset required changes to the ways they taught mathematics. Even with these changes, shifting mindsets about mathematics learning proved more challenging than they expected. PLC members shared the view that the process was impeded by: students’ ingrained fixed mindsets, views of mathematics as a right or wrong subject, assessment practices focused on grading, the need to overcome their own fixed mindsets, and the streamed nature of the course. Through sustained collaboration, they found ways to begin to address these obstacles, with the notable exception of streaming. This study provides evidence of the ways streaming can inhibit the efficacy of a growth mindset initiative and offers suggestions for teachers, schools, and divisions planning to implement a growth mindset initiative to improve mathematics learning in similar contexts.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"167 - 181"},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1913382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44788922","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}
Pub Date : 2021-04-06DOI: 10.1080/19477503.2021.1906041
Carolyn Mitten, Zachary K. Collier, Walter L. Leite
ABSTRACT Adoption of online resources to support instruction and student performance has amplified with technological advances and increased standards for mathematics education. Because teachers play a critical role in the adoption of technology, analysis of data pertaining to how and why teachers utilize online resources is needed to optimize the design and implementation of similar tools. The present study explores how Algebra Nation (AN), an online resource aligned with an Algebra I statewide exam, was utilized by teachers and what usage components influenced student achievement. A survey of teacher use was conducted and analysis implies that online resources should provide multiple incorporation methods including supplementation, assessment, and remediation. Results suggest that teacher logins, trainings, and workbook usage contribute to increased passing rates.
{"title":"Online Resources for Mathematics: Exploring the Relationship between Teacher Use and Student Performance","authors":"Carolyn Mitten, Zachary K. Collier, Walter L. Leite","doi":"10.1080/19477503.2021.1906041","DOIUrl":"https://doi.org/10.1080/19477503.2021.1906041","url":null,"abstract":"ABSTRACT Adoption of online resources to support instruction and student performance has amplified with technological advances and increased standards for mathematics education. Because teachers play a critical role in the adoption of technology, analysis of data pertaining to how and why teachers utilize online resources is needed to optimize the design and implementation of similar tools. The present study explores how Algebra Nation (AN), an online resource aligned with an Algebra I statewide exam, was utilized by teachers and what usage components influenced student achievement. A survey of teacher use was conducted and analysis implies that online resources should provide multiple incorporation methods including supplementation, assessment, and remediation. Results suggest that teacher logins, trainings, and workbook usage contribute to increased passing rates.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"249 - 266"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1906041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818249","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}
Pub Date : 2021-04-03DOI: 10.1080/19477503.2021.1884446
Karen Zwanch, Brooke Mullins, Nicholas Fortune, K. Keene
ABSTRACT Students’ perceptions of the mathematics classroom environment have been linked to both cognitive and affective outcomes, as has inquiry-oriented instruction (IOI). The purpose of this mixed methods study is to determine what undergraduate students’ perceptions of inquiry-oriented differential equations are, and the extent to which their perceptions are related to their academic achievement. The results are framed using motivational theory. Results are that students’ perceptions of IOI fit within four themes: Engaging with Math and Each Other, Less to Know, Feelings of Frustration, and Resistance to IOI. Furthermore, a linear mixed model indicated that students with positive and neutral perceptions of IOI are predicted to score approximately 10% higher on the end of course assessment than are their peers with negative perceptions of IOI. Qualitative and quantitative results are linked by expectancy-value theory, which leads to the conclusion that students who perceive of IOI as useful to their learning and who perceive that they can be successful in IOI have significantly higher achievement in an undergraduate mathematics course.
