ZDM
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Learning trajectories: a framework for connecting standards with curriculum
ZDM - Tập 46 Số 5 - Trang 719-733 - 2014
The mathematical background of proving processes in discrete optimization—exemplification with Research Situations for the Classroom
ZDM - Tập 54 - Trang 925-940 - 2022
Discrete mathematics brings interesting problems for teaching and learning proof, with accessible objects such as integers (arithmetic), graphs (modeling, order) or polyominoes (geometry). Many problems that are still open can be explained to a large public. The objects can be manipulated by simple dynamic operations (removing, adding, ‘gluing’, contracting, splitting, decomposing, etc.). All thes......
Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division
ZDM - Tập 41 Số 6 - Trang 809-826 - 2009
Understanding Instructional Quality Through a Relational Lens
ZDM - Tập 50 - Trang 367-379 - 2018
In this paper, we analyze mathematics lessons using the Classroom Assessment Scoring System (CLASS), a standardized observation protocol that suggests that high-quality lessons are distinguished by the tenor and frequency of classroom interactions. Because the CLASS focuses on interactions, rather than the specifics of content teaching, it can be used across content areas from language arts to mat......
Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school
ZDM - Tập 37 - Trang 72-80 - 2005
In this paper we explore two teachers' views on the role(s) of parents, the local community and children's home lives in the learning of mathematics in primary school. We use Moll and Greenberg's concept of ‘funds of knowledge’ and apply it to the case studies of two teachers working in the UK context. Issues of teachers' professional experience, ethnicity, class and gender emerge as significant i......
Progress and stagnation of gender equity: contradictory trends within mathematics research and education in Sweden
ZDM - Tập 40 Số 4 - Trang 659-672 - 2008
Mathematical modelling as bridge between school and university
ZDM - Tập 38 - Trang 196-208 - 2006
The paper reports on University seminars of mathematical modelling at school, that were held together by the departments of mathematics and mathematics education and some schools in Hamburg. Prospective teachers together with students in upper secondary level carried out modelling examples either in ordinary lessons or special afternoon groups. They tackled authentic problems proposed by applied m......
Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving
ZDM - Tập 55 - Trang 779-792 - 2023
Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone course Mathematical Rea......
Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps
ZDM - Tập 49 - Trang 585-597 - 2017
Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison of multiple strategies to help students learn mathem......
Mathematicians’, mathematics educators’, and mathematics teachers’ professional conceptions of the school learning of mathematical modelling in China
ZDM - Tập 54 - Trang 679-691 - 2022
Mathematical modelling has been included in many mathematics curricula worldwide, and China’s curricula are no exception. The development of modelling competencies has recently been listed among the Chinese mathematics curriculum’s six key objectives. However, the manner in which nationwide learning and teaching of modelling should be conducted presents a key challenge to China’s schools, most of ......
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