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1.
Contextualising the notion of ‘belief enactment’ 总被引：1，自引：0，他引：1
Jeppe Skott 《Journal of Mathematics Teacher Education》2009,12(1):27-46
For more than 20 years, belief research has been based on the premise that teachers’ beliefs may serve as an explanatory principle
for classroom practice. This is a highly individual perspective on belief–practice relationships, one that does not seem to
have been influenced by the increasingly social emphases in other parts of mathematics education research. In this article,
I use the notions of context and practice to develop a locally social approach to understanding the belief–practice relationships.
It is a corollary of the approach taken that the high hopes for belief research with regard to its potential impact on mathematics
instruction need to be modified. 相似文献
2.
Kou Murayama Reinhard Pekrun Stephanie Lichtenfeld Rudolf vom Hofe 《Child development》2013,84(4):1475-1490
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long‐term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies. 相似文献
3.
4.
Woodward J 《Journal of learning disabilities》2004,37(1):16-31
This article presents a historical review of mathematics education since the late 1950s in the United States. Three themes are used to organize the literature reviewed in the article: (a) broad sociopolitical forces, particularly highly publicized educational policy statements; (b) trends in mathematics research; and (c) theories of learning and instruction. At times, these themes coincide, as was the case in the 1990s. In other cases, such as the recent push for educational accountability, these themes conflict. Nonetheless, the themes go a long way to explain the serpentine nature of reform in the United States over the last 45 years. This article also attempts to account for developments in special education as well as general education research, something that does not appear in most historical presentations of mathematics education. 相似文献
5.
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. 相似文献
6.
Siddhi Pittayachawan Peter Macauley Terry Evans 《Journal of Higher Education Policy & Management》2016,38(5):562-575
This article reports how statistical analyses of PhD thesis records can reveal future research capacities for disciplines beyond their primary fields. The previous research showed that most theses contributed to and/or used methodologies from more than one discipline. In Australia, there was a concern for declining mathematical teaching and research capacity. We decided to investigate the ‘hidden’ mathematics research capacity in PhDs outside of mathematics. Australian PhD records were re-coded with up to three fields. Records with mathematics as one of their codes were selected and analysed for their relationships to disciplines in their other codes. Triple-coding revealed ‘hidden’ mathematical research capacity that had previously been single-coded in another field had mathematics as one of their subsequent fields. Our findings have implications for policy and planning for mathematics in Australia, and multiple coding of PhD theses records enables analyses for other disciplines to be undertaken to show their research capacities. 相似文献
7.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
8.
从我国民族地区数学课程教材改革、双语教学、学生数学学习心理研究、跨文化数学教育理论研究与方法等方面综述了我国近20年来跨文化数学教育研究取得的成就。目前,对我国少数民族学生数学学习心理研究已达到较高水准,数学课堂的跨文化教育实验研究——中小学＂数学情境与提出问题＂教学实验颇具中国特色并在实践层面产生重要影响。进一步还需研究构建符合少数民族学生思维特点的数学课程体系,编写民族文字数学教材,加强少数民族双语数学教学研究与高素质双语教师队伍建设。 相似文献
9.
应用文献计量法,对2005—2009年中国期刊网上有关中学数学教育研究的文章进行再研究.研究内容主要涉及文章的篇数、期刊、参考文献引用情况、研究者身份、研究领域和研究方法等方面.研究表明:中学数学教师的专业发展正由外部期望转向内部需求;中学数学教育研究具有两面性;中学数学教育研究"趋同度高"、"分野度低";中学数学教育研究在方法上"程序简单的多"、"复杂设计的少"等特征. 相似文献
10.
