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Zdm-Mathematics Education最新文献

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On whose tongue will the goddess write, in whose tongue will the state speak? Mathematics education, Tamil language, and the caste question in India 女神用谁的舌头书写,国家用谁的舌头说话?印度的数学教育、泰米尔语和种姓问题
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-04 DOI: 10.1007/s11858-023-01524-0
Jayasree Subramanian, Venkateswaran T Visawanathan
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引用次数: 0
Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation 将数学与STEM教育联系起来:跨学科教学和学习促进
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-22 DOI: 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.
在跨学科的科学、技术、工程和数学(STEM)教育中,需要经验证据来指出数学的教育贡献。具体来说,研究人员并不清楚数学是如何在STEM教育元话语中编织自己的。本文有助于新引入STEM的教育机构的教学实践-南非教师对跨学科STEM教育的看法和经验是什么,以及数学和跨学科STEM话语如何在南非的专业学校(SoS)相互利用?参与的教师来自南非的十个SoS。SoS是南非豪登省的stem密集学校,该省是该国的工业和商业中心。访谈数据收集了教师的经验和实践,以探讨数学和其他STEM学科对课程推进的影响。情境认知、数学探索和流动理论为这一定性研究提供了依据。在研究结果中,技术被认为可以提高学习者的动机和数学成绩。对于这项研究来说,重要的是参与者高度重视数学在跨学科STEM教育中的作用。在研究中,教师没有追求STEM议程的自主权,因为他们必须遵守规定的课程,这几乎没有涉及跨学科STEM教育的实施。提出了各种建议,例如保持参与者对数学在STEM课程中的作用的积极看法。该研究呼吁所有STEM学科的平等和公平,因为一个STEM课程的成功离不开另一个。
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引用次数: 0
Instructor perspectives on quantitative reasoning for critical citizenship 教师对批判性公民身份的定量推理的观点
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-15 DOI: 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.
定量推理(QR)的高等教育课程有潜力培养公民的关键实践和智力技能,如批判性思维,解决问题,定量素养,口头和书面沟通。在本文中,我们介绍了对美国一所大学招收各种非科学学位课程的学生的QR课程的四名教师进行的研究。该课程采用学生探究的方法来学习比例推理、概率、统计推理和数学建模。这一发现是由一个5c的QR模型构成的,该模型需要批判性的C思维,将现实世界的C环境与学生C协作和QR C能力支持的数学C概念联系起来。该研究解决了大学教师如何支持学生培养批判性公民所需技能的问题,以及这种支持如何与5c模型相关联。我们发现,四名教师中有三名将批判性思维视为QR课程的中心目标,并将其视为公民教育的支持。这四门课程都让学生参与到培养与公民身份相关的技能的任务中,包括批判性思维、自我质疑、协作和沟通。讨论涉及课程的优点和挑战、学生参与、五个c的相对重要性、教学自主的重要性以及相关专业发展和未来研究的建议等问题。
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引用次数: 1
Research on gender and mathematics: exploring new and future directions 性别与数学的研究:探索新的和未来的方向
2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-14 DOI: 10.1007/s11858-023-01510-6
Joanne Rossi Becker, Jennifer Hall
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引用次数: 0
The connections between citizenship education and mathematics education 公民教育与数学教育的关系
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-07 DOI: 10.1007/s11858-023-01521-3
Vince Geiger, Iddo Gal, Mellony Graven
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引用次数: 1
Correction to: Generic dimensions of teaching quality: the german framework of three Basic Dimensions 教学质量的一般维度:德语框架的三个基本维度
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-07 DOI: 10.1007/s11858-023-01514-2
Anna-Katharina Praetorius, E. Klieme, Benjamin Herbert, Petra Pinger
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引用次数: 0
Proof and proving in school and university mathematics education research: a systematic review 证明与证明在中小学和大学数学教育研究中的应用:系统回顾
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-30 DOI: 10.1007/s11858-023-01518-y
G. Stylianides, Andreas J. Stylianides, A. Moutsios-Rentzos
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引用次数: 0
Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics 探索综合STEM框架:促进数学学习参与的挑战与益处
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-24 DOI: 10.1007/s11858-023-01519-x
R. Tytler, Judy Anderson, Gaye Williams
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引用次数: 0
What is a good explanation in integrated STEM education? 在综合STEM教育中,什么是好的解释?
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-22 DOI: 10.1007/s11858-023-01517-z
M. Baptista, Hélia Jacinto, Iva Martins
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引用次数: 0
Worlds and words: entangling mathematics, language, and context in newcomer classrooms 世界与文字:新学生课堂中纠缠的数学、语言与语境
IF 3 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-20 DOI: 10.1007/s11858-023-01516-0
G. Krause
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引用次数: 0
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Zdm-Mathematics Education
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