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tandfonline.com – Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain… Continue Reading

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tandfonline.com – Research evidence for mathematics education for students with visual impairment: A systematic review

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The aim of the study was to conduct a systematic review in order to synthesize the evidence-based literature on mathematics education among students with visual impairment (VI). Studies were identified through searches of electronic databases (SCOPUS, PubMed, ERIC, and Web of Science). The authors included articles published between 1 January 2000 and 31 October 2017. Eleven publications met the inclusion criteria, and seven studies had observational designs. The studies focused on teachers’ attitudes and experiences, the use of abacus, tactile graphics, and the development of mathematical concepts. The results showed that the studies had different aims and methods, and only four studies reported eye disorder diagnoses. The ability to choose suitable teaching strategies that involve individual instructions requires… Continue Reading

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tandfonline.com – Factors influencing students’ proficiency development in the fraction domain: the role of teacher cognitions and behaviour

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this study, we investigated which teacher characteristics influence student proficiency development regarding fractions in Grade 5 of Dutch primary education. At least three domains of research (i.e. perspectives) on effective teaching can be distinguished: studies focusing on teachers’ background characteristics, on their knowledge and conceptions regarding the subject they are teaching and on the domain-specific and general pedagogical characteristics of their teaching. In this study, effects of the three perspectives on student fraction proficiency were examined simultaneously using multilevel analyses. Findings revealed that teachers’ age and experience in the upper grades, their pedagogical content knowledge and the degree of student participation in their lessons had positive effects. Their subject matter knowledge, quality of their concept maps and… Continue Reading

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tandfonline.com – A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Mathematics competency is fast becoming an essential requirement in ever greater parts of day-to-day work and life. Thus, creating strategies for improving mathematics learning in students is a major goal of education research. However, doing so requires an ability to look at many aspects of mathematics learning, such as demographics and psychological dispositions, in an integrated way as part of the same system. Large-scale assessments such as the Programme for International Student Assessment (PISA) provide an accessible and large volume of coherent data, and this gives researchers the opportunity to employ data-driven approaches to gain an overview of the system. For these reasons, we have used machine learning to explore the relationships between psychological dispositions and mathematical literacy… Continue Reading

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tandfonline.com – Facilitating proportional reasoning through worked examples: Two classroom-based experiments

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Within mathematics teaching, ways to help students resolve proportional reasoning problems remains a topical issue. This study sought to investigate how a simple innovative procedure could be introduced to enhance skill acquisition. In two classroom-based experiments, 12-year-old students were asked to solve proportional reasoning mathematics problems, on four occasions, over a two-week period. On the second occasion, students worked either with or without the benefit of worked examples. The examples demonstrated a unitising strategy in the context of solving proportional reasoning missing value problems. Students exposed to the worked examples improved scores on subsequent tests. The worked example instruction was (a) mediated entirely through booklets, (b) effective with both low- and high-SES students and (c) represents a promising… Continue Reading

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tandfonline.com – The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E’s, a theoretical framework of action, developed within the ScratchMath project, and Brennan and Resnick’s (2012) terms computational concepts and practices. The result uncovers “follow a procedure” as the dominating action, in which the concepts stepwise instruction and repeated pattern were frequent. Bridging between programming and mathematics is weak in the sense that the programming content does not enhance the possibility to explore mathematical concepts and ideas. Link til kilde

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tandfonline.com – Epistemological aspects of multilingualism in mathematics education: an inferentialist approach

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings—a mathematics classroom in Sweden and a workshop in an indigenous settlement in Colombia—we show that in encounters between language practices and plural mathematics, the semantic and the epistemological are two sides of the same coin. Inferentialism captures such encounters without dichotomising either languages or mathematics. We contend that epistemological issues move beyond the scope of language-as-resource approaches, but they are not paths to improving school achievement. Neither are they matters of distinguishing between formal and informal language use.… Continue Reading

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tandfonline.com – Substituting open educational resources for commercial curriculum materials: effects on student mathematics achievement in elementary schools

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Open Educational Resources (OER) have the potential to replace commercial learning materials in education. An empirical examination of this potential was conducted, comparing the end-of-year mathematics test results of 12,110 elementary school students clustered within 95 schools from five school districts in the state of Washington in the United States of America. Of this group, 6796 students used open learning materials, and 5314 used commercial educational resources. When three years of test scores were considered, there were no… Continue Reading

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tandfonline.com – Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1–9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not… Continue Reading

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tandfonline.com – Exploring the intersection of algebraic and computational thinking

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT This article investigates how the recent implementation of programming in school mathematics interacts with algebraic thinking and learning. Based on Duval’s theory of semiotic representations, we analyze in what ways syntax and semantics of programming languages are aligned with or divert from corresponding algebraic symbolism. Three examples of programming activities suggested for school mathematics are discussed in detail. We argue that although the semiotic representations of programming languages are similar to algebraic notation the meanings of several concepts… Continue Reading