Anna Sfard 《Educational Studies in Mathematics》2005,58(3):393-413
These seem to be very special times for mathematics education. The public interest in the topic has never been greater. Probably the most prominent among the occurrences that occasioned this recent leap in popularity are international comparative studies such as TIMSS and PISA. The fact that, in spite of the ongoing efforts toward reform in mathematics education, many countries found the results of the international measurements of their students’ achievements rather disappointing led the ICME 10 Program Committee to create the Survey Team on Relations between Mathematics Education Research and Practice. The team, coordinated by the author of this talk, and including Aline Robert from France, Ole Skovsmose from Denmark, Yoshihiko Hashimoto from Japan, and Gelsa Knijnik from Brazil, was invited to reflect on the question of how research has been informing the practice of mathematics education over the last decade. Following the invitation, the Survey Team turned to the members of the mathematics education community asking them to answer three queries about their own work: (1) How would you describe the essence of your work in mathematics education over the last 5 years or so? (2) During this period, to what extent was your work stirred and influenced by the current state of mathematics education in your country and/or in the world? (3) Do you think that the work done by you and by your colleagues over the last five years or so had, or is going to have, an actual impact on the practice of mathematics education? Analysis of the 74 responses received from all over the world revealed several interesting trends. This article is the text of the ICME plenary address in which the author presented an “executive summary” of the findings. 相似文献
11.
Charalambos Y. Charalambous Areti Panaoura George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’
instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes
toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based
on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward
mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs
and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs
and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were
also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded
from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative
data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications
for the design of teacher education programs grounded in the history of mathematics.
相似文献
| Charalambos Y. CharalambousEmail: |
12.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
13.
This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation. 相似文献
14.
This study presents a psychometric evaluation of the Homework Management Scale (HMS) for mathematics, consisting of five subscales for measuring ' homework management strategies. Confirmatory factor analyses were conducted with a sample of middle school students (N = 796). Results indicated that the factor structure of the Chinese version of the HMS for mathematics was consistent with the original one developed in the United States. Furthermore, the HMS and its subscales were correlated with related measures (i.e., homework purpose, homework behaviors, and learning strategies) in the theoretically expected directions. These findings suggest that Chinese version of the HMS is a valid multidimensional measure for mathematics homework at the middle school level. In addition, these findings strengthen the validity of the HMS, as China and United States represent two countries in East and West that differ with regard to their education system in general, and with homework practices in particular. 相似文献
15.
This paper discusses an initial analysis of the form of Australian postgraduate scholarship over the last four decades in
relation to curriculum inquiry. The study forms part of an ARC funded project on the shifts and emphases of Australian curriculum
policy from 1975 to 2005 which seeks to contribute to understandings of how Australian curriculum has developed across states
and over time. Analyses of changing emphases within education thesis production are hampered by the lack of systematic and
consistent indexing of the theses, but within the criteria and methods we used, the thesis analysis elicited some tantalising
findings. These seem to show a changing focus away from curriculum study in the most recent decade of Australian postgraduate
theses, following three decades of rising interest in that area of education. But the study also demonstrated inherent methodological
and practical problems for doing the inquiry itself, in terms of (1) the ways we categorise and think about education as a
field; (2) limitations of the archiving and coding practices we have put in place to sustain a sense of our own history and
the need to improve these; and, (3) potentially, research assessment now in train, and its intention to categorise work via
“field of research” codes. 相似文献
16.
Heinz Steinbring 《Educational Studies in Mathematics》2005,59(1-3):313-324
This is a commentary paper in the volume on “Teachings situations as object of research: empirical studies within theoretical
perspectives”. An essential object of mathematics education research is the analysis of interactive teaching and learning
processes in which mathematical knowledge is mediated and communicated. Such a research perspective on processes of mathematical interaction has to take care of the difficult relationship between mathematics education theory and everyday mathematics teaching practice.
In this regard, the paper tries to relate the development in mathematics education research within the theory of didactical situations to developments in interaction theory and in the epistemological analysis of mathematical communication. 相似文献
17.
《春秋》经传研究选题举例 总被引：2，自引：0，他引：2
张高评 《南京师范大学文学院学报》2004,(2):1-10
对台湾地区五十年来有关《春秋》经传研究的学位论文和学报、期刊论文的选题进行了评述、分析与反思，列举了《春秋》经传研究值得开发的选题，并就《春秋》经传学研究的创新与方法论问题进行了探讨。 相似文献
18.
The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in
general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education
that each gives rise to different problems. The first scenario occurs when history is used as a ‘tool’ for the learning and
teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics
education. We introduce a multiple-perspective approach to history, and suggest that research on history in mathematics education
follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical
competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this
is described. Secondly, when using history as a goal it is argued that an anchoring of the meta-issues in the related in-issues
is essential, and a framework for this is given. Both frameworks are illustrated through empirical examples. 相似文献
19.
Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed. 相似文献
20.
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