Mathematics Reform Research Articles

Curriculum Reform of Higher Vocational Mathematics Under the Background of Digital Transformation

Under the background of digital transformation, the reform of the higher vocational mathematics curriculum faces urgent challenges and opportunities. This article explores the impact of digital transformation on the reform of higher vocational mathematics curriculum and emphasizes the importance of improving teaching methods centered on learners. The article proposes specific reform methods and discusses the practical application of digital technology in the reform process. By combining digital technology with specific reform methods, further conducting innovative practice research, and continuously exploring the path of reform, we can effectively improve the quality of higher vocational mathematics classroom teaching and provide strong support for the cultivation of comprehensive qualities and employment abilities.

Designing effective continued professional development for primary teachers during curriculum reform in mathematics

ABSTRACT Mathematics curriculums worldwide are being refined to prepare students for the twenty-first century by focusing on developing students’ higher-level thinking skills. As a result, teachers need to adjust their pedagogical approaches to enact new curriculums, which is frequently facilitated through continued professional development (CPD). During curriculum change, the challenges to fostering effective CPD are often exacerbated, signalling a necessity to understand better how CPD can be structured during reform. This research study aims to design a curriculum resource that acts as a form of CPD, seeking to enhance teachers’ use of higher-level thinking questions in mathematics lessons while also gaining a greater understanding of what constitutes effective CPD during curriculum reform. Six Irish primary school teachers in an urban school collaborated for one year with the primary researcher to develop a curriculum resource. Analysis of data collected from observations, focus groups, and researcher field notes guided the iterative design of the curriculum resource. Design characteristics of the curriculum resource and their impact on teachers’ practice are discussed. Finally, suggestions for designing and facilitating CPD during periods of change and implications for further research are proposed.

基于智慧课堂的航海类专业高等数学教学改革探讨——以上海海事大学为例

基于智慧课堂的航海类专业高等数学教学改革探讨——以上海海事大学为例

Exploration of Teaching Reform in Higher Mathematics Based on OBE Concept

Exploration of Teaching Reform in Higher Mathematics Based on OBE Concept

A study on the ecological teaching reform of college mathematics supported by Internet technology

This paper combines the relevant theories and methods of educational ecology to study the interrelationship of various ecological factors in the ecological environment of college mathematics classrooms under the Internet environment, in order to construct a new ecological teaching model of college mathematics, further improve students' mathematical proficiency and provide a novel perspective and practice for deepening the reform of college mathematics teaching. The research adopts the methods such as questionnaire survey, literature research, in-depth interview and classroom observation. 3 survey statistics tables are provided with a total of 82 teachers and students participating in the survey. The survey results show that it is highly necessary to carry out ecological teaching reform of college mathematics supported by Internet technology. The specific measures adopted are also given as shown in Table 4. Facts have proved they are conducive to improving the quality of college mathematics teaching and cultivating talents for the country and society.

The intervention effect of mathematics teaching model reform on social anxiety disorders of college students

BackgroundSocial anxiety disorder, also known as social phobia, refers to anxiety or anxiety about social interaction when encountering unfamiliar or socially threatening situations. At present, social anxiety disorder is a common phenomenon among students, which is not conducive to their physical and mental health development.Subjects and MethodsThe study conducted an EMBase search over the past decade using keywords such as anxiety, social, and psychotherapy to obtain a randomized controlled group of students with social anxiety disorders treated by teaching mode reform. Incorporated original research and existing reviews, focusing on all types of formal psychotherapy and focusing on human research. 10 college students with social anxiety disorder were selected to undergo a three-month mathematical teaching model reform and adopt the Rev Man 5 20 software to perform meta-analysis on various indicators.ResultsIn the past decade, the neurobiology of studying student social anxiety disorder has received increasing attention. The meta-analysis results showed that the effectiveness of teaching mode reform in treating students’ social anxiety disorder was significantly higher than that of mathematics teaching mode reform, and the difference was statistically significant (RR=1 26, 95% CI=1.07-1 49, P=0.006).ConclusionsSocial anxiety disorder is an important factor that affects the speed of college students’ adaptation to new environments, and effective methods and timely intervention and treatment are urgently needed. The research on the intervention effect of the reform of university mathematics teaching mode on students’ social anxiety disorder is of great significance for the social development of college students.AcknowledgementThe Guangxi Higher Education Undergraduate Teaching Reform Project (No. 2022JGA215).

