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1.
There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article
reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in
an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students
from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working
on well-defined mathematical investigations that provided a context for the students’ formation of particular mathematical
ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students’
mathematical reasoning that the teachers were able to gain from their observations of the students’ mathematical activity.
The purpose is to show that teachers’ observations of students’ mathematical activity in research sessions on students’ development
of mathematical ideas can provide opportunities for teachers to learn about students’ mathematical reasoning. 相似文献
2.
Adalira Sáenz-Ludlow 《Educational Studies in Mathematics》2006,61(1-2):183-218
Classroom communication has been recognized as a process in which ideas become objects of reflection, discussion, and amendments
affording the construction of private mathematical meanings that in the process become public and exposed to justification
and validation. This paper describes an explanatory model named “interpreting games”, based on the semiotics of Charles Sanders
Peirce, that accounts for the interdependence between thought and communication and the interpretation of signs in which teacher
and students engage in mathematics classrooms. Interpreting games account both for the process of transformation (in the mind
of the learner) of written marks into mathematical signs that stand for mathematical concepts and for the continuous and converging
private construction of mathematical concepts. Teacher–student and student–student collaborative interactions establish a
mathematical communication that shapes and is also shaped by the conceptual domains and the domains of intentions and interpretations
of the participants. A teaching episode with third graders is analyzed as an example of a classroom interpreting game. 相似文献
3.
Evaluating a web based intelligent tutoring system for mathematics at German lower secondary schools
The present study researches the implementation of a web based intelligent tutoring system for mathematics at lower secondary
schools. In recent years, there is growing concern about the worrying situation at German lower secondary schools. Data from
large scale educational assessments in the county of North Rhine-Westphalia (NRW) show that children at lower secondary schools
have an embarrassing paucity of basic mathematical skills (Leutner et al., Lernstandserhebungen 9. Klasse 2004 in NRW: Erster Kurzbericht zur wissenschaftlichen Begleitung, 2004). In order to improve these basic mathematical skills in lower secondary school children, several schools implemented the
web based intelligent tutoring system eFit. The aim of the present research was to investigate whether eFit constitutes an
effective intervention of this target group. The results show that compared to a non-treatment control group, children in
the eFit group significantly improved their arithmetic performance over a period of 9 months. As will be discussed, the findings
have to be treated with cautions because eFit was specifically designed to alleviate mathematical difficulties and therefore
“trained for the test” whereas traditional mathematics instruction followed the regular curriculum. The implications of this
will be considered in the light of existing theory and research. 相似文献
4.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献
5.
Analysing the various misconceptions held by students with regard to the mathematical set concept, the authors hypothesized
that these misunderstandings may be explained by the initial ‘collection’ model. Even after learning the formal properties
of a set in the mathematical sense, the students are still influenced in their reactions by the collection representation,
which acts ‘from behind the scenes’ as a tacit model. If the mathematical concept is not continually reinforced through systematic
use, it is the initial figural interpretation which will replace, as an effect of time, the formal one. The findings confirmed
this hypothesis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
M.C. O'Connor 《Educational Studies in Mathematics》2001,46(1-3):143-185
This case study examines two days of teacher-led large group discussion in a fifth grade about a mathematical question intended
to support student exploration of relationships among fraction and decimal representations and rational numbers. The purpose
of the analysis is to illuminate the teacher’s work in supporting student thinking through the use of a mathematical question
embedded in a position-driven discussion. The focus is an examination of the ways that the emergence of mathematical ideas
is partially shaped by complex interactions among the mathematical contents of the question, the inherent properties of the
discourse format and participant structure, and the available computational methods. The teacher’s work is conceptualized
in terms of actions and practices that coordinate these diverse tools, in constant response to students’ concurrent use of
them.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems 总被引:1,自引:0,他引:1
School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical
problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics
education reform vision that seeks to promote mathematics as an worthy intellectual activity. In this study, the authors explored
the problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of problems they posed
as a result of two interventions. The interventions were designed to probe the effects of (a) exploration of a mathematical
situation as a precursor to mathematical problem posing, and (b) development of aesthetic criteria to judge the mathematical
quality of the problems posed. Results show that both interventions led to improved problem posing and mathematically richer
understandings of what makes a problem ‘good.’ 相似文献
8.
9.
Ferdinand D. Rivera 《Educational Studies in Mathematics》2007,65(3):281-307
This paper provides an instrumental account of precalculus students’ graphical process for solving polynomial inequalities.
It is carried out in terms of the students’ instrumental schemes as mediated by handheld graphing calculators and in cooperation
with their classmates in a classroom setting. The ethnographic narrative relays an instrumental sociogenetic account of mathematical
knowledge construction and foregrounds a progressive evolution of mathematical knowledge from the concrete to the abstract
phase. 相似文献
10.
