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Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study. 以2019冠状病毒病大流行为例,根据公民教育分析数学建模任务。
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 DOI: 10.1007/s11858-022-01440-9
Katja Maass, Stefan Zehetmeier, Anika Weihberger, Katharina Flößer

In this paper, we discuss the theoretical background of mathematical modelling and its connection to citizenship education. Citizenship education in this context means that young people are equipped with competencies to respond as responsible citizens in situations relevant for society. To outline the connection between mathematical modelling and citizenship education in theory, we discuss the aims of mathematical modelling, modelling competences and the connection between numeracy and modelling. Based on these reflections we present an extended modelling cycle that specifically highlights modelling steps relevant to citizenship education. To show how the theoretical connection between mathematical modelling and citizenship education can be used in teaching practice, we describe three different examples of modelling tasks and analyse them with the help of the extended modelling cycle. We argue that the three tasks support different learning aims in relation to citizenship education and require modellers to carry out different steps of the extended modelling cycle. As an example of context, we used the pandemic caused by COVID-19, as it affected the quality of human life greatly, as all students in the Western world experienced.

本文探讨了数学建模的理论背景及其与公民教育的联系。在这种情况下,公民教育意味着年轻人具备能力,在与社会有关的情况下作为负责任的公民作出反应。为了从理论上概述数学建模与公民教育之间的联系,我们讨论了数学建模的目的、建模能力以及计算能力与建模之间的联系。基于这些反思,我们提出了一个扩展的建模周期,特别强调了与公民教育相关的建模步骤。为了展示数学建模和公民教育之间的理论联系如何在教学实践中使用,我们描述了三个不同的建模任务示例,并在扩展建模周期的帮助下对它们进行分析。我们认为,这三个任务支持与公民教育相关的不同学习目标,并要求建模者在扩展的建模周期中执行不同的步骤。作为背景的一个例子,我们以COVID-19引起的大流行为例,因为它极大地影响了人类的生活质量,正如西方世界的所有学生所经历的那样。
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引用次数: 5
Conceptualizing teachers' interactions with resources in crossing languages and cultures. 将教师与跨语言和跨文化资源的互动概念化。
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 Epub Date: 2023-05-05 DOI: 10.1007/s11858-023-01488-1
Luc Trouche, Jill Adler, Janine T Remillard

This paper introduces this special issue aiming to deepen and extend research on mathematics teachers' work, from a resource perspective, by taking language and culture into account, and exploring two questions: How are teachers' interactions with resources interpreted and modeled across contexts? And, What challenges and insights emerge through recent efforts to engage these models in cross-cultural (and linguistic) research? The fields of resources, language and culture in mathematics education are each extensive, and we do not attempt to survey comprehensively across them. We have chosen instead to propose three approaches on resources in mathematics teachers' work that developed somewhat contemporaneously from three different countries with differing linguistic, curricular, and social contexts, corresponding to the work of the three guest editors. The models developed through these approaches are driven by the educational, and so cultural and material conditions of the time and the location of each author, and allow us to propose preliminary answers to our two guiding questions. We then move to pull the threads from these models together, and discuss the contributions to this Special Issue. This results in more robust and nuanced responses to our questions, and in identifying two themes that emerge from research that sit at the convergence of studies of teachers' interactions with resources, languages, and cultures: an invisibility-visibility dialectic and a local-global tension. Finally, this study leads us to consider a new region of mathematics education research.

本文介绍了这一特刊,旨在从资源的角度,通过考虑语言和文化,深化和扩展对数学教师工作的研究,并探讨了两个问题:教师与资源的互动是如何在不同背景下被解释和建模的?以及,通过最近将这些模型应用于跨文化(和语言)研究的努力,出现了哪些挑战和见解?数学教育中的资源、语言和文化领域各不相同,我们并不试图对它们进行全面的调查。相反,我们选择提出三种关于数学教师工作中资源的方法,这三种方法在一定程度上是从三个不同的国家同时发展起来的,具有不同的语言、课程和社会背景,与三位客座编辑的工作相对应。通过这些方法开发的模型是由每个作者的时间和地点的教育、文化和物质条件驱动的,并使我们能够对我们的两个指导性问题提出初步答案。然后,我们将从这些模型中提取线索,并讨论对本特刊的贡献。这导致对我们的问题做出了更有力、更细致的回应,并确定了两个主题,这两个主题是在教师与资源、语言和文化互动研究的交汇点上进行的研究:一种无形的可见性辩证法和一种局部的全球紧张关系。最后,本研究引导我们思考数学教育研究的一个新领域。
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引用次数: 4
Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown-the student perspective. COVID 19 封锁期间佛兰德斯、德国和荷兰的远程数学教育--学生视角。
IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-09-29 DOI: 10.1007/s11858-022-01409-8
Daniel Thurm, Ellen Vandervieren, Filip Moons, Paul Drijvers, Bärbel Barzel, Marcel Klinger, Heleen van der Ree, Michiel Doorman

In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders-the Dutch-speaking part of Belgium-, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.

