Pub Date : 2023-10-04DOI: 10.1007/s11858-023-01524-0
Jayasree Subramanian, Venkateswaran T Visawanathan
{"title":"On whose tongue will the goddess write, in whose tongue will the state speak? Mathematics education, Tamil language, and the caste question in India","authors":"Jayasree Subramanian, Venkateswaran T Visawanathan","doi":"10.1007/s11858-023-01524-0","DOIUrl":"https://doi.org/10.1007/s11858-023-01524-0","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1007/s11858-023-01522-2
Judah P. Makonye, Nageshwari Pam Moodley
Abstract In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.
{"title":"Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation","authors":"Judah P. Makonye, Nageshwari Pam Moodley","doi":"10.1007/s11858-023-01522-2","DOIUrl":"https://doi.org/10.1007/s11858-023-01522-2","url":null,"abstract":"Abstract In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1007/s11858-023-01520-4
Gregory D. Foley, Deependra Budhathoki, Amrit B. Thapa, Harman P. Aryal
Abstract A tertiary course in Quantitative Reasoning (QR) has the potential to develop key practical and intellectual skills for citizenship, such as critical thinking, problem solving, quantitative literacy, and oral and written communication. In this article, we present research conducted on four instructors of such a QR course for students enrolled in a wide variety of nonscience degree programs at a university in the United States. The course used a student-inquiry approach to proportional reasoning, probability, statistical reasoning, and mathematical modeling. The findings are framed by a 5 C model of QR, which entails C ritical thinking to link real-world C ontexts to mathematical C oncepts supported by student C ollaboration and QR C ompetencies. The research addressed the questions of how university instructors support student development of the skills needed for critical citizenship and how this support relates to the 5 C model. We found that three of the four instructors viewed critical thinking as a central goal of the QR course and as supporting citizenship education. All four engaged students in tasks designed to develop a combination of skills associated citizenship, including critical thinking, self-questioning, collaboration, and communication. The discussion addresses such issues as the course’s merits and challenges, student engagement, the relative importance of the five Cs, the importance of instructional autonomy, and recommendations for related professional development and future research.
{"title":"Instructor perspectives on quantitative reasoning for critical citizenship","authors":"Gregory D. Foley, Deependra Budhathoki, Amrit B. Thapa, Harman P. Aryal","doi":"10.1007/s11858-023-01520-4","DOIUrl":"https://doi.org/10.1007/s11858-023-01520-4","url":null,"abstract":"Abstract A tertiary course in Quantitative Reasoning (QR) has the potential to develop key practical and intellectual skills for citizenship, such as critical thinking, problem solving, quantitative literacy, and oral and written communication. In this article, we present research conducted on four instructors of such a QR course for students enrolled in a wide variety of nonscience degree programs at a university in the United States. The course used a student-inquiry approach to proportional reasoning, probability, statistical reasoning, and mathematical modeling. The findings are framed by a 5 C model of QR, which entails C ritical thinking to link real-world C ontexts to mathematical C oncepts supported by student C ollaboration and QR C ompetencies. The research addressed the questions of how university instructors support student development of the skills needed for critical citizenship and how this support relates to the 5 C model. We found that three of the four instructors viewed critical thinking as a central goal of the QR course and as supporting citizenship education. All four engaged students in tasks designed to develop a combination of skills associated citizenship, including critical thinking, self-questioning, collaboration, and communication. The discussion addresses such issues as the course’s merits and challenges, student engagement, the relative importance of the five Cs, the importance of instructional autonomy, and recommendations for related professional development and future research.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1007/s11858-023-01510-6
Joanne Rossi Becker, Jennifer Hall
{"title":"Research on gender and mathematics: exploring new and future directions","authors":"Joanne Rossi Becker, Jennifer Hall","doi":"10.1007/s11858-023-01510-6","DOIUrl":"https://doi.org/10.1007/s11858-023-01510-6","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1007/s11858-023-01521-3
Vince Geiger, Iddo Gal, Mellony Graven
{"title":"The connections between citizenship education and mathematics education","authors":"Vince Geiger, Iddo Gal, Mellony Graven","doi":"10.1007/s11858-023-01521-3","DOIUrl":"https://doi.org/10.1007/s11858-023-01521-3","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85074293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1007/s11858-023-01514-2
Anna-Katharina Praetorius, E. Klieme, Benjamin Herbert, Petra Pinger
{"title":"Correction to: Generic dimensions of teaching quality: the german framework of three Basic Dimensions","authors":"Anna-Katharina Praetorius, E. Klieme, Benjamin Herbert, Petra Pinger","doi":"10.1007/s11858-023-01514-2","DOIUrl":"https://doi.org/10.1007/s11858-023-01514-2","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80856596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1007/s11858-023-01518-y
G. Stylianides, Andreas J. Stylianides, A. Moutsios-Rentzos
{"title":"Proof and proving in school and university mathematics education research: a systematic review","authors":"G. Stylianides, Andreas J. Stylianides, A. Moutsios-Rentzos","doi":"10.1007/s11858-023-01518-y","DOIUrl":"https://doi.org/10.1007/s11858-023-01518-y","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73312233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1007/s11858-023-01519-x
R. Tytler, Judy Anderson, Gaye Williams
{"title":"Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics","authors":"R. Tytler, Judy Anderson, Gaye Williams","doi":"10.1007/s11858-023-01519-x","DOIUrl":"https://doi.org/10.1007/s11858-023-01519-x","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85679784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1007/s11858-023-01517-z
M. Baptista, Hélia Jacinto, Iva Martins
{"title":"What is a good explanation in integrated STEM education?","authors":"M. Baptista, Hélia Jacinto, Iva Martins","doi":"10.1007/s11858-023-01517-z","DOIUrl":"https://doi.org/10.1007/s11858-023-01517-z","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91344832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-20DOI: 10.1007/s11858-023-01516-0
G. Krause
{"title":"Worlds and words: entangling mathematics, language, and context in newcomer classrooms","authors":"G. Krause","doi":"10.1007/s11858-023-01516-0","DOIUrl":"https://doi.org/10.1007/s11858-023-01516-0","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85911005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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