A Literature Review of the Effective Teaching of Mathematics in Junior High School Since the New Curriculum Reform

Mathematics, as a basic subject, has an imperceptible influence on other subjects. With the development of the new curriculum reform, the effective teaching research of mathematics in junior high school has been paid attention to by experts, scholars and teachers. In this paper, from the quantitative and qualitative dimensions, the CNKI database as the main data source, the new curriculum reform of junior high school mathematics teaching since the research is systematically combed. To analyze the research results, find out the lack of research, explore the research trends, in order to provide reference for the future development of effective mathematics teaching research.

Research on the reform of mathematics teaching in the new form of ideological and political education in the curriculum

With the development of society and progress of the times, ideological and political education within the curriculum has become an integral part of education in China. Mathematics, as a fundamental subject, holds a pivotal position in the realm of ideological and political education. This paper aims to research the reform of mathematics teaching in the new form of ideological and political education within the curriculum. It explores how to integrate ideological and political education into mathematics teaching to enhance the quality and effectiveness of mathematics education.

New Teachers’ Awareness of Mathematical Misconceptions in Elementary Students and Their Solution Provision Capabilities

Misconceptions are among the barriers that prevent students from mastering mathematics. Since teachers are essential in student education, their awareness of misconceptions helps students to learn effectively. Therefore, it is crucial to know whether teachers, especially new teachers, are capable of identifying and resolving misconceptions. The purpose of this study is to determine the degree of mathematical misconceptions awareness among the new teachers of elementary schools in Iran and their ability to provide solutions. The sample consisted of 225 new teachers who graduated from Farhangian University and worked in Gilan province, Iran. We used a multiple-choice questionnaire, followed by a semistructured oral interview, to gather data. Findings revealed that the degree of mathematical misconceptions awareness in 78.2% of new teachers is at “good” and “very good” levels. On the other hand, 72.9% of teachers have a “weak” to “medium” solution provision capability when faced with misconceptions. Also, there is no discernible difference between gender and mathematical misconceptions awareness. The study showed a significant association between new teachers’ knowledge of mathematical misconceptions and their ability to address them. By highlighting the abilities and limitations of teachers in spotting and correcting students’ misconceptions, the study’s findings serve as a basis for reform in teaching and learning mathematics.

What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions?

One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion, depicting the realizations of the mathematical object manifested during the discussion and the narratives that articulate the links between these realizations. We applied the tool to 34 classroom discussions about a growing-pattern algebraic task and, through cluster analysis, found three types of whole-class discussion. Associations with classroom-level variables (track, but not grade level or teacher seniority) were also found. Implications with respect to applications and usefulness of the tool are discussed.

Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform

This paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.

Pre-service High School Mathematics Teachers' Cognition of the Implementation of Mathematical Operation Literacy

After the reform of mathematics in the new curriculum, the educational issue of mathematical operation literacy has attracted increasing attention from all walks of life. The core goal of current mathematics education is the cultivation of mathematical operations literacy for middle school students. The measures to implement mathematical operation literacy have become a research hotspot. This paper hopes to provide theoretical basis and learning suggestions for teachers to further develop logical reasoning literacy in learning by analyzing the research findings of pre-service high school mathematics teachers' understanding of logical reasoning literacy. 51 postgraduates majoring in education in a university were taken as the survey object and an open-ended interview method was used to investigate their cognition of the implementation of mathematical operation literacy. It is found that the current pre-service high school mathematics teachers: 1. The cognition on the implementation of mathematical operation literacy focuses on "skills and repeated practice"; 2. The cognition of the implementation of mathematical operation literacy is not comprehensive. The degree of realization of cognitive aspects in the implementation of mathematical operation literacy has not reached half of the implementation measures proposed by predecessors; 3. The cognition of the implementation of mathematical operation literacy is not very consistent with the implementation measures proposed by predecessors. Although there is a certain degree of overlap between the two, the coincidence ratio is low. The suggestions put forward by pre-service high school mathematics teachers are narrow in scope and need to be further explored and considered.

Collegiate Reform of Mathematics in the United States During the 20th Century

Collegiate Reform of Mathematics in the United States During the 20th Century

The Design of Exercise Structure and Operation System of Higher Mathematics Under the Background of Educational Informationization

The teaching reform of higher mathematics has been paid much attention and achieved a lot of achievements. But people have not paid enough attention to the exercises and homework of higher mathematics. The exercises and homework of higher mathematics should not be ignored. It is an important aspect of teaching and learning of higher mathematics. The traditional higher mathematics homework is the students’ personal operation to do the exercises in the textbook after class. Practice has proved that these exercises are very necessary, but it is far from enough for homework to be limited to such exercises. In order to stimulate students’ interest in learning, encourage their confidence in learning and strengthen the spirit of cooperation among students, the structural design under the background of information is mainly adopted in enriching the forms of higher mathematics homework.

