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Describing a teacher’s pedagogical mathematical knowledge in STEM teaching 描述教师在 STEM 教学中的数学教学知识
IF 1.8 Q1 Mathematics Pub Date : 2023-12-22 DOI: 10.1007/s13394-023-00480-y
S. Getenet, Jill Fielding, Ian D. Hay, Rosemary Callingham
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引用次数: 0
Learners’ mathematical identities: exploring relationships between high school learners and significant others 学习者的数学身份:探索高中学习者与重要他人之间的关系
IF 1.8 Q1 Mathematics Pub Date : 2023-12-06 DOI: 10.1007/s13394-023-00479-5
Lovejoy Comfort Gweshe, Karin Brodie

Many researchers have tried to understand why some learners engage in and others disengage from mathematics by exploring learners’ mathematical identities. Significant others (i.e., teachers, peers and family members) offer learners’ different opportunities for mathematical identity support, but no study has explored their collective role in supporting or constraining learners’ identities. In this paper, we explore how relationships between high school learners and different groups of significant others shaped learners’ narrated mathematical identities. Fifty Grade 10 learners responded to a mathematical identity questionnaire. After analysing the results of the questionnaire, six learners were purposively selected for a semi-structured interview, and the interview data were analysed thematically. Identities are described as robust-leaning, mixed or fragile-leaning, depending on learners’ narrated confidence, persistence, beliefs and sense of belonging to or exclusion from mathematics communities. Relationships with teachers, peers and family members are described as robust-enhancing or fragile-enhancing, depending on the kind of identity encouraged by the relationships. The findings show that many learners narrated fragile-leaning identities, and all the learners showed some robustness and fragility in their identities. The more groups of significant others a learner developed robust-enhancing relationships with, the more likely the learner narrated a robust-leaning identity. We argue that understanding learners’ identities requires understanding their relationships with the three different groups of significant others as a collective.

许多研究者试图通过探究学习者的数学身份来了解为什么有些学习者学习数学,而 有些学习者却不学习数学。重要他人(即教师、同伴和家庭成员)为学习者提供了不同的数学身份支持机会,但还没有研究探讨他们在支持或制约学习者身份方面的集体作用。在本文中,我们将探讨高中学习者与不同重要他人群体之间的关系如何塑造学习者所叙述的数学身份。50 名十年级学生回答了数学身份认同问卷。在对问卷结果进行分析后,我们有目的地选择了六名学生进行半结构式访谈,并对访谈数据进行了主题分析。根据学习者自述的自信心、坚持性、信念以及对数学社区的归属感或排斥感,他们的身份被描述为稳健倾向、混合倾向或脆弱倾向。与教师、同伴和家庭成员的关系被描述为稳健的强化型或脆弱的强化型,这取决于这些关系所鼓励的身份认同类型。研究结果表明,许多学习者的身份认同是脆弱的,所有学习者的身份认同都表现出一定 程度的稳健性和脆弱性。学习者与越多的重要他人建立了稳健的强化关系,就越有可能叙述稳健倾向的身份。我们认为,要了解学习者的身份认同,就必须了解他们与作为一个集体的三个不同重要他人群体的关系。
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引用次数: 0
Real and illusionary difficulties in conceptual learning in mathematics: comparison between constructivist and inferentialist perspectives 数学概念学习中真实与虚幻的困难:建构主义与推理主义观点的比较
IF 1.8 Q1 Mathematics Pub Date : 2023-11-15 DOI: 10.1007/s13394-023-00478-6
Yusuke Uegatani, Hiroki Otani, Shintaro Shirakawa, Ryo Ito

Due to the learning paradox, students cannot have real difficulty in understanding a mathematical concept that they have not yet understood. There is a gap between real difficulties, directly experienced by students, and illusionary ones, only observed by researchers. This paper aims to offer a critical reflection on our understanding of the term difficulty in mathematics education research. We start this paper by arguing that a constructivist perspective, which has often been adopted in researches on mathematical task design, can deal with difficulties in solving a mathematical problem, but it cannot theoretically deal with those in understanding a mathematical concept. Therefore, we need the alternative philosophy of Robert Brandom’s inferentialism to capture students’ real difficulties in conceptual learning. From an inferentialist perspective, we introduce the idea of illusionary and real difficulties. The former is defined as what students cannot do, but they are not conscious of what they should do, while the latter is defined as what students cannot do despite their consciousness of what they should do. Through an eighth grade classroom episode, we argue that it is important in mathematics education research to focus not only on illusionary difficulties but also on the transition from illusionary to real difficulties. Researchers are encouraged to design a learning environment in which students become conscious of what they cannot do and to observe their mathematics learning in such an environment.