2020 年 3 月,由于 COVID-19 大流行,全球许多学校关闭。这次停课使数学教师面临着向紧急远程教学(ERT)过渡的挑战。学生是如何体验紧急远程教学的?这些体验与环境变量以及教师的理念和实践之间有什么关系?特别是,中学数学学生经历了哪些教学方法和形成性评价实践,他们对数字化数学教育持有哪些信念?学生的这些经历和信念与学生的背景变量(性别、支持家庭的需要、个人家庭设备)、教师的信念、教学模式和学生对数学的欣赏有什么关系?为了研究这些问题,我们对佛兰德斯(比利时的荷兰语区)、德国和荷兰的数学教师及其学生进行了在线问卷调查。数据包括 323 名数学教师和 2126 名学生填写的问卷。结果显示,尽管学生更喜欢常规的面对面教学,但他们对教师的远程数学教学质量感到满意。学生们表示,他们经常能学到新的课题,但没有遇到教师主动提出同伴反馈的情况。学生对数学的高度评价、良好的家庭环境以及更同步的 ERT 教学与 ERT 体验和对数字数学教育更积极的信念有关。这些研究结果对今后的 ERT 教学策略以及混合教学实践都有借鉴意义。
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引用次数: 0
First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. 新冠肺炎大流行期间大学生自主学习的定性纵向研究
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 DOI: 10.1007/s11858-022-01444-5
Michael Liebendörfer, Leander Kempen, Stanislaw Schukajlow

When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students' learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students' success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.

当COVID-19大流行开始时,许多大学转向完全在线教学。这种意想不到的转向在线教学对教师和学生都是一种挑战,而由于大流行而实施的限制使这一挑战变得更大。然而,新的教学方式也可能为学生的学习提供新的机会。推动我们研究的研究问题如下:在COVID-19大流行期间提供的完全在线教学的大学数学课程中,学生如何规范自己的学习,特别是他们对资源的选择和同伴学习?我们报告了一项纵向定性研究,在该研究中,学生在一整个学期(14周)中每周记录两次简短的音频日记。我们重点关注了三名学生,他们总共完成了70次面试,并以不同程度的成功结束了这个学期。结果显示了学生如何组织他们的学习(例如,截止日期或同步教学事件所起的作用)。他们说明了讲师提供的数字材料的优势和局限性以及补充媒体的使用。此外,疫情暴露了简单的、通常是匿名的交流(例如通过Discord服务器)的双刃剑作用,双方几乎没有约束力,以及稳定的学习伙伴关系对学生成功的重要性。我们的研究强调了在大流行期间从自我监管的角度比较传统教学和在线教学时应该重点关注的方面。实际意义是指如何在完全在线课程中合理地结合这些方面,以及在混合学习环境中。
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引用次数: 3
Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis. 跟上数据可视化创新的步伐:危机时代的数学教育述评。
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 DOI: 10.1007/s11858-022-01449-0
Vivian Y Lim, Lee Melvin M Peralta, Laurie H Rubel, Shiyan Jiang, Jennifer B Kahn, Beth Herbel-Eisenmann

The mathematical medium of data visualization and other data representations (DV) has served as a primary means of communicating about the COVID-19 crisis. DVs about the pandemic are highly visible across news journalism and include an increasingly innovative and diverse set of representational forms. These representational forms employ multimodal, interactive, and narrative elements, among others, that create new possibilities for data storytelling. Building on current efforts to expand the teaching and learning of data practices in K-12 mathematics education, we argue that innovative DVs create new opportunities for teaching and learning mathematics, particularly during times of crisis. We illustrate our argument using three examples of innovative DVs from news journalism. We discuss how these DVs could serve as complementary resources alongside conventional graphs to support students as they use mathematics and mathematical representations to make sense of crises such as the COVID-19 pandemic. Our commentary seeks to bring current trends in data representation to bear in mathematics education. Leveraging such trends offers artifacts useful for teaching and opens up space for elevating emotion and experience as important aspects of mathematics curricula.

