ZDM
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Studies of argumentation in primary mathematics education
ZDM - Tập 32 - Trang 155-161 - 2000
The participation of students in processes of collective argumentation is seen as a fundamental condition for enabling mathematics learning in classroom settings. Using data from a finished research project on argumentation in primary mathematics classrooms it will be shown, that in elementary education these processes are of a narrative character.
Connecting a teacher dashboard to a student digital collaborative environment: supporting teacher enactment of problem-based mathematics curriculum
ZDM - Tập 53 - Trang 1285-1298 - 2021
Teacher dashboards in mathematics classrooms tend to provide teachers with information on student performance that are often linked to classroom management systems, online course systems, or peer-tutoring software. Teacher dashboards also tend to emphasize features that support teachers using a “transition” or “direct instruction” model. In our approach, we iteratively designed, developed, tested,...... hiện toàn bộ
Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinking
ZDM - - 2014
Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2 processing. In two studies, we demonstrate that giving pa...... hiện toàn bộ
Method, certainty and trust across disciplinary boundaries
ZDM - Tập 41 - Trang 155-159 - 2008
This paper starts from some observations about Presmeg’s paper ‘Mathematics education research embracing arts and sciences’ also published in this issue. The main topics discussed here are disciplinary boundaries, method and, briefly, certainty and trust. Specific interdisciplinary examples of work come from the history of mathematics (Diophantus’s Arithmetica), from linguistics (hedging, in relat...... hiện toàn bộ
Understanding the role of the teacher in emerging classroom practices: searching for patterns of participation
ZDM - Tập 45 - Trang 547-559 - 2013
The relationship between acquisitionism and participationism is a challenge in research on and with teachers. This study uses a patterns-of-participation framework (PoP), which aims to develop coherent and dynamic understandings of teaching as well as to meet the conceptual and methodological problems of other approaches. The paper presents PoP theoretically, but also illustrates its empirical use...... hiện toàn bộ
Beyond language: conceptualizing epistemic violence against Black immigrant students in mathematics education
ZDM - Tập 55 - Trang 1125-1137 - 2023
This paper provides on-the-ground accounts of epistemic violence against Black immigrant children in mathematics classrooms. From a critical feminist perspective, we introduce Dotson’s notion of silencing as an enactment of epistemic violence. According to Dotson, one way to enact epistemic violence is to damage a particular group’s ability to speak and be heard. A successful act of communication ...... hiện toàn bộ
The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment
ZDM - Tập 52 - Trang 677-690 - 2020
In this study we investigated the development of 245 kindergarteners’ mathematics problem solving (MPS) at two time points within 7 months using a cognitive diagnostic test, which measured three cognitive components (mathematical knowledge and skills, semantic understanding, and quantitative reasoning) with eleven cognitive attributes. The effects of five influencing factors [language ability, mat...... hiện toàn bộ
United States teachers’ views of effective mathematics teaching and learning
ZDM - Tập 39 - Trang 315-327 - 2007
This study investigates US teachers’ cultural beliefs concerning effective mathematics teaching using semi-structured interviews with 11 experienced teachers. For US teachers, effective teaching is student-centered. Cognitively appropriate mathematical content should be understood through many hands-on activities that allow students to explore by themselves the relationship between mathematical kn...... hiện toàn bộ
Every rose has its thorn: secondary teachers’ reasoning about statistical models
ZDM - Tập 50 - Trang 1253-1265 - 2018
Statistical modeling is a core component of statistical thinking and has been identified by several countries as a curricular goal for secondary education. However, many secondary teachers have minimal preparation for teaching this topic. The goal of this research study is to learn about teachers’ perceptions of the role statistical models play in statistical inference and how these perceived purp...... hiện toàn bộ
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