M. Otte 《Educational Studies in Mathematics》2003,53(3):203-228
Niels Bohr's term‘complementarity' has been used by several authors to capture the essential aspects of the cognitive and
epistemological development of scientific and mathematical concepts. In this paper we will conceive of complementarity in
terms of the dual notions of extension and intension of mathematical terms. A complementarist approach is induced by the impossibility
to define mathematical reality independently from cognitive activity itself. R. Thom, in his lecture to the Exeter International
Congress on Mathematics Education in 1972,stated ‘‘the real problem which confronts mathematics teaching is not that of rigor,but
the problem of the development of‘meaning’, of the ‘existence' of mathematical objects'. Student's insistence on absolute
‘meaning questions’, however,becomes highly counter-productive in some cases and leads to the drying up of all creativity.
Mathematics is, first of all,an activity, which, since Cantor and Hilbert, has increasingly liberated itself from metaphysical
and ontological agendas. Perhaps more than any other practice,mathematical practice requires acomplementarist approach, if
its dynamics and meaning are to be properly understood. The paper has four parts. In the first two parts we present some illustrations
of the cognitive implications of complementarity. In the third part, drawing on Boutroux' profound analysis, we try to provide
an historical explanation of complementarity in mathematics. In the final part we show how this phenomenon interferes with
the endeavor to explain the notion of number.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
12.
As an action research project, using mixed methodology, this study investigated how the use of math journals affected second
grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering
included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal.
Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical
thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and
teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time
constraints issues were also discussed. 相似文献
13.
Cécile Ouvrier-Buffet 《Educational Studies in Mathematics》2011,76(2):165-182
In this paper, a focus is made on defining processes at stake in an unfamiliar situation coming from discrete mathematics
which brings surprising mathematical results. The epistemological framework of Lakatos is questioned and used for the design
and the analysis of the situation. The cognitive background of Vergnaud’s approach enriches the study of freshmen’s processes
at university. The mathematical analysis and the results specifically underscore the in-action definitions and the zero-definitions
and highlight the need of similar mathematical experiences in education, particularly focused on defining processes and the
exploration of a research problem. 相似文献
14.
Mariana Montiel Miguel R. Wilhelmi Draga Vidakovic Iwan Elstak 《Educational Studies in Mathematics》2009,72(2):139-160
The main objective of this paper is to apply the onto-semiotic approach to analyze the mathematical concept of different coordinate
systems, as well as some situations and university students’ actions related to these coordinate systems. The identification
of objects that emerge from the mathematical activity and a first intent to describe an epistemic network that relates to
this activity were carried out. Multivariate calculus students’ responses to questions involving single and multivariate functions
in polar, cylindrical, and spherical coordinates were used to classify semiotic functions that relate the different mathematical
objects. 相似文献
15.
Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis
of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there
are dimensions involved in the emergence of mathematical knowing and the production of mathematical communication that have
not yet been investigated. The purpose of this article is to theorize one of these dimensions, which we call incarnate sonorous
consciousness. Drawing on microanalyses of two exemplary episodes in which a group of third graders are sorting geometric
solids, we show how sound has the potential to mark mathematical similarities and distinctions. These “audible” similarities
and distinctions, which may be produced by incarnate dimensions such as beat gestures and prosody, allow children to objectify
certain geometrical properties of the objects with which they transact. Moreover, the analysis shows that sonorous production
is intertwined with other dimensions of students’ bodily activity. These findings are interpreted according to the “theory
of mathematics in the flesh,” an alternative to current embodiment/enactivist theories in mathematics education. 相似文献
16.
This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical
meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their
working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont’ev’s
work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified,
and correlated the tools that mediated the technicians’ activity, and we studied the mathematical meanings that emerged. A
systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts)
and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of
the technicians’ activity, while the constant interrelation and association of these tools during the working process addressed
the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers’
perspective. Technicians’ emerging mathematical meanings referred to place value, spatial, and algebraic relations and were
expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the
findings are discussed. 相似文献
17.
This paper explores how mathematicians build meaning through communicative activity involving talk, gesture and diagram. In
the course of describing mathematical concepts, mathematicians use these semiotic resources in ways that blur the distinction
between the mathematical and physical world. We shall argue that mathematical meaning of eigenvectors depends strongly on
both time and motion—hence, on physical interpretations of mathematical abstractions—which are dimensions of thinking that
are typically deliberately absent from formal, written definition of the concept. We shall also show how gesture and talk
contribute differently and uniquely to mathematical conceptualisation and further elaborate the claim that diagrams provide
an essential mediating role between the two. 相似文献
18.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
19.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
相似文献
Heinz SteinbringEmail: |
20.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献