Browse results

You are looking at 1 - 10 of 3,405 items for :

  • Mathematics Education x
  • 限定层级: All x
Clear All
Free access
In: Implementation and Replication Studies in Mathematics Education
Author:
Unexpected lists that propel your teaching into refreshingly new directions!

From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.

Abstract

Over the past fifty years, there have been substantial attempts to improve students’ mathematical performance around the world. Many commentators have criticised the efficacy of these initiatives, arguing that performance in western developed countries has either stagnated or fallen. Yet, there is limited robust comparative evidence available. This paper reports a replication of a study of student performance from the 1970s. In 2008 and 2009, in England, Grades 6–8 students (N ≈ 7000), in a nationally representative sample based on a stratified random sample of schools, were tested on their understandings of algebra, decimals, ratio and fractions. The survey used tests administered in 1976 and 1977 to an equivalent nationally representative sample of students. The findings indicate that, at Grade 8, overall understandings have generally fallen, although there are different patterns of change across the topics. The challenges of replicating studies where the full statistical findings are not available are considered.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507276.

Open Access
In: Implementation and Replication Studies in Mathematics Education

Abstract

Large-scale implementation programs for mathematics education innovations should combine several implementation strategies and span over several levels: the mathematics classroom level, the teacher professional development (PD) level, and the facilitator PD level, as well as over the systemic contexts on each of these levels. In this paper, we present the strategies and program architecture of the German nationwide 10-year implementation program QuaMath, which aims at developing the quality of mathematics classrooms and teacher PD in cooperation with the federal states, 400 PD facilitators, and, prospectively, 10000 schools. Given the spread of intended implementation and the depth of the targeted instructional innovations, we also outline the general philosophy of establishing shared visions with all stakeholders and support their productive adaptations at the same time. This philosophy also underpins the planned implementation design research in the program.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507138.

Open Access
In: Implementation and Replication Studies in Mathematics Education

Abstract

Several studies confirm the importance of the role of students’ interest in learning mathematics. This article describes the process of conceptual replication of Rellensmann and Schukajlow’s (2017) research on how the connection to the reality of a mathematical problem affects the interest in solving it. Our study distinguishes between intramathematical problems, word problems and modelling problems. It was implemented with 80 Spanish ninth-grade students and 80 pre-service teachers. The results show that Spanish students are more interested in intramathematical problems and less interested in modelling problems, while pre-service teachers are more interested in problems connected to reality, especially word problems. We also provide data regarding the performance of students and prospective teachers, which is higher in word problems. In addition, we find that there are significant relationships between performance and task-specific interest. These results complement the original study, as they allow us to contrast whether there are differences with German students and to explain the German pre-service teachers’ judgements of students’ interest in problems with and without a connection to reality.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507636.

In: Implementation and Replication Studies in Mathematics Education

Abstract

This article aims to contribute to the body of knowledge developed by mathematics education research on the implementation of innovative TPD devices, i.e. organized systems of arrangements for professional development of mathematics teachers, that emphasize their collaborative work and have a strong bottom-up dimension, as well as to the development of analysis and modelling tools to guide and report on such research. More specifically, drawing on the systemic, institutional and ecological perspective of the anthropological theory of the didactic, we study the dynamics of implementation of such a device, which appeared in France in 2017, paying particular attention to the role played by institutional networks in its dynamics. To do this, we use concepts from the theory of hypergraphs and show their usefulness for modelling the dynamics at stake, a usefulness which, we assume, is not limited to this case study.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507258.

In: Implementation and Replication Studies in Mathematics Education

Abstract

This qualitative study examines how guided curation develops practicing teachers’ task perception as a dimension of integrated STEM teacher identity. Task perception is defined as teachers’ beliefs about their roles and responsibilities as integrated STEM educators. Analysis of teachers’ (n = 22) guided curation assignments from a graduate STEM education course revealed how teachers perceived their roles and responsibilities as integrated STEM educators and potential challenges to integrating STEM. These beliefs included the importance of centering the engineering design process, encouraging collaborative problem solving, providing productive mistake-making opportunities, and connecting mathematics and engineering. Teacher educators’ adaptation of a freely available STEM lesson specification tool scaffolded the collection and analysis of curriculum resources. This adaptation was instrumental in developing task perception. Implications for building elementary teachers’ capacity to implement and sustain innovative integrated STEM instruction are offered.

In: Research in Integrated STEM Education

Abstract

This article delves into the significance of bodily experiences in the context of outdoor STEAM activities. It features a case study involving three tenth-grade students who engage in outdoor tasks – which are part of an outdoor STEAM trail – using the MathCityMap app. The research focuses on the students’ emerging strategies when dealing with two modelling tasks by integrating the modelling cycle phases with a perspective on embodiment that encompasses learning as navigating mathematical places. By intertwining these theoretical stances, the analysis uncovers the students’ strategies and seeks to describe their orientations during the experience. Despite the students not reaching the expected solutions, they bodily engage with the modelling tasks in meaningful ways, employing an array of various strategies. Trying to overcome the separation between domains, classically emphasised in the modelling context, the authors show how bodily engagement operates at their intersection and discuss the relevance of their approach for STEAM activities.

In: Research in Integrated STEM Education
Free access
In: Research in Integrated STEM Education