数据可视化和其他数据表示(DV)的数学媒介已成为就COVID-19危机进行沟通的主要手段。关于大流行的新闻报道在新闻报道中非常明显,包括一套日益创新和多样化的代表形式。这些表现形式采用了多模态、互动和叙事元素等,为数据叙事创造了新的可能性。基于目前在K-12数学教育中扩大数据实践教学的努力,我们认为创新的数据实践为数学教学创造了新的机会,特别是在危机时期。我们用新闻行业的三个创新案例来说明我们的论点。我们讨论了这些分布式模型如何与传统图形一起作为补充资源,以支持学生使用数学和数学表示来理解COVID-19大流行等危机。我们的评论试图将数据表示的当前趋势带入数学教育。利用这种趋势提供了对教学有用的工件,并为提升情感和经验作为数学课程的重要方面开辟了空间。
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引用次数: 1
Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M). 测量数学情绪:数学成就情绪问卷(AEQ-M)。
IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-10-26 DOI: 10.1007/s11858-022-01425-8
Maik Bieleke, Thomas Goetz, Takuya Yanagida, Elouise Botes, Anne C Frenzel, Reinhard Pekrun

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.

了解学生情绪的结构、前因和结果已成为数学教育研究的一个重要课题。这项工作大多基于数学成就情绪问卷(AEQ-M),这是一个评估学生数学相关情绪的自我报告工具。AEQ-M 可测量学生在课堂、学习和测试情境(内部结构)中的七种情绪(愉快、自豪、愤怒、焦虑、羞愧、绝望、无聊)。根据控制-价值理论,我们假设这些情绪是由控制和价值评价引起的,并影响学生的学习动机、学习策略和学习成绩(外部关系)。尽管 AEQ-M 很受欢迎,也经常被使用,但导致其发展的研究却从未发表过,这就给所提出的内部结构和外部关系的有效性带来了不确定性。我们在研究 1(781 名学生,5-10 年级,平均年龄 14.1 岁,53.5% 为女性)中弥补了这一空白,证明情绪在不同的情境中是有组织的,并与其提出的前因后果相关联。研究 2(N = 699 名学生,7 年级和 9 年级,平均年龄 14.0 岁,56.9% 为女性)解决了 AEQ-M 研究中的另一个不足,即缺乏证据证明情绪代表了一系列相互关联的情感、认知、动机和生理/表达成分。我们通过评估扩展的 AEQ-M 量表,系统地评估了五种核心数学情绪(愉快、愤怒、焦虑、绝望、无聊)的这些组成部分,从而弥补了这一不足。我们的工作为今后使用 AEQ-M 评估数学领域的情绪及其组成部分的研究提供了坚实的基础。
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引用次数: 0
Experiences of preservice mathematics teachers during their education in times of pandemic. 职前数学教师在大流行病时期接受教育的经历。
IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2022-12-31 DOI: 10.1007/s11858-022-01461-4
Mónica E Villarreal, Jhony Alexander Villa-Ochoa, Jeannette Galleguillos

Due to the COVID-19 pandemic, educational institutions at all levels closed their doors and began to operate remotely. In this paper, we analyze the educational experiences of preservice mathematics teachers (PMTs) enrolled in mathematics teacher education programs from three South American universities, as the pandemic was unfolding. An exploratory study was conducted, based on an inductive and thematic qualitative text analysis of narratives written by 24 PMTs. Based on the study, we report on the following aspects: (1) experiences of PMTs in the passage to remote education (RE) mode (considering characteristics of remote classes-interactions, the rhythm of the class, teaching work-time management, home-classroom fusion, and physical and psychological discomfort), and (2) opportunities and limitation experienced by PMTs in relation to the use of technologies. The results of the study suggest the need to rethink teacher education programs regarding the integration of technologies in mathematics classes, the opportunities offered by hybrid education, and teacher education for distance teaching.

