Pub Date : 2024-01-31DOI: 10.1080/14794802.2023.2292263
Patrik Gustafsson
Leading whole-class discussions in mathematics instruction in a productive way is identified as a core practice. However, productive discussions are rarely seen in classrooms. Thus, we need more kn...
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Pub Date : 2024-01-31DOI: 10.1080/14794802.2023.2296064
Lucy Rycroft-Smith
Published in Research in Mathematics Education (Ahead of Print, 2024)
发表于《数学教育研究》（2024 年提前出版）
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Pub Date : 2024-01-31DOI: 10.1080/14794802.2024.2304329
Timothy H. Lehmann
The study of the area of circles is an important component of mathematics education for students of all ages; however, evidence suggests that many middle school students struggle to interpret and a...
圆的面积研究是数学教育的重要组成部分，适用于所有年龄段的学生。
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Pub Date : 2024-01-22DOI: 10.1080/14794802.2023.2291716
Angelika Kullberg, Hanna Knutson
Published in Research in Mathematics Education (Ahead of Print, 2024)
发表于《数学教育研究》（2024 年提前出版）
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Pub Date : 2023-12-27DOI: 10.1080/14794802.2023.2292260
Maryam Taghizadeh Bilondi, Farzad Radmehr
In this study, we investigate students’ mathematical thinking of the tree concept, a fundamental concept in graph theory, using a combination of the APOS theory and Tall’s three worlds of mathemati...
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Pub Date : 2023-12-26DOI: 10.1080/14794802.2023.2281942
José M. Marbán, Edgar J. Sintema
The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a...
{"title":"Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia","authors":"José M. Marbán, Edgar J. Sintema","doi":"10.1080/14794802.2023.2281942","DOIUrl":"https://doi.org/10.1080/14794802.2023.2281942","url":null,"abstract":"The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a...","PeriodicalId":45396,"journal":{"name":"Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139054124","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 : 2023-11-21DOI: 10.1080/14794802.2023.2277459
Ljerka Jukić Matić, Josip Sliško
Critical thinking and problem solving are widely recognised as valuable competencies in the twenty-first century, and indispensable skills in the workplace. In this context, we investigate the stra...
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Pub Date : 2023-11-05DOI: 10.1080/14794802.2023.2261401
Chronis Kynigos, Katia Schiza
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChronis KynigosProfessor Chronis Kynigos directs the Educational Technology Lab at the Department of Educational Studies, School Of Philosophy, National and Kapodistrian University of Athens. He has designed three authoring systems for modelling, grappling with socio-scientific issues and classification respectively. He has been studying mathematical meanings formed by students creating and tinkering with expressive digital media, but also ways to engage teachers in the design of such media.Katia SchizaKatia Schiza is a PhD student in Mathematics Education at the National and Kapodistrian University of Athens and a member of the Educational Technology Lab. Her research interests focus on students’ development of mathematical competencies in the context of designed tasks where they create and explore 3D models using programmable tools.