Teaching Reform of Economics and Management Mathematics under the Background of Artificial Intelligence———Discussion on Project Driven Teaching Mode

The development of artificial intelligence puts forward new requirements for mathematics teaching in higher vocational colleges. Based on the existing teaching reform and project driven teaching mode, this paper reconstructs the teaching content of economics and management mathematics. From the overall reform idea, teaching content design, project design, teaching implementation process and other aspects, this paper puts forward a set of economic and management mathematics teaching reform plan with the integration of teaching, learning and doingwith students as the main body, project as the carrier and ability training as the core, hoping to effectively improve the effect of higher vocational mathematics teaching.

Instructional coaches' framing of a mathematics reform

PurposeInstructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's international test scores for mathematics, it is timely to review the role of instructional coaches.Design/methodology/approachIn this paper, the authors draw on qualitative data derived from interviews with experienced coaches to investigate how they brokered the vision and pedagogy of a system-level reform in mathematics. Using a sensemaking lens we specifically examined the collective stories they employed as explanatory tools.FindingsThe analysis revealed that coaches drew on factors from school and classroom contexts of professional development practice and from collective beliefs about effective practice, alongside the project materials incorporated in the design of the project. System-level stories of reading reform influenced coaches' leadership of professional practice in implementing the New Zealand Numeracy Development Project, a progressively scaled-up professional learning and development initiative designed to improve teacher knowledge and pedagogy.Originality/valueThis paper highlights the critical importance of coaches' knowledge and expertise, the complexity of the implementation process and the coherence of the infrastructure that supports them in instructional reform.

A study of academic achievement in mathematics after the transition from primary to secondary education

A successful transition from primary to secondary school is central to student confidence and the sustainment of student interest and passion for learning. The literature indicates that difficult transitions can result in decreased levels of motivation, negative attitudes towards school, decreased levels of confidence and disengagement particularly in relation to mathematics. This study investigated student performance in mathematics after the transition from primary to secondary education in Ireland. It comes in the aftermath of major educational reform in mathematics in Ireland at both primary and secondary level and is the first Irish study to examine the effect of the transition on mathematical achievement. Academic achievement in mathematics was measured using a standardised test at the end of the final year of primary school and the end of first year of secondary education. Progress in mathematics was measured over the transition by comparing these two test results for 249 students. On average, students’ raw scores decreased by 7% from sixth class (final year of primary school) to the end of first year of secondary education despite an additional year of instruction and extensive overlap of both syllabi. The results showed statistically significant losses in each strand area and in each process skill. This academic transition is not unique to Ireland and the findings from this research study will be of interest to the mathematics education community internationally since it extends the evidence base for studies in school transition.

Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning.

There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors. It has subsequently been used to characterize instruction along a continuum from didactic to student centered, and more recently to categorize instruction into one of three styles. Initiatives focused on professional development often support instructors’ progression from didactic to student-centered styles. There is a need to examine COPUS instructional styles in terms of behaviors that research has shown to improve student learning. Formative assessment is a research-based practice that involves behaviors accounted for by the COPUS (e.g., posing a question). We qualitatively compared the formative assessment behaviors in 16 biology class sessions categorized into each of the three COPUS styles. We were unable to detect differences in formative assessment behaviors between the COPUS styles. Caution should be taken when interpreting COPUS data to make inferences about the effects of reform efforts. This study underscores the need for additional measures to monitor national reform initiatives in undergraduate STEM.

A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS

Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.

The complexities of assuming the ‘teacher of teachers’ role during lesson study

ABSTRACT Changes in society demand constantly evolving education systems. Teachers’ practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based professional development to support them in the implementation phase of reform endeavours. Japanese Lesson Study has increased in popularity internationally as a professional development model due to its potential to facilitate teachers to learn in and from the practice of teaching. This self-study examines two mathematics teacher educators’ first experience of facilitating Lesson Study with Irish primary in-service teachers. Reflection on the Lesson Study carried out with in-service teachers in 8 urban schools revealed three critical incidents that promoted deeper understanding of the context. The findings provide insights into the realities of managing and leading Lesson Study with in-service teachers, in particular the various barriers affecting teacher engagement. Alternative approaches to practice to address these challenges are also identified.