由于 COVID-19 大流行,各级教育机构纷纷关门,开始远程运作。在本文中,我们分析了南美三所大学的数学教师教育项目中的职前数学教师(PMTs)在大流行期间的教育经历。我们对 24 名数学教师的叙述进行了归纳和主题定性文本分析,并在此基础上开展了一项探索性研究。在研究的基础上,我们报告了以下几个方面:(1) PMTs 在进入远程教育(RE)模式中的经历(考虑远程课堂的特点--互动、课堂节奏、教学工作时间管理、家庭课堂融合以及身体和心理不适),以及 (2) PMTs 在使用技术方面所经历的机遇和限制。研究结果表明,有必要重新思考有关数学课堂技术整合、混合教育提供的机会以及远程教学的教师教育计划。
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引用次数: 0
Emotions and motivation in mathematics education: Where we are today and where we need to go. 数学教育中的情感与动机:我们的现状与未来。
IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2023-01-18 DOI: 10.1007/s11858-022-01463-2
S Schukajlow, K Rakoczy, R Pekrun

Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students' emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on "Emotions and Motivation in Mathematics Education and Educational Psychology." Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.

情感和动机对于数学学习和成绩的提高非常重要。在本文中,我们将概述有关学生数学学习情绪和动机的研究。首先,我们简要回顾了早期研究是如何发展成为当前最先进的研究,并概述了情绪和动机的以下主要特征:对象、情绪、时间稳定性(相对于可变性)和情境特异性(相对于普遍性)。其次,我们总结了该领域的主要理论(成就情绪的控制价值理论、成就相关动机的期望价值理论、人类动机的自我决定理论和自我效能的社会认知理论)。第三,我们概述了已被证明能促进情绪和动机的教学特点。第四,我们概述了对 "数学教育和教育心理学中的情感与动机 "特刊的贡献。最后,我们就推进理论、改进测量以及考虑多样性和包容性等方面提出了该领域未来的研究方向。
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引用次数: 0
Erratum: Publisher Correction: Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge. 勘误:出版商更正:理解COVID-19动态的相关数学建模工作:教育挑战。
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 DOI: 10.1007/s11858-022-01457-0
J F C A Meyer, M Lima

[This corrects the article DOI: 10.1007/s11858-022-01447-2.].

[这更正了文章DOI: 10.1007/s11858-022-01447-2]。
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引用次数: 0
Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge. 了解COVID-19动态的相关数学建模工作:一项教育挑战。
IF 3 2区 教育学 Q1 Mathematics Pub Date : 2023-01-01 DOI: 10.1007/s11858-022-01447-2
J F C A Meyer, M Lima

The purpose of the work described in this paper is to emphasize the importance of using mathematical models and mathematical modelling in order to be able to understand and to learn possible behaviours in epidemic situations such as that of the COVID-19 pandemic, besides suggesting modelling techniques with which to evaluate certain sanitary decisions and policies which do, in fact, affect society as a whole. The mathematical tools that are used derive from nonlinear systems of difference equations (possibly viable at a high school level, using spreadsheets or adequate software) as well as nonlinear systems of ordinary differential equations (therefore using mathematical tools and software well within the reach of undergraduate students of many courses). This purpose is accomplished by motivating students and learners to study existing SIR-type models and modifying them in order to have a fully understandable translation of dynamics for infectious diseases such as COVID-19 in several different realistic scenarios, that is to say, situations that consider social distancing policies, widespread vaccination programmes, as well as possible and even probable results when in the presence of negationist postures and attitudes. Several modelling choices referring to real-life situations are shown and explored. These models are analysed and discussed, implicitly proposing similar attitudes and evaluations in learning environments. Conclusions are drawn, stimulating further work using the described mathematical tools and resources.

Supplementary information: The online version contains supplementary material available at 10.1007/s11858-022-01447-2.

本文所述工作的目的是强调使用数学模型和数学建模的重要性,以便能够理解和学习在COVID-19大流行等流行病情况下可能出现的行为,此外还提出了建模技术,用于评估某些卫生决策和政策,这些决策和政策实际上会影响整个社会。所使用的数学工具来源于非线性差分方程系统(可能在高中水平上可行,使用电子表格或适当的软件)以及非线性常微分方程系统(因此使用数学工具和软件在许多课程的本科生范围内)。这一目的是通过激励学生和学习者研究现有的sir类型模型并对其进行修改,以便在几种不同的现实场景中对COVID-19等传染病的动态进行完全可理解的翻译,也就是说,考虑到社会距离政策,广泛的疫苗接种计划的情况,以及在存在否定主义姿态和态度时可能甚至可能产生的结果。几个模型选择参考现实生活的情况下,显示和探索。对这些模型进行了分析和讨论,含蓄地提出了在学习环境中类似的态度和评价。得出结论,激励进一步的工作使用所描述的数学工具和资源。补充信息:在线版本包含补充资料,下载地址:10.1007/s11858-022-01447-2。
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引用次数: 6
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Zdm-Mathematics Education
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