{"title":"Mathematical competencies in the digital era: Mathematics education in the digital era <b>Mathematical competencies in the digital era: Mathematics education in the digital era</b> edited by Uffe Thomas Jankvist, and Eirini Geraniou, Springer Nature, Switzerland, 2022, 358 pp., ISBN: 978-3-031-10140-3","authors":"Chronis Kynigos, Katia Schiza","doi":"10.1080/14794802.2023.2261401","DOIUrl":"https://doi.org/10.1080/14794802.2023.2261401","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChronis KynigosProfessor Chronis Kynigos directs the Educational Technology Lab at the Department of Educational Studies, School Of Philosophy, National and Kapodistrian University of Athens. He has designed three authoring systems for modelling, grappling with socio-scientific issues and classification respectively. He has been studying mathematical meanings formed by students creating and tinkering with expressive digital media, but also ways to engage teachers in the design of such media.Katia SchizaKatia Schiza is a PhD student in Mathematics Education at the National and Kapodistrian University of Athens and a member of the Educational Technology Lab. Her research interests focus on students’ development of mathematical competencies in the context of designed tasks where they create and explore 3D models using programmable tools.","PeriodicalId":45396,"journal":{"name":"Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725825","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 : 2023-11-02DOI: 10.1080/14794802.2023.2261435
Elena Nardi, Ioannis Kanellos, Irene Biza
Using Proof-Schemes Combined, our extension of Harel and Sowder’s Proof-Schemes taxonomy, we introduce the nascent deductive proof schemes construct (proof-scheme combinations that contain elements of deductive mathematical reasoning) and present evidence of these in written responses to ten items of 85 Year 9 (age 14–15) secondary students. We capture these students’ first encounters with proof in an educational context (mixed-ability, state schools in Greece) where proof is present in lessons and key national examinations. In previous analyses, we identified evidence in the students’ responses of Harel and Sowder’s seven proof schemes and of the eight proof-scheme combinations from our Proof-Schemes Combined taxonomy. Here, we present evidence – found in 383 out of 850 student responses – of five of the fifteen proof schemes that were nascent deductive proof schemes. Our findings contribute to non-deficit discourses about students’ mathematical reasoning potential and provide evidence in favour of proof readiness in early adolescence.
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Pub Date : 2023-10-19DOI: 10.1080/14794802.2023.2263843
Aehsan Haj-Yahya, Aviva Klieger
ABSTRACTThis study examines whether experiences at industrial facilities help pre-service maths teachers to design authentic mathematical-modelling activities intended for their classroom teaching in high school and how they view the benefits of integrating research and development issues into their instruction. 36 pre-service maths teachers at college in Israel participated the study. The results revealed that the pre-service maths teachers successfully designed authentic activities based on project-based learning that took into account the two cycles of mathematical modelling. The pre-service maths teachers reported that the implementation of the designed activities developed with researchers could serve as a way for them to present their students with a real-life problem that shows them the relevance of mathematics, promotes positive attitudes towards maths, and exposes the students to potential future jobs in the industries. The current study emphasised the use of mathematical modelling as a pathway that links industry and engineering with mathematics education.KEYWORDS: Mathematical modellingrelevance of mathematicsauthentic mathematics task Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalThe authors fulfilled all ethical responsibilities of authors applicable for this journal.Informed consentThe researchers explained the study to the potential participants and told them that they were welcome to take part in the study or to choose not to participate. To protect and respect personal data, pseudonyms are used for the students and this aspect was explained to the students before they started the study.Data availability statementThe data that support the findings of this study are available on request from the corresponding author.
{"title":"Collaborating with industry to highlight the relevance of mathematics","authors":"Aehsan Haj-Yahya, Aviva Klieger","doi":"10.1080/14794802.2023.2263843","DOIUrl":"https://doi.org/10.1080/14794802.2023.2263843","url":null,"abstract":"ABSTRACTThis study examines whether experiences at industrial facilities help pre-service maths teachers to design authentic mathematical-modelling activities intended for their classroom teaching in high school and how they view the benefits of integrating research and development issues into their instruction. 36 pre-service maths teachers at college in Israel participated the study. The results revealed that the pre-service maths teachers successfully designed authentic activities based on project-based learning that took into account the two cycles of mathematical modelling. The pre-service maths teachers reported that the implementation of the designed activities developed with researchers could serve as a way for them to present their students with a real-life problem that shows them the relevance of mathematics, promotes positive attitudes towards maths, and exposes the students to potential future jobs in the industries. The current study emphasised the use of mathematical modelling as a pathway that links industry and engineering with mathematics education.KEYWORDS: Mathematical modellingrelevance of mathematicsauthentic mathematics task Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalThe authors fulfilled all ethical responsibilities of authors applicable for this journal.Informed consentThe researchers explained the study to the potential participants and told them that they were welcome to take part in the study or to choose not to participate. To protect and respect personal data, pseudonyms are used for the students and this aspect was explained to the students before they started the study.Data availability statementThe data that support the findings of this study are available on request from the corresponding author.","PeriodicalId":45396,"journal":{"name":"Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778951","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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