Field Of Mathematics Education Research Articles

Humanizing Mathematics to Broaden the Space of Participation

Reflections on the Field of Mathematics Education

Some Career Reflections on Research and Scholarship in Mathematics Education

Reflections on the Field of Mathematics Education

Learning With and From the Community

Reflections on the Field of Mathematics Education

Students’ Concept Construction Errors In Online Learning

A well-constructed concept can aid pupils in comprehending any learning content. However, as seen by how students solve math problems, the construction process frequently encounters flaws. Students make various conceptual construction errors in online learning. This is a qualitative study conducted on Mathematics Education students of Universitas Papua. The purpose of this study was to determine the errors made by students in constructing concepts of functions during online learning. Five subjects were selected as the subjects. They were chosen by using the purposive sampling technique. The instrument was developed using material from online lectures on functions and has been validated by experts in the field of mathematics education. The findings indicated that there were five misconstruction concepts, i.e. pseudo construction, construction holes, mis-logical construction, mis-analogical construction, and misconstruction in problem-solving. For further research, to avoid unnecessary construction errors, it is recommended that before the learning process is carried out, the teacher should know the construction of students’ concepts, so that the process of students’ conceptual change in online learning can be known.

CONTENT ANALYSIS OF META-ANALYSIS STUDIES MADE IN MATHEMATICS EDUCATION IN TURKEY

<p>The aim of this research is to determine the trends of academic articles and postgraduate theses that employ the meta-analysis method in the field of mathematics education and that were published in Turkey between 2011 and 2020. Using the qualitative research method, this research aims to examine with descriptive content analysis the studies carried out in the field of mathematics education by using the meta-analysis approach. The data of this research consists of academic articles and postgraduate theses prepared using the meta-analysis approach in the field of mathematics education at the national level between 2011 and 2020. The data collection tool of the research is the "Publication classification form", which was prepared by the researcher. The data of the research were analyzed by descriptive content analysis. The reliability of the research was determined by the consensus formula of Miles and Huberman (1994). The studies examined in the research are classified according to years, study type, independent variable, dependent variable, effect sizes, and effect directions. For the findings of the research, frequency and percentage tables of the studies examined were created. In the findings of the research; It was concluded that the studies were carried out mostly in 2019, academic articles and theses were mostly examined together in the studies, the Computer-Aided Mathematics Teaching method was the most frequently investigated subject through the meta-analysis, academic success was investigated as the dependent variable, and the effect sizes of the studies were moderate and their directions were mainly positive. It is recommended to conduct a meta-analysis of recently used distance education methods and of the new constructivist approaches.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0951/a.php" alt="Hit counter" /></p>

Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future

The relationship between the mathematics taught in teacher training and the mathematics demanded in teaching practices is an issue that has been problematized for many years in the field of Mathematics Education. Nonetheless, recent studies show it is still a focus of interest in the field. In this study, we have identified different connections that teacher educators are able to establish between the mathematics they teach and that which their students, prospective mathematics teachers, will have to teach eventually. We have conducted an in-depth case study and have identified that teacher educators establish content connections, modeled instruction connections, and disciplinary practice connections. Furthermore, we have reported the main difficulties that arise in establishing these connections. Additionally, we have identified a new type of connection, which we call professional practice connections.

Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

A clear relationship exists between the consistent selection and implementation of cognitively demanding tasks and students’ conceptual understanding of mathematics. However, mathematics teachers often struggle to maintain the cognitive demand of implemented tasks, with a number of factors identified as contributing to this decline. As many students have limited opportunity to engage with cognitively demanding tasks, the percentage of students proficient in mathematics remains low and unchanged. Given that the consistent opportunity to engage with cognitively demanding tasks is key to increasing the percentage of students proficient in mathematics, understanding the role of tasks in the mathematics classroom is of essence to both mathematics students and the field of mathematics education. As such, the purpose of this paper is to describe the role of cognitively demanding tasks in the mathematics classroom, the barriers to task implementation, and the supports for students and teachers related to either their engagement with or implementation of cognitively demanding tasks.

