Pub Date : 2021-08-31DOI: 10.29275/jerm.2021.31.3.321
Ngan Hoe Lee, June Lee, Z. Wong
{"title":"Preparing Students for the Fourth Industrial Revolution through Mathematical Learning: The Constructivist Learning Design","authors":"Ngan Hoe Lee, June Lee, Z. Wong","doi":"10.29275/jerm.2021.31.3.321","DOIUrl":"https://doi.org/10.29275/jerm.2021.31.3.321","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"18 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123210766","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 : 2021-08-31DOI: 10.29275/jerm.2021.31.3.277
Shu Zhang, Man Ching Esther Chan, David Clarke, Yiming Cao
{"title":"An Investigation of Student Participation in Collaborative Problem Solving in Mathematics: Positioning and Negotiation among Four Chinese Students","authors":"Shu Zhang, Man Ching Esther Chan, David Clarke, Yiming Cao","doi":"10.29275/jerm.2021.31.3.277","DOIUrl":"https://doi.org/10.29275/jerm.2021.31.3.277","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125312071","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 : 2021-08-31DOI: 10.29275/jerm.2021.31.3.357
Yuichiro Hattori, Hiroto Fukuda, T. Baba
The purpose of this study is to propose socio-critically open-ended problems (SCOEPs) as a novel theoretical framework for nurturing students’ critical mathematical literacy while respecting diverse values embedded in trans-scientific problems. First, we outline the socially open-ended problem─which is of current interest to Japanese researchers of critical mathematics education─and describe its nature and significance. Second, we derive issues from current research on social justice and ethics in mathematics education using a literature interpretive methodology and build a theoretical framework of SCOEPs to develop socially open-ended problems. We present several potential examples of classroom practices based on the SCOEPs framework that were implemented in Japanese schools to explore the impact of these questions on student’s engagement and thinking processes. We found evidence that the objectives of nurturing both social judgment skills within an ethical framework, as well as fostering mathematically and socially diverse solutions for authentic problems are integrated in SCOEPs. The framework can be described as the coexistence of the process of fostering social decision-making through mathematical thinking and the process of critically considering mathematical thinking to achieve social justice. This proposal has significant implications for the future directions of mathematics education in the 21st century.
{"title":"Development of Socio-Critically Open-Ended Problems for Critical Mathematical Literacy: A Japanese Case","authors":"Yuichiro Hattori, Hiroto Fukuda, T. Baba","doi":"10.29275/jerm.2021.31.3.357","DOIUrl":"https://doi.org/10.29275/jerm.2021.31.3.357","url":null,"abstract":"The purpose of this study is to propose socio-critically open-ended problems (SCOEPs) as a novel theoretical framework for nurturing students’ critical mathematical literacy while respecting diverse values embedded in trans-scientific problems. First, we outline the socially open-ended problem─which is of current interest to Japanese researchers of critical mathematics education─and describe its nature and significance. Second, we derive issues from current research on social justice and ethics in mathematics education using a literature interpretive methodology and build a theoretical framework of SCOEPs to develop socially open-ended problems. We present several potential examples of classroom practices based on the SCOEPs framework that were implemented in Japanese schools to explore the impact of these questions on student’s engagement and thinking processes. We found evidence that the objectives of nurturing both social judgment skills within an ethical framework, as well as fostering mathematically and socially diverse solutions for authentic problems are integrated in SCOEPs. The framework can be described as the coexistence of the process of fostering social decision-making through mathematical thinking and the process of critically considering mathematical thinking to achieve social justice. This proposal has significant implications for the future directions of mathematics education in the 21st century.","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125615908","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 : 2021-08-31DOI: 10.29275/jerm.2021.31.3.231
J. Pang, Jin Sunwoo
{"title":"Changes in Pre-service Teachers' Noticing Through an Elementary Mathematics Methods Course Combining Theory and Practice","authors":"J. Pang, Jin Sunwoo","doi":"10.29275/jerm.2021.31.3.231","DOIUrl":"https://doi.org/10.29275/jerm.2021.31.3.231","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130955098","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 : 2021-08-31DOI: 10.29275/jerm.2021.31.3.379
Z. Gooya, Soheila Gholamazad
{"title":"The Covid-19 Pandemic: A Challenge for Values in School Mathematics in Iran","authors":"Z. Gooya, Soheila Gholamazad","doi":"10.29275/jerm.2021.31.3.379","DOIUrl":"https://doi.org/10.29275/jerm.2021.31.3.379","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"236 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128621877","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 : 2020-11-30DOI: 10.29275/jerm.2020.11.30.4.733
