Mathematics Education Research Journal
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Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study
Mathematics Education Research Journal - Tập 35 - Trang 901-927 - 2022
For many decades, problem solving has been a focus of elementary mathematics education reforms. Despite this, in many education systems, the prevalent approach to mathematics problem solving treats it as an isolated activity instead of an integral part of teaching and learning. In this study, two mathematics teacher educators introduced 19 Irish elementary teachers to an alternative problem solvin......
Các bài toán từ liên quan đến việc sử dụng các chiến lược chức năng của học sinh lớp 4 Dịch bởi AI
Mathematics Education Research Journal - Tập 34 - Trang 317-341 - 2020
Bài viết này thảo luận về các đặc điểm của các bài toán từ liên quan đến việc học sinh sử dụng các chiến lược chức năng và khả năng biểu diễn sự tổng quát của các hàm số. Trong bối cảnh của một dự án nghiên cứu rộng hơn nhằm khám phá và thúc đẩy tư duy chức năng trong số học sinh tiểu học, hai mươi lăm học sinh lớp 4 (9-10 tuổi) đã được yêu cầu xác định các mối quan hệ chức năng trong năm bài toán......
#tư duy chức năng #bài toán từ #chiến lược chức năng #giáo dục tiểu học #lớp 4
Effects of classroom instruction on students’ understanding of quadratic equations
Mathematics Education Research Journal - Tập 18 - Trang 47-77 - 2006
Two hundred and thirty-one students in six Grade 9 classes in two government secondary schools located near Chiang Mai, Thailand, attempted to solve the same 18 quadratic equations before and after participating in 11 lessons on quadratic equations. Data from the students’ written responses to the equations, together with data in the form of transcripts of 36 interviews with 18 interviewees (a hig......
What number knowledge is possessed by children beginning the kindergarten year of school?
Mathematics Education Research Journal - Tập 3 - Trang 1-16 - 1991
Forty-five children, fifteen from each of two kindergarten year classes from different schools, and fifteen from a year one class from one of those schools, were interviewed to assess their knowledge of number word sequences and spatial patterns, and ability to recognise numerals and use counting to establish the numerosity of visible and screened collections. The schools were selected as typifyin......
Students’ agency, creative reasoning, and collaboration in mathematical problem solving
Mathematics Education Research Journal - Tập 34 - Trang 813-834 - 2021
This paper aims to give detailed insights of interactional aspects of students’ agency, reasoning, and collaboration, in their attempt to solve a linear function problem together. Four student pairs from a Norwegian upper secondary school suggested and explained ideas, tested it out, and evaluated their solution methods. The student–student interactions were studied by characterizing students’ ind......
Bringing teaching to teacher education
Mathematics Education Research Journal - Tập 11 - Trang 149-153 - 1999
On inferentialism
Mathematics Education Research Journal - Tập 29 - Trang 493-508 - 2017
This article is a critical commentary on inferentialism in mathematics education. In the first part, I comment on some of the major shortcomings that inferentialists see in the theoretical underpinnings of representationalist, empiricist, and socioconstructivist mathematics education theories. I discuss in particular the criticism that inferentialism makes of the social dimension as conceptualized......
Pedagogic discourse and equity in mathematics: When teachers’ talk matters
Mathematics Education Research Journal - Tập 14 Số 3 - Trang 154-168 - 2002
In this paper, we discuss the role and nature of pedagogic discourse. We argue that teachers’ talk plays a much more important role in students’ learning than is often considered—particularly in the learning of racially, ethnically, and linguistically diverse students. We present one teacher who has a record of assisting her fifth grade Latino students to make significant academic gains in mathema......
Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks
Mathematics Education Research Journal - Tập 27 - Trang 637-662 - 2015
In this study, we investigated teachers’ teaching practices and their underlying beliefs regarding context-based tasks to find a possible explanation for students’ difficulties with these tasks. The research started by surveying 27 Junior High School teachers from seven schools in Indonesia through a written questionnaire. Then, to further examine teachers’ teaching practices related to context-ba......
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