Recent Journal Articles
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Educational Studies in Mathematics (Online First™) » Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies
Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies Content Type Journal ArticleDOI 10.1007/s10649-010-9266-1Authors Julie Gainsburg, California State University, Northridge, Northridge, CA USA Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Journal of Mathematics Teacher Education (Online First™) » Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers
Abstract Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection—based on the work of John Dewey and Donald Schön—connects reflective incidents into a cyclic progression that refines ideas through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development. Content Type Journal ArticleDOI 10.1007/s10857-010-9155-7Authors Thomas E. Ricks, Louisiana State University, 111P Peabody Hall, Baton Rouge, LA 70803, USA Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Educational Studies in Mathematics (Online First™) » The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students
Abstract One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety in pre-service teachers. Also, the majority of instances of participants’ mathematics anxiety are caused by the teachers, their behavior or teaching approaches in their past. Content Type Journal ArticleDOI 10.1007/s10649-010-9260-7Authors Mehmet Bekdemir, Elementary Education Department, Erzincan University, 24030 Erzincan, Turkey Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Journal of Mathematics Teacher Education (Online First™) » Challenges of critical colleagueship: examining and reflecting on mathematics teacher study group interactions
Abstract This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related to the development of this type of collegiality across the two different phases of this project. We end with a section in which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications this has with respect to her own practice as a facilitator. Content Type Journal ArticleDOI 10.1007/s10857-010-9156-6Authors Lorraine M. Males, Division of Science and Mathematics Education, Michigan State University, A-722 Wells Hall, East Lansing, MI 48824, USASamuel Otten, Division of Science and Mathematics Education, Michigan State University, N207 North Kedzie Hall, East Lansing, MI 48824, USABeth A. Herbel-Eisenmann, College of Education, Teacher Education, Michigan State University, 329 Erickson Hall, East Lansing, MI 48824, USA Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Journal of Mathematics Teacher Education (Online First™) » Observing the process of mathematics teacher change—part 1
Observing the process of mathematics teacher change—part 1 Content Type Journal ArticleDOI 10.1007/s10857-010-9158-4Authors David Reid, Acadia University, Wolfville, CanadaVicki Zack, St. George’s School, 5822 Einstein Ave., Montreal, Quebec H4W 2Y6, Canada Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Educational Studies in Mathematics (Online First™) » “Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples
Abstract This article deals with the roles of variation problems (“one problem multiple solution” and “one problem multiple changes”) as used in Chinese textbooks. It is argued that variation problems as an “indigenous” Chinese practice aim to discern and to compare the invariant feature of the relationship among concepts and solutions. This practice also aims to provide opportunities for making connections, since comparison is considered the pre-condition to perceive the structures, dependencies, and relationships that may lead to mathematical abstraction. In the first part of the article, the “indigenous” practice is discussed against its philosophical Daoism and Confucianism backgrounds. To grasp its distinctiveness, a comparison between Chinese and American textbooks is carried out. In the second part of the article, the focus is on the manner in which fraction division is articulated in an important Chinese textbook. A framework to understand variation practice is introduced and some educational implications are suggested. Content Type Journal ArticleDOI 10.1007/s10649-010-9263-4Authors Xuhua Sun, Faculty of Education, University of Macau, Avenida Padre Tomas Pereira S. J., Taipa, Macau China Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Journal of Mathematics Teacher Education (Online First™) » ‘It’s getting me thinking and I’m an old cynic’: exploring the relational dynamics of mathematics teacher change
Abstract Actor-network theory is a way of describing and understanding the complexity of social change. This article explores its relevance to understanding teacher change in mathematics education by considering a single teacher change narrative. This is centred on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. The project had two foci: investigating forms of school-based collaborative professional development in the context of developing a dynamic approach to teaching and learning geometry. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyse features of this teacher narrative. These are relationality, translation and fluidity. Some implications are considered for developing accounts of, and actions for, mathematics teacher change. Content Type Journal ArticleDOI 10.1007/s10857-010-9154-8Authors Mark Boylan, Sheffield Hallam University, South Yorkshire, UK Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Educational Studies in Mathematics (Online First™) » Book review: Pausing to relate and participate
Book review: Pausing to relate and participate Content Type Journal ArticleDOI 10.1007/s10649-010-9265-2Authors Kathleen Nolan, University of Regina, Regina, Canada Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse
Abstract The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving students’ understanding of the meaning of fraction expansion. To this end, we (a) videotaped one group of three such students during a guided interaction session, (b) interviewed students and teachers about their first impressions of the use of the video clip, and (c) conducted pre–post-tests to examine the discourse students choose to employ to discuss expansion. Despite the interviewees’ impression that the use of the video clips makes it easier to remember the story, the analysis of the guided interaction session revealed that the students did not use it spontaneously when asked to explain why a fraction and its expanded form are equivalent. Rather, their explanations revolved around the expansion procedure. It was the tutor’s careful interventions in the discourse, building on the students’ recall of the story, which led to a synergy effect that facilitated the students’ understanding and articulation of the meaning of fraction expansion. This combination proved to be a potentially successful strategy in effectively promoting low-achieving students’ understanding in mathematics, as demonstrated in the students’ discourse and post-test performance. At the same time, our results highlight the delicate scaffolding required to achieve a beneficial effect. Content Type Journal ArticleDOI 10.1007/s10649-010-9262-5Authors Yifat Ben-David Kolikant, The Hebrew University of Jerusalem, Jerusalem, IsraelOrit Broza, The Hebrew University of Jerusalem, Jerusalem, Israel Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » Understanding mathematics textbooks through reader-oriented theory
