Zdm-Mathematics Education最新文献

Lockdowns imposed by many countries on their populations at the beginning of the COVID-19 crisis forced teachers to adapt quickly and without adequate preparation to distance teaching. In this paper, we focus on one of the most formidable challenges that teachers faced during the lockdowns and even in the post-lockdown emergency period, namely, developing assessment that maintains the pedagogical continuity that educational institutions typically require. Based on the results of a previous study, focused on the analysis of answers to an open-ended questionnaire administered to a population of 700 teachers from France, Germany, Israel and Italy, a semi-structured interview series was designed and implemented by the authors of this paper with a small group of teachers. The transcripts of these interviews were analysed according to the interpretative phenomenological analysis methodology, with the aim of investigating teachers' own perspectives on the following: (a) the difficulties with which they had to contend, with respect to the question of assessment; (b) the techniques adopted to deal with these difficulties; and (c) the ways in which the lockdown experience could affect the future evolution of teachers' assessment practices. This analysis supported us in formulating hypotheses concerning the possible long-term effects of lockdown on modes of assessment in mathematics.

COVID-19 has caused unprecedented disruption to mathematics teacher education worldwide. This paper is anchored in our learnings from the experiences of teacher educators at four major universities from the Association of Southeast Asian Nations as they dealt with changes in their programs' delivery triggered by the pandemic, and raises challenges that remain for the futures of post-pandemic mathematics teacher education. Here, we use the two ethical constructs of responsiveness and responsibility to guide actions in response to a crisis, in order to discuss a range of decisions the participants made to respond to the crisis. Behind their initial response to the emergent conditions, the participants were concerned about maintaining the continuity of their students' education. Further, we identify remaining challenges for mathematics teacher educators to re-imagine their curriculum, teaching, assessment, and equitable access towards a more relevant, productive, and equitable mathematics teacher education. This study adds to the rapidly increasing literature on the effect of the pandemic on mathematics education in the following three ways: (1) here we take a comprehensive view of the disruptions instigated by the pandemic;, (2) we pay special attention to issues of equity; and (3) we address concerns about possible and desirable post-pandemic futures.

Assessments, in particular high stakes assessments, impact the nature of teaching and learning. Given this, the goal of citizenship if seen as important needs to feature within high stakes school exit assessments rather than only as part of curriculum and assessment policy rhetoric. South Africa's Mathematical Literacy (ML) curriculum foregrounds critical democratic citizenship. We analyse the ML Grade 12 exit assessments from their start in 2008 to 2020 to understand the emphasis placed on critical citizenship and how this emphasis has shifted over time. The literature base links critical citizenship orientations with reasoning and reflecting questions, so we focused on examination questions in this category. Our findings show shifts away from critical citizenship related agendas towards foregrounding a life preparation orientation for the self-managing person. Linked with this shift, we note a move away from general societal contexts towards more personal/individual contexts and moves from almost entirely national contexts to inclusion of global contexts. We noted movement from more open-phrased questions towards closed 'check figure calculated is valid'-type questions. Assessment memoranda suggest assessors view these questions as reasoning items, eroding the critical citizenship agenda. While increasing numbers of students are taking ML rather than Mathematics, average performance stands at around 40%. This points to limited and diminishing access to mathematical reasoning and reflecting for critical democratic citizenship. The paper highlights ways in which analysis of examinations over time can provide a window into the presence or absence of the citizenship agenda in mathematics education.