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1.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
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| Eula Ewing MonroeEmail: |
2.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
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| Luis RadfordEmail: |
3.
Brian Griffiths (1927–2008) was a British mathematician and educator who served as a member of the founding editorial board
of Educational Studies in Mathematics. As a mathematician, Griffiths is remembered through his work on what continue to be known as ‘Griffiths-type’ topological
spaces. As a mathematics educator, his most profound contribution was, with Geoffrey Howson, in offering a conceptualisation
of the relationship between mathematics, society and curricula. 相似文献
4.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
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| Jason SilvermanEmail: |
5.
What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “socio-cultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “socio-cultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education. 相似文献
6.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
7.
Shelly Sheats Harkness 《Educational Studies in Mathematics》2009,70(3):243-258
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in
Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were
collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory
framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting”
(Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical
thinking. 相似文献
8.
Norma Presmeg 《Educational Studies in Mathematics》2003,54(1):127-137
This reaction to the papers in this PME Special Issue of Educational Studies in Mathematics draws a wider perspective on the issues addressed and some of the constructs used in research in Realistic Mathematics Education
(RME). In particular, it tries to show that while the problems addressed existed within the world-wide arena of mathematics
education and were not unique to the Dutch educational system, the methods used at the Freudenthal Institute to address them
were uniquely adapted to that system yet foreshadowed developments in the wider field of mathematics education. The predictive
aspects of mathematizing, didactizing, and guided reinvention, in which models-of become models-for on various levels, resonate with trends in mathematics education in recent years, including those promoted by the National
Council of Teachers of Mathematics in the USA. Research methodologies, too, have broadened to include more humanistic qualitative
methods. Developmental research as epitomized in the RME tradition makes the distinction between quantitative and qualitative
research obsolete, because there is no restriction on research methods that may be useful in investigating how to improve
the teaching and learning of mathematics, and in the designing of mathematics curricula. Thus some aspects of this research
resonate with what have come to be known as multitiered teaching experiments. However, in RME there is also a special content-oriented
didactical approach that harmonizes with an emphasis on didactics (rather than pedagogy)in several other European countries. Some implications are drawn for future research directions.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
9.
10.
Melissa L. Shirley Karen E. Irving Vehbi A. Sanalan Stephen J. Pape Douglas T. Owens 《International Journal of Science and Mathematics Education》2011,9(2):459-481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication
between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations
such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts.
However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform.
Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in
secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair
mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration
of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important
considerations for the implementation of educational technology. 相似文献
11.
Mary McAlinden 《Assessment in Education: Principles, Policy & Practice》2019,26(3):340-355
Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is running in parallel with an adding policy that is encouraging all young people to include the study of mathematics to 18. In this paper, we present a detailed scrutiny of the published sample assessment materials in the new A-level Physics, Chemistry and Biology qualifications in order to consider what the impact of this policy move might be for the teaching and learning of mathematics, its applications in upper secondary school advanced science studies and the implications in the transition to mathematically-demanding undergraduate studies. 相似文献
12.
Yuichi Handa 《Educational Studies in Mathematics》2012,79(2):263-272
In some circles of mathematics education, repetition and rote are somehow conflated in terms of their pedagogical uses and
ramifications. In this paper, I argue for the separation of the two, relying upon a framework suggested by Martin Buber’s
I–Thou ontology. In the presentation of Buber’s ideas, I highlight the notion of will-as-would-join-with-grace, to be contrasted with plain will. The merit of repetition in teaching and learning, as I argue, is not in automaticity—the common rationale—but in fostering
and supporting a deepened sense of connection and/or intimacy to the object under study. 相似文献
13.
Good education in an age of measurement: on the need to reconnect with the question of purpose in education 总被引：5，自引：0，他引：5
Gert Biesta 《Educational Assessment, Evaluation and Accountability》2009,21(1):33-46
In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light
of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational
outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore
some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal
for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner.
I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should
make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification.
In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about
the purpose and direction of educational processes and practices. 相似文献
14.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
15.
Reuven Babai Tali Brecher Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639
One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules. 相似文献
16.
Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(2):373-385
There are some fundamental—i.e., essential—differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how
people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis
used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of
the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive
approaches will co-exist until one of them dies with its proponents.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
| Wolff-Michael RothEmail: |
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
17.
Bharath Sriraman 《Interchange》2008,39(4):483-492
In this commentary, some remarks are offered on David Pimm, Mary Beisiegel, and Irene Meglis’ article “Would the Real Lakatos
Please Stand up.” The commentary focuses on relatively recent developments in the philosophy of mathematics based on the work
of Lakatos; on theory development in mathematics education; and offers critique on whether Lakatos’ Proofs and Refutations (1976) can be directly implicated in mathematics education.
“Nature and nature’s laws lay hid in night; God said, Let Newton be! and all was light.” (Pope, 1688-17441)相似文献
18.
This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines,
in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its
growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical
profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more
closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated
through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí)
in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential
element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content
of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics
register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual
students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to
come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key
transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and
applications for mathematics teaching and learning are presented.
相似文献
| John O’DonoghueEmail: |
20.
Joy A. Oslund 《Educational Studies in Mathematics》2012,79(2):293-309
The purpose of this article is to consider what methods from ethnopoetics—a field at the intersection of linguistics and anthropology—may
add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry
and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers’ narratives and what they
suggest regarding their knowledge of mathematics-for-teaching. 相似文献