Canadian Journal of Science Mathematics and Technology Education最新文献

This paper examines coin-toss comparison questions from two recent studies involving undergraduate students and high school teachers and connects to findings from two prior studies in the literature. Considering possible sample spaces employed by participants, this is a reflection on whether one sequence could be more likely depending on the interpretation of the question. To critique the choice of sequences and determine possible scenarios in which one sequence may be more likely than the other, three alternative sample spaces were explored. It was determined that different sample spaces can lead to one sequence being more likely to occur than the other. Further evaluation discusses whether alternative sample spaces may have been utilised by the participants in each of the studies, and hence, the paper concludes with an advocacy to enquire deeper into participants' reasoning when investigating coin-toss questions.

In this commentary, I reflect on the state of science and science education in a changing world. Drawing on my experiences and as someone who worked with CJSTME at the inception of the journal, to my return in the role of science editor, and on a UNESCO report - I comment on the inequities present in science education.

The aim of this research is to investigate how well high-achieving students entering tertiary-level education in Ireland understand school algebra. As part of a larger project, a 31-item test was developed to assess first-year undergraduate students' understanding of basic algebraic concepts. The test was administered online to students studying at least one mathematics module at tertiary level and received 327 responses. In this article, we study how the subset of high-achieving undergraduates in our sample performed on the test. The results demonstrated a very high level of understanding among students, as befits their level of study and prior achievement relative to the difficulty of the test. However, one subsection of the test stood out as being disproportionately difficult for these students. The section focused on valid solutions of equations and inequalities. The items in question are described in detail in this article as is the associated data. Our analysis shows that this topic is an area of concern even for high-achieving undergraduates and so deserves further attention. We conclude with a discussion of the implications of this research and details of the larger project.

Financial Numeracy in Mathematics Education: Research and Practice is a book that brings unique and innovative ideas for using financial numeracy in learning mathematics in the classroom. The purpose of this book is to describe the different ways to integrate financial numeracy into mathematics classrooms. Empirical and conceptual studies related to the application of financial numeracy in learning are successfully discussed in this volume. This is perhaps the first book to comprehensively cover the theory and practice of financial numeracy in mathematics instruction. This book is ideal for instructors, lecturers, researchers, stakeholders, and anybody else interested in financial numeracy.

Makerspaces, Innovation and Science Education: How, Why, and What For? is an attempt to interrogate questions about the history, philosophy, and sociology of science and schooling that have long troubled science educators. In crafting the book, the author, Michael Tan, uses the microcosm of makerspaces to move back and forth to interrogate questions about the nature of knowledge, nature of science, nature of pedagogy, and nature of schooling best suited for the times we live in. In the seven chapters that comprise the book, the author has worked out a consistent framework to answer these questions. This framework represents a strong academic opinion that is thought provoking.

Integration is an important, albeit difficult, goal of science and mathematics education. This paper presents a framework and a research design proposal to identify preservice teachers' (PSTs) integration performance of science and mathematics (IPoSM). It also presents the classification of PSTs' level of integration in each phase of a problem-based learning (PBL) activity, within the proposed framework, and evidence of their work. The framework is organized in three levels of integration, based on current research, and detailed with specific integration indicators about an exemplary PBL activity, named STEM Bees. This PBL activity was structured as a research problem divided into two integrated problems. A qualitative methodology was used, focused on the application of the framework to the work of PSTs in that PBL activity. The final participants were 13 PSTs, organized in four working groups. In general, results show that PSTs' integration performance was higher with the second problem than with the first problem. However, full integration with meaningful connections between science and mathematics ideas was achieved by almost all PST at the conclusion of the research problem. The IPoSM framework indicators proved to be useful for identifying the level of integration of science and mathematics in PSTs' work in each phase of the PBL activity. Keeping the IPoSM framework in mind, teacher educators could elaborate more effective problem-based integrated approaches of science and mathematics in initial teacher education.

Constantly on the lookout for Canadian mathematics education matters, I recently experienced a major personal tipping point. The juxtaposition of two different customer service situations was simply too much for me to handle. Now through the looking glass, it was abundantly clear that tipping in Canada is unconscious, and the evidence was everywhere. The current state of financial literacy education in Canadian schools, the opportunity that COVID-19 has provided for us to renew Canada's implied gratuity guidelines, and an investigation into pre- and post-tax bill totals all supported my assertion that the tipping culture in Canada is a habit in many senses of the word. A look back at how tipping in Canada has evolved from parting with a few coins every once and a while, and a look at the evolution of the point of sale terminal, which I refer to as 'The Machine', helped me realize that I am unable to move on and start looking for other Canadian mathematics education matters just yet. After all, if Canadian mathematics education matters, then Canadian mathematics education matters. As such, Part II of this article follows in the next issue. Stay tuned.

During the COVID-19 crisis, we have been able to witness, in many countries, a substantive resistance to the science-based arguments of politicians and to the calls from the medical field to implement safety measures (masks, distancing) and to get vaccinated. In this text, some reflections are provided on what this resistance might tell the science education community about the impact the field has had on individual persons specifically and society as a whole. It is suggested that we ought to think about science learning for life following formal education, and some features are described that make science in the classroom more relevant to students.