由于学习悖论,学生在理解他们尚未理解的数学概念时不会有真正的困难。学生直接体验到的真实困难和只有研究人员观察到的虚幻困难之间是有差距的。本文旨在对我们在数学教育研究中对术语困难的理解进行批判性反思。本文首先指出,在数学任务设计研究中经常采用的建构主义视角可以解决数学问题中的困难,但在理论上却不能解决理解数学概念中的困难。因此,我们需要罗伯特·布兰多姆的推理主义的替代哲学来捕捉学生在概念学习中的真正困难。从推理主义的角度,我们引入了虚幻困难和现实困难的概念。前者被定义为学生不能做什么,但他们不知道他们应该做什么,后者被定义为学生不能做什么,尽管他们意识到他们应该做什么。通过一个八年级的课堂故事,我们认为在数学教育研究中,不仅要关注幻想的困难,还要关注从幻想到现实困难的过渡。研究人员被鼓励设计一个学习环境,让学生意识到他们不能做什么,并在这样的环境中观察他们的数学学习。
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引用次数: 0
Improving statistical thinking 提高统计思维
Q1 Mathematics Pub Date : 2023-11-14 DOI: 10.1007/s13394-023-00477-7
Margaret Marshman, Peter K. Dunn
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引用次数: 0
Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study 在12年级多语言课堂中促进统计思维:一项合作研究
Q1 Mathematics Pub Date : 2023-10-17 DOI: 10.1007/s13394-023-00472-y
Sashi Sharma
Abstract There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.
在数学教育中,将语言使用与数学联系起来是一个挑战。这两个领域之间缺乏联系会对学生的学习和表现产生负面影响。在统计学课堂上,语言和语境作为一种重要的教学媒介,面临的挑战很少受到关注。这篇文章报道了在三个主要以帕西菲卡为主的12年级班级进行的合作研究。具体来说,我们探索了语言资源和策略,似乎可以提高帕西菲卡学生的统计理解。教师反思方面的研究结果表明,一些将学生语言和交际资源整合到学习中的策略比其他策略效果更好。教师可能需要重新评估他们的教学实践,特别是如果他们的一部分人口将英语作为第二语言学习。
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引用次数: 1
Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives 探讨远程教学对香港数学教育价值的影响:以在职教师的观点为研究对象
Q1 Mathematics Pub Date : 2023-10-06 DOI: 10.1007/s13394-023-00476-8
Qiaoping Zhang, Hui Min Chia, Francesca Morselli
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引用次数: 0
Is theoretical topic-specific research “old fashioned”? An epistemological inquiry about the ontological creativity of Mathematics Education Research 特定主题的理论研究是否“过时”?数学教育研究本体论创造性的认识论探究
Q1 Mathematics Pub Date : 2023-09-18 DOI: 10.1007/s13394-023-00471-z
Miglena Asenova
Abstract In Mathematics Education (ME), research dealing with topic-specific (TS) issues (e.g., what levels of development exist in learning fractions) produces usually local results and is considered less fashionable and attractive for innovative research projects than research dealing with context-specific (CS) issues that have more general and abstract scopes (e.g., what is mathematical instruction? what is the field of ME?) and produces middle-range or grand theories. TS- and CS-research run along separate tracks with little or no crossover, at least from the beginning of the socio-political-turn in ME, but connecting them could help to single out hidden variables in CS-research. This paper shows that TS-research creates specific mathematical objects that allow us to reduce the distance between these two lines of research. Mathematical objects specific to ME research are shown to be both a technical link between the two lines of research because they allow topic-specificity to access more abstract and general realms of research, as well as factor at stake when aspects related to the social, political, and ethical implications of the ontological creativity of TS-research are discussed in a critical postmodern approach. Discussing its impact on textbooks, teacher-training, teaching practices, further TS-research-practices, as well as on the researcher’s epistemological empowerment and on the self-referentiality of ME research, TS-research moves from the periphery to the heart of CS-research.
