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Mathematical Thinking and Learning最新文献

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Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups 三年级学生在小组合作解决组合问题时的多模态数学推理
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-07-14 DOI: 10.1080/10986065.2022.2099611
Unni Wathne, M. Carlsen
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引用次数: 1
Elements of instruction that motivate students with learning disabilities to learn fractions 激励有学习障碍的学生学习分数的教学要素
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-06-17 DOI: 10.1080/10986065.2022.2087141
K. Newton, Amanda Jansen, Peter Puleo
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引用次数: 0
Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation 中学数学教师利用学生错误答案支持集体论证
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-04-26 DOI: 10.1080/10986065.2022.2067932
Yuling Zhuang, AnnaMarie Conner

ABSTRACT

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation. The model may help the field to identify fine-grained conditions of validity within episodes of collective argumentation. The findings of this study provide insight into how teachers can manage or capitalize on incorrect parts of an argument when they attempt to support classroom-based argumentation as part of a long-term teaching intervention.

摘要本研究阐述了两位中学数学教师如何利用学生的错误答案来支持学生参与集体论证。举例说明了学生提供错误答案时支持论证的三种方式，并调查了这些论证的结构。然后，通过关注图表所表示的论证成分的正确性，我们开发了基于课堂的论证的有效性水平的潜在模型。该模型可以帮助该领域在集体论证的情节中确定有效性的细粒度条件。本研究的发现为教师如何管理或利用论点的不正确部分提供了见解，当他们试图支持基于课堂的论证作为长期教学干预的一部分时。
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引用次数: 0
Sequencing & selecting solutions in a gendered world 排序和选择解决方案在一个性别的世界
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-04-15 DOI: 10.1080/10986065.2022.2062641
Laurie H. Rubel, M. Ayalon, J. A. Shahbari
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引用次数: 2
The complexity of supporting reasoning in a mathematics classroom of shared authority 在共享权威的数学课堂中支持推理的复杂性
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-04-09 DOI: 10.1080/10986065.2022.2059628
K. Arnesen, Kirsti Rø
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引用次数: 3
Progressions in young learners’ understandings of parity arguments 青年学习者对奇偶论证理解的进展
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-04-08 DOI: 10.1080/10986065.2022.2053775
M. Blanton, A. Gardiner, Ingrid Ristroph, Ana Stephens, E. Knuth, Rena Stroud
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引用次数: 1
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study 学龄前儿童的重复模式技能:来自大规模、自然主义、澳大利亚广泛研究的证据
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-03-27 DOI: 10.1080/10986065.2022.2056320
Kevin Larkin, I. Resnick, Thomas Lowrie
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引用次数: 2
Differences in grade 7 students’ understanding of the equal sign 七年级学生对等号理解的差异
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-03-26 DOI: 10.1080/10986065.2022.2058160
L. Sumpter, A. Löwenhielm
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引用次数: 0
Models and Modelling: The Fine Balance between Mathematics, Practice, and Research 模型和建模:数学、实践和研究之间的微妙平衡
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-03-25 DOI: 10.1080/10986065.2022.2056676
Michael N. Fried
The word “modeling” is key (in developing mathematical concepts in the contexts in which they are actually used). Real problems do not come at the end of chapters. Real problems do not look like mathematical problems. Real problems are messy. Real problems ask questions such as: How do we create computer animation? How do we effectively control an animal population? What is the best location of a fire station? What do we mean by “best”? (From Solomon Garfunkel’s introduction to Mathematics Modeling Our World (COMAP, 1998) as cited in Niss and Blum, pp. 184–5).
“建模”一词是关键（在实际使用数学概念的环境中发展数学概念）。真正的问题不会出现在章节的末尾。真正的问题看起来不像数学问题。真正的问题是一团糟。真正的问题会提出这样的问题：我们如何创建计算机动画？我们如何有效地控制动物种群？消防站的最佳位置是什么？我们所说的“最好”是什么意思？（摘自Solomon Garfunkel的《我们的世界的数学建模》（COMAP，1998），引用于Niss和Blum，第184-5页）。
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引用次数: 0
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions 后向迁移，新学习和先前推理方式之间的关系，以及线性函数的动作与过程观
IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mathematical Thinking and Learning
Pub Date : 2022-02-16 DOI: 10.1080/10986065.2022.2037043
Charles Hohensee, Laura Willoughby, S. Gartland
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引用次数: 0
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