Hyewon Chang
{"title":"A Study on the Method of Introducing Improper Fractions and Mixed Numbers Using Additions","authors":"Hyewon Chang","doi":"10.29275/jerm.2020.11.30.4.733","DOIUrl":"https://doi.org/10.29275/jerm.2020.11.30.4.733","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126269930","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 : 2020-08-31DOI: 10.29275/jerm.2020.08.sp.1.29
G. Ciccolini, G. Stylianides
This study reports on a classroom-based intervention that lasted eight lessons with the particular focus of exploring whether and how specific activities, strategies, and questions may promote an enquiring atmosphere in a mathematics classroom, i.e., a classroom environment in which students feel safe to investigate new mathematical ideas in order to produce, share, and test their conjectures in search for a proof. Although many researchers agree on the central role that conjectures and proofs should play in all students’ mathematical experiences, many students find it difficult to engage with conjecturing and proving. In this paper we argue that the classroom atmosphere has a crucial influence in helping students to overcome these difficulties and we focus our investigation on an English secondary mathematics classroom taught by the first author. Students’ responses to questionnaires, prompts, tasks, and interview questions were analysed in order to evaluate the impact of the intervention. The analysis suggests that specific activities, strategies, and questions can be used by teachers to facilitate an enquiring classroom atmosphere. However, for these to be effective, the teacher needs to explicitly teach students how to listen, question, and ponder in order to give students the tools to formulate conjectures and proofs.
{"title":"Teaching to Listen, Question, and Ponder: An Investigation into Promoting an Enquiring Atmosphere in a Mathematics Classroom","authors":"G. Ciccolini, G. Stylianides","doi":"10.29275/jerm.2020.08.sp.1.29","DOIUrl":"https://doi.org/10.29275/jerm.2020.08.sp.1.29","url":null,"abstract":"This study reports on a classroom-based intervention that lasted eight lessons with the particular focus of exploring whether and how specific activities, strategies, and questions may promote an enquiring atmosphere in a mathematics classroom, i.e., a classroom environment in which students feel safe to investigate new mathematical ideas in order to produce, share, and test their conjectures in search for a proof. Although many researchers agree on the central role that conjectures and proofs should play in all students’ mathematical experiences, many students find it difficult to engage with conjecturing and proving. In this paper we argue that the classroom atmosphere has a crucial influence in helping students to overcome these difficulties and we focus our investigation on an English secondary mathematics classroom taught by the first author. Students’ responses to questionnaires, prompts, tasks, and interview questions were analysed in order to evaluate the impact of the intervention. The analysis suggests that specific activities, strategies, and questions can be used by teachers to facilitate an enquiring classroom atmosphere. However, for these to be effective, the teacher needs to explicitly teach students how to listen, question, and ponder in order to give students the tools to formulate conjectures and proofs.","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122482588","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 : 2020-05-31DOI: 10.29275/jerm.2020.05.30.2.281
Jonghee Park, Soo Jin Lee
{"title":"Relationship Between Proportional Reasoning and Covariational Reasoning of 7th Grade Students","authors":"Jonghee Park, Soo Jin Lee","doi":"10.29275/jerm.2020.05.30.2.281","DOIUrl":"https://doi.org/10.29275/jerm.2020.05.30.2.281","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114581051","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 : 2020-05-31DOI: 10.29275/jerm.2020.05.30.2.177
Hyekyung Jung, Haemee Rim
{"title":"Analysis of the Korean PISA Survey Results in Mathematics Using the Anchoring Vignettes Method","authors":"Hyekyung Jung, Haemee Rim","doi":"10.29275/jerm.2020.05.30.2.177","DOIUrl":"https://doi.org/10.29275/jerm.2020.05.30.2.177","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133589449","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 : 2019-08-31DOI: 10.29275/jerm.2019.8.29.3.389
S. Choi-Koh
{"title":"The Correction Rate and The Reaction Time of Math Anxiety Groups and Math Achievement Groups through Visual Tasks of Arithmetic and Function","authors":"S. Choi-Koh","doi":"10.29275/jerm.2019.8.29.3.389","DOIUrl":"https://doi.org/10.29275/jerm.2019.8.29.3.389","url":null,"abstract":"","PeriodicalId":410079,"journal":{"name":"Journal of Educational Research in Mathematics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134240545","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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