Abstract Textbooks have the potential to be powerful tools to help students develop an understanding of mathematics. However, many students are unable to use their textbooks effectively as learning tools. This paper presents a framework that can be used to analyze factors that impact the ways students read textbooks. It adapts ideas from reader-oriented theory and applies them to the domain of mathematics textbooks. In reader-oriented theory, the reader is viewed as actively constructing meaning from a text through the reading process; this endeavor is shaped and constrained by the intentions of the author, the beliefs of the reader, and the qualities the text requires the reader to possess. This paper also discusses how reading mathematics textbooks is further constrained by the authority and closed structure of these textbooks. After describing the framework, the paper discusses recommendations for future avenues of research and pedagogy, highlighting the importance of teachers' roles in mediating their students' use of textbooks. Content Type Journal ArticleDOI 10.1007/s10649-010-9264-3Authors Aaron Weinberg, Ithaca College, 953 Danby Rd, Ithaca, NY 14850, USAEmilie Wiesner, Ithaca College, 953 Danby Rd, Ithaca, NY 14850, USA Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » Truth and the renewal of knowledge: the case of mathematics education
Abstract Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many alternative, sometimes conflicting, ways. The paper argues that our entrapment in specific pedagogic forms of mathematical knowledge and the styles of teaching that go with them can constrain students’ engagement with processes of cultural renewal and changes in the ways in which mathematics may be framed for new purposes, but there are some mathematical truths that survive the changing circumstances that require us to update our understandings of teaching and learning the subject. In meeting this challenge, Radford encountered a difficulty in framing notions of mathematical objectivity and truth commensurate with a cultural–historical perspective. Following Badiou, this paper distinguishes between objectivity, which is seen necessarily as a product of culturally generated knowledge, and truth, as glimpsed beyond the on-going attempt to fit a new language that never finally settles. Through this route, it is shown how Badiou’s differentiation of knowledge and truth enables us to conjure more futuristic conceptions of mathematics education. Content Type Journal ArticleDOI 10.1007/s10649-010-9259-0Authors Tony Brown, Manchester Metropolitan University, Manchester, UK Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » Discussing a philosophical background for the ethnomathematical program
Abstract This article examines the extent to which Wittgenstein's analytical framework may be relevant to philosophical reflection on ethnomathematics. The discussion develops Bill Barton's suggestion that a philosophical basis for the ethnomathematical program should include and explain culturally different mathematics systems, and the coexistence of different conceptions of mathematics and rationality. Wittgenstein's concept of mathematics as normative statements rather than descriptions is introduced to dialogue with ethnomathematics research and its anthropological descriptions of how mathematics is used and propagated in specific practices. It is argued that although the formulations in Wittgenstein's analytical framework alone are insufficient to account for the political character of ethnomathematics, they do provide a starting point for ethnomathematics as a non-metaphysical version of mathematics. Content Type Journal ArticleDOI 10.1007/s10649-010-9261-6Authors Denise Silva Vilela, Universidade Federal de São Carlos, Km 235-Via Washington Luis, São Carlos, SP Brazil Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics
Abstract The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles. Content Type Journal ArticleDOI 10.1007/s10649-010-9257-2Authors Christine M. Phelps, Central Michigan University Department of Mathematics, Pearce Hall Mt. Pleasant MI 48859 USA Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics (Online First™) » Three styles characterising mathematicians’ pedagogical perspectives on proof
Abstract The article describes mathematicians’ pedagogical perspectives on proof in the teaching of first year university students at a mathematics department in Sweden. A conceptual frame that was used in the data analysis combines theories about proof from earlier mathematics education research with a social practice approach of Lave and Wenger. A theoretical idealised model of three different teacher styles was constructed from the data that consist of transcripts of interviews with 13 mathematicians at the department. The model gives structure to the results and can be applied and developed when comparing teaching cultures between different departments in a country as well as between different countries. Content Type Journal ArticleDOI 10.1007/s10649-010-9256-3Authors Kirsti Hemmi, Mälardalen University Västerås/Eskilstuna Sweden Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Latest Issue of Child Development » In This Issue
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Latest Issue of Child Development » Disasters and Their Impact on Child Development: Introduction to the Special Section
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Latest Issue of Child Development » Disasters, Victimization, and Childrens Mental Health
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Latest Issue of Child Development » Unpacking Trauma Exposure Risk Factors and Differential Pathways of Influence: Predicting Postwar Mental Distress in Bosnian Adolescents
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Latest Issue of Child Development » Sierra Leones Former Child Soldiers: A Follow-Up Study of Psychosocial Adjustment and Community Reintegration
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Latest Issue of Child Development » Posttraumatic Resilience in Former Ugandan Child Soldiers
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