Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-214
Rachel Lambert, M. Mendoza, Tomy Nguyen
{"title":"Moving towards meaning making in multiplication: A preliminary report of an intervention in number sense","authors":"Rachel Lambert, M. Mendoza, Tomy Nguyen","doi":"10.51272/PMENA.42.2020-214","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-214","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87465658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-92
Thomas E. Ricks
{"title":"Capturing the high ground in learning disabled mathematics education research","authors":"Thomas E. Ricks","doi":"10.51272/PMENA.42.2020-92","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-92","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"354 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80096530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-248
José Miguel Contreras
This study investigates the extent to which pre-service elementary teachers (PETs) use their contextual knowledge to model and solve eight problems for which the result of the arithmetic operation is problematic, if one takes into consideration the reality of the context. A paper-andpencil test was administered to 621 PETs enrolled in mathematics content courses. The test included eight experimental items and four buffer items. The findings for a sample of 97 PETs are not very encouraging. The total number of realistic responses varied from 5 to 80 (out of 97 possible for each problem). Overall, the percentage of realistic responses on the eight problematic items was only about 31%.
{"title":"Prospective elementary teachers’ use of contextual knowledge when solving problematic word problems","authors":"José Miguel Contreras","doi":"10.51272/PMENA.42.2020-248","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-248","url":null,"abstract":"This study investigates the extent to which pre-service elementary teachers (PETs) use their contextual knowledge to model and solve eight problems for which the result of the arithmetic operation is problematic, if one takes into consideration the reality of the context. A paper-andpencil test was administered to 621 PETs enrolled in mathematics content courses. The test included eight experimental items and four buffer items. The findings for a sample of 97 PETs are not very encouraging. The total number of realistic responses varied from 5 to 80 (out of 97 possible for each problem). Overall, the percentage of realistic responses on the eight problematic items was only about 31%.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"520 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77035535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-344
M. Andresen, Bettina Dahl
Teachers often find it hard to balance between justice to the students’ input and leading the class towards the decided goal. We focus on how the teacher orchestrates the balance between whole class student authority and accountability to the discipline. In the case a student presents the result from group work but at some point needs help. The teacher de-personalises the discussion and directs the class’ attention to the subject and not to individual students. Thereby, the class is treated as a community with a shared authority. By the end, collective learning has taken place.
{"title":"Orchestrating both student authority and accountability to the discipline when guiding students presenting a proof","authors":"M. Andresen, Bettina Dahl","doi":"10.51272/PMENA.42.2020-344","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-344","url":null,"abstract":"Teachers often find it hard to balance between justice to the students’ input and leading the class towards the decided goal. We focus on how the teacher orchestrates the balance between whole class student authority and accountability to the discipline. In the case a student presents the result from group work but at some point needs help. The teacher de-personalises the discussion and directs the class’ attention to the subject and not to individual students. Thereby, the class is treated as a community with a shared authority. By the end, collective learning has taken place.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79920281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/pmena.42.2020-366
Rogelio Meana Chávez, Juan Gabriel Herrera Alva
{"title":"Learning through activity (LTA) in superior education: The case of the Heine-Borel theorem","authors":"Rogelio Meana Chávez, Juan Gabriel Herrera Alva","doi":"10.51272/pmena.42.2020-366","DOIUrl":"https://doi.org/10.51272/pmena.42.2020-366","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84851319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-308
Erin E. Krupa, M. Munakata
{"title":"Characterizing feedback given among mathematics teachers: classroom observations","authors":"Erin E. Krupa, M. Munakata","doi":"10.51272/PMENA.42.2020-308","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-308","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77324590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-298
E. Saclarides, C. Baker, Allison Mudd, Stefanie D. Livers, Kristin E. Harbour, M. Hjalmarson
{"title":"An exploration of mathematics teacher leaders in PME-NA proceedings from 1984-2019","authors":"E. Saclarides, C. Baker, Allison Mudd, Stefanie D. Livers, Kristin E. Harbour, M. Hjalmarson","doi":"10.51272/PMENA.42.2020-298","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-298","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77364406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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