{"title":"Situating Students’ Achievement and Perceptions of Inquiry-Oriented Instruction within Their Motivational Beliefs: A Mixed Methods Study","authors":"Karen Zwanch, Brooke Mullins, Nicholas Fortune, K. Keene","doi":"10.1080/19477503.2021.1884446","DOIUrl":"https://doi.org/10.1080/19477503.2021.1884446","url":null,"abstract":"ABSTRACT Students’ perceptions of the mathematics classroom environment have been linked to both cognitive and affective outcomes, as has inquiry-oriented instruction (IOI). The purpose of this mixed methods study is to determine what undergraduate students’ perceptions of inquiry-oriented differential equations are, and the extent to which their perceptions are related to their academic achievement. The results are framed using motivational theory. Results are that students’ perceptions of IOI fit within four themes: Engaging with Math and Each Other, Less to Know, Feelings of Frustration, and Resistance to IOI. Furthermore, a linear mixed model indicated that students with positive and neutral perceptions of IOI are predicted to score approximately 10% higher on the end of course assessment than are their peers with negative perceptions of IOI. Qualitative and quantitative results are linked by expectancy-value theory, which leads to the conclusion that students who perceive of IOI as useful to their learning and who perceive that they can be successful in IOI have significantly higher achievement in an undergraduate mathematics course.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"141 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1884446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46493618","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}
Pub Date : 2021-01-02DOI: 10.1080/19477503.2021.1885124
Megan Che, Carlos Gomez, Dennis Kombe
This special issue started as a conversation among colleagues wanting to create a bigger space for challenging conversations on equity and social justice. We sought the opportunity to guest edit this issue in order to create a platform for work that fosters and encourages new ways of investigating the intersections of social justice, mathematics education, and equity. We already had notions of our colleagues’ bravery in pushing boundaries, but never did we imagine the incredible work being done. The pieces in this special issue conceptualize, in different ways, the racialized identities of students and teachers, and we feel this strong focus has helped us achieve our goal. We recognize, however, the political responsibility of being editors for a special issue bestowed on us. There were many difficult decisions about whose voice to include and whose to exclude, what qualifies as high quality and why are those the criteria we are using, and how do we demonstrate the range of research related to social justice. Many conversations were needed to determine the voices that needed to be elevated through this platform we graciously were provided by the editorial team of Investigations in Mathematics Learning. We are proud of the work in this issue and all those who contributed to it, including the reviewers, authors, all who submitted proposals, and the editors of IML. As both a beginning and an end of this editorial process, we feel a responsibility to articulate the ways we make sense of interrelationships among concepts, processes, and aims relevant to social justice, so we offer the following frame. For us, social justice lives more as an adjective than a noun – it is a phrase delineating a particular way of being/becoming rather than an object denoting a static entity. The attribute of “socially just” represents one of many potential ways of being/becoming and, thus, is far from inevitable. For us, drawing on Bell’s (2016) formulation, being socially just means the context and conditions for the topic under consideration (e.g., a society, a classroom action) are such that each person can become their full selves and can participate wholly in mutually beneficial social processes. Being/becoming socially just, then, implies both a set of initial conditions as well as (in)tangible results or lived experiences. One requisite precondition, of the set of initial conditions for being socially just, is equity, which we see as a state of being in which every person, particularly those who have been historically marginalized, has access to what they require in order to meaningfully engage in these processes of forming socially just contexts. Specifically, in action, for us, being/becoming socially just entails:
{"title":"Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning","authors":"Megan Che, Carlos Gomez, Dennis Kombe","doi":"10.1080/19477503.2021.1885124","DOIUrl":"https://doi.org/10.1080/19477503.2021.1885124","url":null,"abstract":"This special issue started as a conversation among colleagues wanting to create a bigger space for challenging conversations on equity and social justice. We sought the opportunity to guest edit this issue in order to create a platform for work that fosters and encourages new ways of investigating the intersections of social justice, mathematics education, and equity. We already had notions of our colleagues’ bravery in pushing boundaries, but never did we imagine the incredible work being done. The pieces in this special issue conceptualize, in different ways, the racialized identities of students and teachers, and we feel this strong focus has helped us achieve our goal. We recognize, however, the political responsibility of being editors for a special issue bestowed on us. There were many difficult decisions about whose voice to include and whose to exclude, what qualifies as high quality and why are those the criteria we are using, and how do we demonstrate the range of research related to social justice. Many conversations were needed to determine the voices that needed to be elevated through this platform we graciously were provided by the editorial team