在数学教育(ME)中,研究特定主题(TS)问题(例如,学习分数存在哪些发展水平)通常产生局部结果,并且与研究具有更一般和抽象范围的特定背景(CS)问题(例如,什么是数学教学?)相比,研究特定主题(TS)问题通常产生局部结果,对于创新研究项目来说,被认为不那么时尚和有吸引力。ME的领域是什么?),并产生中等或宏大的理论。TS-和cs -研究沿着不同的轨道运行,很少或没有交叉,至少从ME的社会政治转向开始,但将它们联系起来可以帮助挑出cs研究中的隐藏变量。本文表明,ts研究创造了特定的数学对象,使我们能够减少这两条研究线之间的距离。特定于ME研究的数学对象被证明是两条研究线之间的技术联系,因为它们允许主题特异性进入更抽象和一般的研究领域,同时也是在批判性后现代方法中讨论与ts研究的本体论创造力的社会,政治和伦理含义相关的方面时的关键因素。通过讨论其对教科书、教师培训、教学实践、进一步的科学技术研究实践、研究者的认识论赋权和ME研究的自我参照性的影响,科学技术研究从外围走向了科学技术研究的核心。
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引用次数: 0
Interpolation and extrapolation in Year 5 STEM activities: exploring data about viscosity without advanced statistics 五年级STEM活动中的插值和外推:在没有高级统计的情况下探索粘度数据
Q1 Mathematics Pub Date : 2023-09-16 DOI: 10.1007/s13394-023-00473-x
Jane Watson, Noleine Fitzallen, Ben Kelly
Abstract Incorporating an evidence-based approach in STEM education using data collection and analysis strategies when learning about science concepts enhances primary students’ discipline knowledge and cognitive development. This paper reports on learning activities that use the nature of viscosity and the power of informal statistical inference to build students’ conceptual understanding of interpolation and extrapolation without imposing on them the demands of understanding the nonlinear mathematics used to explore the concepts at the tertiary level. An exploratory research strategy was adopted to investigate the way in which Year 5 students created and analysed graphical representations from data collected when performing viscosity experiments. The data representations produced by the students and their subsequent predictions were analysed using the Structure of Observed Learning Outcomes (SOLO) model as adapted specifically for graphical representations. The results illustrate that when provided with appropriate technological tools to scaffold student learning, in this case TinkerPlots ™, development of students’ appreciation of interpolation and extrapolation within meaningful data contexts across the STEM curriculum does not have to wait until the tertiary level.
在STEM教育中采用基于证据的方法,在学习科学概念时使用数据收集和分析策略,可以增强小学生的学科知识和认知发展。本文报告了一些学习活动,这些活动利用粘度的性质和非正式统计推断的力量来建立学生对插值和外推的概念理解,而不要求他们理解用于探索第三层次概念的非线性数学。采用探索性研究策略来调查五年级学生在进行粘度实验时收集的数据创建和分析图形表示的方式。学生产生的数据表示及其随后的预测使用观察学习成果结构(SOLO)模型进行分析,该模型专门用于图形表示。结果表明,当提供适当的技术工具来支持学生的学习时,在这种情况下,TinkerPlots™,学生在STEM课程中有意义的数据背景下对插值和外推的欣赏的发展不必等到高等教育水平。
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引用次数: 1
Statistics education research at the school level in Australia and New Zealand: A 30-year journey 澳大利亚和新西兰学校一级的统计教育研究:30年历程
IF 1.8 Q1 Mathematics Pub Date : 2023-09-07 DOI: 10.1007/s13394-023-00470-0
Rosemary Callingham, Jane Watson
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引用次数: 1
Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach 数学教师的工作满意度:量化教师自我效能感和教师教学动机贡献的实证研究
IF 1.8 Q1 Mathematics Pub Date : 2023-09-06 DOI: 10.1007/s13394-023-00475-9
Y. F. Zakariya, Yousef Wardat
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引用次数: 0
期刊
Mathematics Education Research Journal
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