The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards ...The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.展开更多
This study explores the mathematical practices embedded in the cultural traditions of the Tharu community, with a focus on their counting systems, measuring techniques, and modeling patterns. Through ethnographic obse...This study explores the mathematical practices embedded in the cultural traditions of the Tharu community, with a focus on their counting systems, measuring techniques, and modeling patterns. Through ethnographic observations and field interviews, the research reveals how the Tharu people employ a base-20 counting system influenced by the Nepali numbering system and use physical objects for arithmetic operations. Their traditional measuring techniques rely on body-referenced units such as the Haat (hand) and Anguli (finger) for length, along with culturally specific units like the Muthi and Lota for volume. Additionally, the study examines the geometric patterns found in Tharu crafts, highlighting the community’s application of symmetry and ratios. The findings illustrate the significance of these ethnomathematical practices in the daily life of the Tharu people, offering insight into how indigenous mathematical knowledge can enrich the broader understanding of mathematics education. This research contributes to the field of ethnomathematics by documenting and analyzing the ways in which cultural groups integrate mathematical concepts to solve practical problems and preserve their heritage.展开更多
The innovation competence of K-12 education teachers undoubtedly plays a crucial role in fostering the innovation abilities of their students.K-12 mathematics education equips students with the critical thinking and p...The innovation competence of K-12 education teachers undoubtedly plays a crucial role in fostering the innovation abilities of their students.K-12 mathematics education equips students with the critical thinking and problem-solving skills essential for their future studies in colleges and universities,helping them grasp complex techniques to address challenges in everyday life and their careers.Therefore,it is of great significance to study strategies for improving the innovation competence of college students majoring in Mathematics Education,as they will likely become K-12 education mathematics teachers directly after graduating from colleges or universities.In this paper,we study strategies for enhancing the innovation competence of college students majoring in Mathematics Education through curriculum optimization.We analyze and explain in detail the importance of innovation competence for college students majoring in Mathematics Education and the difficulties encountered in enhancing college students’innovation competence.With the help of the analysis of the importance and challenges of enhancing college students’innovation competence,we propose several strategies to improve the innovation competence of college students majoring in Mathematics Education based on curriculum optimization.The findings presented in this paper can be applied to develop strategies for college students majoring in Physics and Chemistry Education.展开更多
Since the new century,China’s mathematics curriculum reform in basic education has continued to move forward in attempts and explorations,presenting many new changes,trends,movements,and developments.Sorting out,anal...Since the new century,China’s mathematics curriculum reform in basic education has continued to move forward in attempts and explorations,presenting many new changes,trends,movements,and developments.Sorting out,analyzing,and summarizing the achievements,experiences,problems,and challenges in this journey are conducive to providing insights for the reform and development of the Chinese basic education mathematics curriculum in the new era.This paper analyses the research on mathematics education in China(1999-2024)using the visual measurement of CiteSpace knowledge mapping,hoping to provide directions for the future of mathematics education in China.展开更多
Innovation is the first driving force to lead the development. The development of the country cannot be separated from innovation. High school is a key period for students to learn, and the cultivation of their creati...Innovation is the first driving force to lead the development. The development of the country cannot be separated from innovation. High school is a key period for students to learn, and the cultivation of their creative thinking can benefit their whole lives. High school mathematics presents the characteristics of theorization, abstraction and strong logicality, which makes it difficult for students to learn. However, the traditional teaching concept pays attention to the inculcation of knowledge, which is not conducive to the students to truly form good mathematics learning habits. To do a good job in senior high school mathematics education, we should start from the perspective of cultivating students creative thinking ability, and comprehensively improve students ability to solve mathematical problems by creating diversified teaching situations, changing teaching concepts, strengthening classroom interaction, cultivating students associative creativity and other methods.展开更多
Teachers’teaching behavior plays a crucial role in students’development,and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’cognitive needs,lack of equal opport...Teachers’teaching behavior plays a crucial role in students’development,and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’cognitive needs,lack of equal opportunities for students’classroom performance as well as lack of formative evaluation of students.In order to solve the phenomenon,this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding(TRU)evaluation framework with the goal of focusing on the development of all students,taking the teaching design of The Cosine Theorem as an example,and provides ideas and methods for first-line high school mathematics teachers.展开更多
Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching qu...Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.展开更多
Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student...Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.展开更多
Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectiv...Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectives.Design/Approach/Methods:In this con text,the prese nt study is a qualitative research based on document analysis.The data were analyzed usingsemantic content analysis,and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level.Findings:Control,mystery,and openness mathematical values appeared in all mathematical modeling tasks,and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeli ng perspectives.Product,exploration,creating,releva nee,pleasure,and application mathematics educational values also emerged in all modeling tasks.Educational values of social justice,equity,social welfare,humanity,and altruism were more important in the socio critical modeling,while the value of individualism was more emphasized in the model-eliciting approach.Originality/Value:By determining mathematical,mathematics educational,and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives,an effective and more value-balaneed mathematical modeling instruction can be provided.展开更多
In the late nineteenth century,stimulated by the demand for modern military technology,mathematics research and education in China developed rapidly,resulting in the emergence of the first generation of professional m...In the late nineteenth century,stimulated by the demand for modern military technology,mathematics research and education in China developed rapidly,resulting in the emergence of the first generation of professional mathematicians.This marks the starting point for the professionalization of mathematics in China,a process which this paper sets out to analyze.The author first provides a brief survey of the status of Chinese mathematicians prior to 1860.Then,the paper analyzes the social and political context of mathematics,focusing on the improvement of the civil service examination system.Finally,the paper studies the development of mathematics education in the late nineteenth century,leading to the conclusion that mathematics and Chinese mathematicians were professionalized in three major ways:(1)some mathematicians could earn a stable livelihood from their mathematical competence;(2)the social position of mathematicians improved;and(3)the social status of the specialty of mathematics was enhanced.展开更多
If you don’t use it,you lose it.School breaks,during which students do not regularly participate in instruction,can therefore have negative consequences on learning.This is especially true for mathematics learning si...If you don’t use it,you lose it.School breaks,during which students do not regularly participate in instruction,can therefore have negative consequences on learning.This is especially true for mathematics learning since skills build progressively on earlier materials.How can we bridge these gaps in formal instruction?The Keeping in School Shape(KisSS)program is a mobile,engaging,innovative,and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills.Founded on learning theory and designed on a model of behavioral change,the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break.After rating their confidence in solving the daily problem students receive feedback and a solution.This study explores measures of participation,accuracy,and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States.Results indicate that careful attention should be paid to the construction of the first few days of the program,and that encouragement,problem difficulty may improve participation.展开更多
This paper’s focus is the examination of how do mathematics textbooks for lower secondary school in Kosovo represent the meaning of concept of function.Textbooks and teachers usually introduce function via a situatio...This paper’s focus is the examination of how do mathematics textbooks for lower secondary school in Kosovo represent the meaning of concept of function.Textbooks and teachers usually introduce function via a situation with the related quantities already identified.What is required of the students is to learn how to set up and represent the relationships in tables,graphs,and equation and analyze the properties.In the real world,when function is used as a model,the first thing that needs to be done is to identify the varying quantities.So,it is important to let students identify the quantities and let them determine which of these quantities may be related.This way they get a sense of what function really is and what it is for.The function is not the graph,not the table of values,and not the equation.The conclusion of the study is that analyzed textbooks do not represent a good foundation for building a concept of function and a few attentions paid to variability issues.展开更多
基金The Discipline Resource Construction Project of Jiangsu Second Normal University(Project number:JSSNU03202222)。
文摘The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.
文摘This study explores the mathematical practices embedded in the cultural traditions of the Tharu community, with a focus on their counting systems, measuring techniques, and modeling patterns. Through ethnographic observations and field interviews, the research reveals how the Tharu people employ a base-20 counting system influenced by the Nepali numbering system and use physical objects for arithmetic operations. Their traditional measuring techniques rely on body-referenced units such as the Haat (hand) and Anguli (finger) for length, along with culturally specific units like the Muthi and Lota for volume. Additionally, the study examines the geometric patterns found in Tharu crafts, highlighting the community’s application of symmetry and ratios. The findings illustrate the significance of these ethnomathematical practices in the daily life of the Tharu people, offering insight into how indigenous mathematical knowledge can enrich the broader understanding of mathematics education. This research contributes to the field of ethnomathematics by documenting and analyzing the ways in which cultural groups integrate mathematical concepts to solve practical problems and preserve their heritage.