of Investigations in Mathematics Learning. We are proud of the work in this issue and all those who contributed to it, including the reviewers, authors, all who submitted proposals, and the editors of IML. As both a beginning and an end of this editorial process, we feel a responsibility to articulate the ways we make sense of interrelationships among concepts, processes, and aims relevant to social justice, so we offer the following frame. For us, social justice lives more as an adjective than a noun – it is a phrase delineating a particular way of being/becoming rather than an object denoting a static entity. The attribute of “socially just” represents one of many potential ways of being/becoming and, thus, is far from inevitable. For us, drawing on Bell’s (2016) formulation, being socially just means the context and conditions for the topic under consideration (e.g., a society, a classroom action) are such that each person can become their full selves and can participate wholly in mutually beneficial social processes. Being/becoming socially just, then, implies both a set of initial conditions as well as (in)tangible results or lived experiences. One requisite precondition, of the set of initial conditions for being socially just, is equity, which we see as a state of being in which every person, particularly those who have been historically marginalized, has access to what they require in order to meaningfully engage in these processes of forming socially just contexts. Specifically, in action, for us, being/becoming socially just entails:","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2021.1885124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45637693","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}
Pub Date : 2020-12-20DOI: 10.1080/19477503.2020.1865029
Angela T. Barlow, Jeffrey D. Pair, Kristin S. Hartland, Teresa A. Schmidt, A. M. Kassaee, Cicely A. Woodard
Graduate School, University of Central Arkansas, Conway, Arkansas; Mathematics and Statistics Department, California State University Long Beach, Long Beach, California; Department of Mathematical Sciences, University of Alabama in Huntsville, Huntsville, Alabama; University Studies, Middle Tennessee State University, Murfreesboro, Tennessee; Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, Tennessee; Freedom Middle School, Franklin, Tennessee
{"title":"Supporting the Development of Mathematics Teacher Educators through Lesson Study","authors":"Angela T. Barlow, Jeffrey D. Pair, Kristin S. Hartland, Teresa A. Schmidt, A. M. Kassaee, Cicely A. Woodard","doi":"10.1080/19477503.2020.1865029","DOIUrl":"https://doi.org/10.1080/19477503.2020.1865029","url":null,"abstract":"Graduate School, University of Central Arkansas, Conway, Arkansas; Mathematics and Statistics Department, California State University Long Beach, Long Beach, California; Department of Mathematical Sciences, University of Alabama in Huntsville, Huntsville, Alabama; University Studies, Middle Tennessee State University, Murfreesboro, Tennessee; Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, Tennessee; Freedom Middle School, Franklin, Tennessee","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"125 - 140"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1865029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49196688","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}
Pub Date : 2020-12-01DOI: 10.1080/19477503.2020.1841501
Lukas Baumanns, Benjamin Rott
ABSTRACT In research on mathematical problem posing, a broad spectrum of different situations is used to induce the activity of posing problems. This review aims at characterizing these so-called problem-posing situations by conducting three consecutive analyses: (1) By analyzing the openness of potential problem-posing situations, the concept of “mathematical posing” is concretized. (2) The problem-posing situations are assigned to the categories free, semi-structured, and structured by Stoyanova and Ellerton to illustrate the distribution of situations used in research. (3) Finally, the initial problems of the structured problem-posing situations are analyzed with regard to whether they are routine or non-routine problems. These analyses are conducted on 271 potential problem-posing situations from 241 systematically gathered articles on problem posing. The purpose of this review is to provide a framework for the identification of differences between problem-posing situations.
{"title":"Rethinking Problem-Posing Situations: A Review","authors":"Lukas Baumanns, Benjamin Rott","doi":"10.1080/19477503.2020.1841501","DOIUrl":"https://doi.org/10.1080/19477503.2020.1841501","url":null,"abstract":"ABSTRACT In research on mathematical problem posing, a broad spectrum of different situations is used to induce the activity of posing problems. This review aims at characterizing these so-called problem-posing situations by conducting three consecutive analyses: (1) By analyzing the openness of potential problem-posing situations, the concept of “mathematical posing” is concretized. (2) The problem-posing situations are assigned to the categories free, semi-structured, and structured by Stoyanova and Ellerton to illustrate the distribution of situations used in research. (3) Finally, the initial problems of the structured problem-posing situations are analyzed with regard to whether they are routine or non-routine problems. These analyses are conducted on 271 potential problem-posing situations from 241 systematically gathered articles on problem posing. The purpose of this review is to provide a framework for the identification of differences between problem-posing situations.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"59 - 76"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1841501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45322653","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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