Modos de conceituar e investigar a identidade profissional docente nas revisões de literatura

Abstract Several studies that reviewed the national and international literature on the identity of students and teachers have been conducted over the last five years to analyze how researchers in the field of mathematics education have used such a concept. This article has made a systematic meta-synthesis review of the five most relevant literature reviews on this topic published in the last two decades inside and outside Brazil. Its objective is to understand and discuss multiple perspectives and conceptualizations of teachers’ professional identity, along with its implications for research in this area of investigation. The reviewing process of systematic reviews occurred by recording and interpreting each study to eventually discuss and elaborate an integrative synthesis of the final interpretative syntheses. The results reveal that identity conceptualizations have developed in a pendulum movement that oscillates between the dimensions of the subject and its social context, moving towards an interrelation. Research on the area identified theoretical-methodological problems, which still represent a challenge to formulate more operational conceptualizations. Furthermore, in terms of assumed perspectives and the methodologies of developing analysis, defining the concept of identity consistently and operationally is a path under construction and a challenge to be faced by the professional identity field of study. The study of multiple ways of conceptualizing and investigating identity, besides problematizing an important epistemological issue, provides relevant theoretical lenses or tools to analyze and understand the complexity of who and how teachers that work at schools are, particularly in the field of mathematics.

Development of Mathematics Web-based Learning on Table Set-Up Activities

This paper aimed to discuss product design and expert validation of the mathematics web-based learning table set up activities in the hospitality industry. This research was a type of Research and Development, which aimed to develop a new product. The experts involved in this study were four experts. There were two experts in the field of learning technology as media validators and two experts in the field of mathematics education as material validators. In the process of validating the mathematics web-based learning in this study, using a questionnaire that had been prepared to evaluate it as a research instrument. This research had produced mathematics web-based learning which consists of five parts, namely, the initial part to recall about the Cartesian coordinates; the translation sub-material section; the reflection sub-material section; the rotation sub-material section; and the dilatation sub-material section. In the review activity by experts, the average percentage of material validators was eighty five percent, its means is very good and the average percentage of media validators was ninety five its means is very good also. It showed that this mathematics web-based learning can be said to be proper to use.

Особливості утруднення під час розв’язання арифметичних задач здобувачами початкової освіти

The article reveals the issue of elementary school students’ ability to solve arithmetic problems while facing some difficulties, the nature of which has not been sufficiently studied yet. Trying to find out the reason for these difficulties it should be clarified what constitutes a simple problem as a subject of students’ cognition, and how it is understood by the students at their first stages of studying. For this purpose it is necessary to consider how the novice student relates to the task which the teacher offers him/her, how he/she subjectively “accepts” it. Today, the educational institution deals with the personality, identity of the individual, while the individual turns out to be the center of ethics and will act as the main methodological position in upbringing and education. In the systemic nature of education one of the important roles belongs to primary education, which lays the foundation of intellectual, ethical, emotional and volitional qualities of the individual. The mathematics education field is the midpoint for mastering the acquisition of mathematical knowledge, building proficiency and skills, and obtaining the full mathematics education. Arithmetic problems are of great importance in the study of mathematics. They, on the one hand, create a characteristic section of the typical program, the meaning of which the student must learn, and, on the other hand, could be interpreted as a learning material of training, education and development of the elementary school student. Among the system of tasks, which are the subject of studying mathematical field of knowledge, the main place is inherent exactly to the arithmetic problems. Their solution is aimed at the formation of students’ system of mathematical knowledge, development of their skills and abilities of mathematical modeling, calculation, intellectual activity. Arithmetic problems help to reveal the mediated connections with the world and practical activities of people, using ICT, implementing cognitive and educational functions of learning. Keywords: mathematics, arithmetic problems, solution, psychology, textbooks, ICT, Lego bricks.

