eric.ed.gov har udgivet: The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.] Link til kilde
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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 The aim of this study is to explore the judgments and reasoning in probabilistic tasks that require comparing two probabilities either with or without introducing an additional degree of uncertainty. The reasoning associated with the task having an additional condition of uncertainty has not been discussed in previous studies. The 66 undergraduate students, participants in this study, used an analytic process for the task without an additional condition of uncertainty and a heuristic for the task with it.… Continue Reading →
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eric.ed.gov har udgivet: Southern Cross University (SCU) educators and local teachers have developed a five-lesson instructional sequence built around fluke identification as a way of resolving the question: How fast do humpback whales travel up the east coast of Australia? Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract As the demand for skilled data scientists has grown, university level statistics and data science courses have become more rigorous in training students to understand and utilize the tools that their future careers will likely require. However, the mechanisms to assess students’ use of these tools while they are learning to use them are not well defined. As such, a framework to assess statistical computing actions was created. Using task-based interviews of students who completed a second course in statistics, the framework was used to determine the ways in which students utilize statistical computing tools, specifically R, while going through problem solving phases. Patterns that emerged are discussed. Link til kilde
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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 paper deals with a set of geometrical problems for mathematical problem-solving at different difficulty levels. All of these are presented as national flags and one has to investigate invariant area proportions when changing the locus of any corner of the flag. This dynamic element suggests the usage of dynamical geometry environments. Considering applications in mathematics classes, it allows training students’ ability to find a proof above all in the phases of production of a conjecture and exploration… Continue Reading →
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eric.ed.gov har udgivet: In Yucatec Maya middle schools in the Yucatán, math scores are low and drop out rates are high. Although addressing larger social and economic causes may ameliorate these issues, improving math instruction may be a more immediate, feasible approach. This ethnographic, mixed-methods study explores community approaches to problem-solving relevant to middle school math classrooms. Findings indicate: (1) community members possess specialized, practical mathematical expertise that is overlooked in the research around rural, impoverished students, and (2) formal math instruction misses opportunities to capitalize upon cultural approaches involving autonomy and improvisational expertise. Results are relevant for curriculum reform in the US, México, and beyond. [For the complete proceedings, see ED583608.] Link til kilde
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