Reform and counter-reform of mathematics education in the USSR in 1960-1970

Introduction. In the 1960s and 1970s, a secondary school in the USSR became involved in the international mainstream for the reform of mathematics education. Both the content of mathematics education and its ideology and structure were subject to change. Today, the historical events of the last 50 years require a retrospective view. The relevance of the study is determined by the need to rethink the reform of mathematics education of the 1960s and 1970s in the new conditions of radical changes and modernization of the modern education system. The purpose of the study is to restore the objective history of the reform and counter-reform of mathematics education in the USSR, identify the prerequisites for the reform, analyze the reasons for its failure and identify the positive methodological aspects of transformations. Research methods. More than 100 sources were used, including documents from the Archive of the Russian Academy of Sciences, textbooks on mathematics (pre-reform, reformist and post-reform textbooks), certificates of the participants of reform and counter-reforms. The leading methodological approaches included theoretical, philosophical, theoretical-mathematical and experimental-practical. Research results. The analysis of the facts made it possible to establish that the main motives for the reform in the USSR were, on the one hand, the international movement for the new content of school mathematics education based on the ideas of an international group of mathematicians who called themselves Bourbaki, and on the other, the excessive involvement of academic structures (mathematicians and academicians) in solving this issue. Results and discussion. The desire of the top leadership of the USSR not to lag behind the trends in science, education and technology in the world played a negative role in the field of Soviet mathematics education. The initiative in choosing the content of mathematics education “according to Western patterns” to academic workers and structures was erroneous, since the opinions of a community of thousands of teachers, practitioners, methodologists were not taken into account. According to the authors, another reason for the failure of the reform was the excessive involvement of academic structures. Conclusion. Historical experience shows that the greatest successes in education and science are achieved during the periods of stabilization. In the mathematics education of Russia, the stabilizing factor is textbooks written in the traditions of a systematic course, going back to the Elements of Euclid, which is a kind of cultural and historical standard. One of the main conclusions of the study is that the quality of training is closely related to the preservation of the domestic pedagogical tradition, its fundamental principles of learning (systematics and consistency).

Thematic Analysis of Postgraduate Theses on Mathematics Literacy in the Field of Mathematics Education in Turkey

The aim of this study is to reveal the characteristics of the postgraduate thesis on the subject of mathematical literacy in Turkey according to various criteria. The criteria examined in line with the purpose of the study; The type and publication year of the postgraduate theses, the university in which it was made, its subject, keywords, sample type and sample numbers, research method and research design, data collection tools, main results and main suggestions were determined. Thematic analysis, one of the qualitative research approaches, was used in the study. The sample of the research consists of 74 postgraduate theses on mathematical literacy in the field of education registered on the official website of the National Theses Center of the Council of Higher Education between 2003-2020. This study differs from other articles and theses on the examination of postgraduate theses on mathematical literacy in terms of the variety of the criteria discussed.

Content Analysis of the APOS Theory Studies on Mathematics Education Conducted in Turkey and Internationally: A Meta-Synthesis Study

Studies on the APOS Theory, which was developed within the context of conceptual understanding as one of the main aims of mathematics education, have been increasing in recent years. The content analysis of these studies can be useful both for the development of the APOS Theory and for identifying the needs for future research. This study aimed to review the APOS Theory studies in the field of mathematics education. For this purpose, the studies with national and international samples related to the APOS Theory were subjected to descriptive content analysis, and a systematic summary was presented. As a result of the analysis, three themes, namely the purpose of using the theory, the use of genetic decomposition, and the aim of the study were identified. It was determined that genetic decomposition, which is the main component of the APOS Theory, was not used in 13 percent of the studies reviewed. Although the theory was mainly used for data analysis, it can be said that not using genetic decomposition in data analysis is not compatible with the purpose of the theory. On the other hand, there are descriptive studies (39%) in the literature that determine the mental structures and mechanisms predicted by the APOS Theory rather than the structure of mathematical concepts. It can be said that such studies are weak in terms of the theory’s aim of reinforcing conceptual understanding. As a result, it has been revealed that, the APOS Theory has an important place in concept teaching.

STATISTICAL ANXIETY AND METACOGNITIVE AWARENESS LEVELS OF GRADUATE STUDENTS STUDYING IN MATHEMATICS EDUCATION PROGRAM

<p>Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, t-test, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0984/a.php" alt="Hit counter" /></p>

Integration of Mathematics and Environmental Education: Change in the Views of 5th Grade Students Toward Sustainability

"Abstract: Combining mathematics and environmental issues may be a valuable way not only to increase environmental awareness of students but also provide real life context to the mathematics lessons. In this study, it was aimed to explore changes in the views of 5th grade students toward sustainability with the help of the tasks integrating environmental education and mathematics education contents. Based on this aim, as convenient sample, a fifth-grade classroom in a private school in Tukey selected and students attending to this classroom participated in the study. Environmental education issues and mathematical contents were integrated in students’ tasks and these developed tasks were applied as a regular part of the teaching processes of this classroom. Before and after applications, semi structured pre-interviews were carried out with nine students randomly selected from the classroom and the data obtained from these interviews and researcher teacher’s observations were analyzed qualitatively. The findings as the changes in students’ views were combined under 3 categories; students’ views about environmental problems; students’ own individualized role in environmental problems and students’ views towards integration of environmental education and mathematics. This study may provide valuable contributions both to the mathematics education and science education fields in this regard. "

Leveling the Playing Field

As a White cis-gender woman and an African American cis-gender woman who are educators and emerging scholars in the field of science, technology, engineering, and mathematics (STEM) education, we come together to review Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation by Ebony Omotola McGee. This book review is based on our understanding of the inequities in the field of STEM education and the effects of these inequities on mathematics education. We invite the reader to join us in this conversation of recognizing the hardships and embracing the success of underrepresented racialized minority students in mathematics and other fields of STEM.

Trends in mathematics specialist literature: Analyzing research spanning four decades

AbstractFor the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school‐based MS research; and (c) orientations of school‐based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p‐12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to include these new categories, as well as contextual descriptions and working definitions to support future research in more accurately and robustly capturing the ways in which MSs are investigated and reported on in research.

ФОРМИРОВАНИЕ У БУДУЩИХ УЧИТЕЛЕЙ МАТЕМАТИКИ ПРОФЕССИОНАЛЬНЫХ УМЕНИЙ РАБОТЫ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО МАТЕМАТИЧЕСКОГО ОБРАЗОВАНИЯ

The article is devoted to the peculiarities and prospects of practical training of future mathematics teachers to carry out cultural and educational activities in mathematics in educational institutions, including in the system of additional mathematical education. The experience of organizing educational and industrial practices of students of the directions 44.03.01 Pedagogical education, profile «Mathematics» and 44.03.05 Pedagogical education, profile «Mathematics and Computer Science», studying at the Institute of Mathematics, Mechanics and Computer Science named after I.I. is given. Vorovich of the Southern Federal University of Rostov-on-Don.
 The article describes the main activities of students during academic and industrial practices: the study of the specific content of additional mathematical education, methods and means of organizing training; the development of didactic materials for the implementation of classes in the field of additional mathematical education; the implementation of career guidance in schools of Rostov-on-Don; conducting extracurricular activities in mathematics in educational institutions.

A Field Guide to Whole Number Representations in Children’s Books

Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used a) one team documented every way 197 books represented numerical ideas and b) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning.

National Curricular Parameters for Mathematics: From the Creation of the Kaleidoscope to the Necessity to Look Back to Move Forward

Background: In the last decades in Brazil, the prescriptions of the official curricular documents of school mathematics have been constituted as a practice of successive governments. However, there is still little research on the participation of mathematics teachers and educators in the construction of these prescriptions. Objective: To present the perspective of the research collaborator in the general coordination of the PCNs (National Curriculum Parameters) in the area of Mathematics (3rd and 4th cycles of elementary education). Design: This is a qualitative research, with the production of a documentary source through interviews with thematic oral history procedures. Setting and participants: The research collaborator was professor Dr. Célia Maria Carolino Pires, and the interviews were conducted at her residence. Data collection and analysis: Oral sources were used, in the form of interviews with a researcher in the field of mathematics education, as well as written sources that complemented the necessary information. Results: This article presents a thematic section that, on the one hand, makes public the opinions of a person who actively participated in the elaboration and diffusion of the PCNs; and, on the other hand, it invites us to reflect on how - in the last 50 years in Brazil - primary school teachers have had the opportunity to be supporting/protagonists in terms of curriculum production, and how this production has been conducted and understood as a government policy (and political parties) and not a State policy. Conclusions: The article presents considerations made by a participant engaged in the process of elaborating and disseminating the Mathematics PCNs for the 3rd and 4th cycles of elementary education and - in addition - it was constructed to promote a reflection on more recent themes that include, for example, to think about how external assessments start to induce the production of curricula, functioning as thermometers that supposedly can capture the productivity indices of the school system and, at the same time, promote more symptoms of the illness they intend just to “gauge”