基金Innovation and Entrepreneurship Education Reform Research Program of Suqian University(2023cxcy08)Startup Foundation for Newly Recruited Employees and the Xichu Talents Foundation of Suqian University(2022XRC033)+4 种基金Professional Certification Oriented Teaching Reform Research Special Program of Suqian University(2023ZYRZ04)Qing Lan Project of Jiangsu“High Quality Public Course Teaching Reform”Special Program for Colleges and Universities of Jiangsu(2022JDKT106)Higher Education Reform Research Project of Jiangsu(2023JSJG718)Higher Education Scientific Research Planning Project of the Higher Education Association of China(23SX0203)。
文摘The innovation competence of K-12 education teachers undoubtedly plays a crucial role in fostering the innovation abilities of their students.K-12 mathematics education equips students with the critical thinking and problem-solving skills essential for their future studies in colleges and universities,helping them grasp complex techniques to address challenges in everyday life and their careers.Therefore,it is of great significance to study strategies for improving the innovation competence of college students majoring in Mathematics Education,as they will likely become K-12 education mathematics teachers directly after graduating from colleges or universities.In this paper,we study strategies for enhancing the innovation competence of college students majoring in Mathematics Education through curriculum optimization.We analyze and explain in detail the importance of innovation competence for college students majoring in Mathematics Education and the difficulties encountered in enhancing college students’innovation competence.With the help of the analysis of the importance and challenges of enhancing college students’innovation competence,we propose several strategies to improve the innovation competence of college students majoring in Mathematics Education based on curriculum optimization.The findings presented in this paper can be applied to develop strategies for college students majoring in Physics and Chemistry Education.
文摘Since the new century,China’s mathematics curriculum reform in basic education has continued to move forward in attempts and explorations,presenting many new changes,trends,movements,and developments.Sorting out,analyzing,and summarizing the achievements,experiences,problems,and challenges in this journey are conducive to providing insights for the reform and development of the Chinese basic education mathematics curriculum in the new era.This paper analyses the research on mathematics education in China(1999-2024)using the visual measurement of CiteSpace knowledge mapping,hoping to provide directions for the future of mathematics education in China.
文摘Innovation is the first driving force to lead the development. The development of the country cannot be separated from innovation. High school is a key period for students to learn, and the cultivation of their creative thinking can benefit their whole lives. High school mathematics presents the characteristics of theorization, abstraction and strong logicality, which makes it difficult for students to learn. However, the traditional teaching concept pays attention to the inculcation of knowledge, which is not conducive to the students to truly form good mathematics learning habits. To do a good job in senior high school mathematics education, we should start from the perspective of cultivating students creative thinking ability, and comprehensively improve students ability to solve mathematical problems by creating diversified teaching situations, changing teaching concepts, strengthening classroom interaction, cultivating students associative creativity and other methods.
基金Henan Province 2022 Teacher Education Curriculum Reform Research Project:Research on Improving the Teaching Practice Ability of Mathematics Normal University Students under the OBE Concept(Project number:2022-JSJYZD-009)A Study on the Measurement and Development of Mathematics Core Literacy for Secondary School Students,Doctoral Research Initiation Fee of Henan Normal University(Project number:20230234)Henan Normal University Graduate Quality Course Program,Mathematical Planning I(Project number:YJS2022KC02)。
文摘Teachers’teaching behavior plays a crucial role in students’development,and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’cognitive needs,lack of equal opportunities for students’classroom performance as well as lack of formative evaluation of students.In order to solve the phenomenon,this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding(TRU)evaluation framework with the goal of focusing on the development of all students,taking the teaching design of The Cosine Theorem as an example,and provides ideas and methods for first-line high school mathematics teachers.
基金supported by the Dean's Research Fund from The Education University of Hong Kong(Ref.:FLASS/ICRS-0401W,R4439).
文摘Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.
文摘Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.
文摘Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectives.Design/Approach/Methods:In this con text,the prese nt study is a qualitative research based on document analysis.The data were analyzed usingsemantic content analysis,and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level.Findings:Control,mystery,and openness mathematical values appeared in all mathematical modeling tasks,and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeli ng perspectives.Product,exploration,creating,releva nee,pleasure,and application mathematics educational values also emerged in all modeling tasks.Educational values of social justice,equity,social welfare,humanity,and altruism were more important in the socio critical modeling,while the value of individualism was more emphasized in the model-eliciting approach.Originality/Value:By determining mathematical,mathematics educational,and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives,an effective and more value-balaneed mathematical modeling instruction can be provided.
文摘In the late nineteenth century,stimulated by the demand for modern military technology,mathematics research and education in China developed rapidly,resulting in the emergence of the first generation of professional mathematicians.This marks the starting point for the professionalization of mathematics in China,a process which this paper sets out to analyze.The author first provides a brief survey of the status of Chinese mathematicians prior to 1860.Then,the paper analyzes the social and political context of mathematics,focusing on the improvement of the civil service examination system.Finally,the paper studies the development of mathematics education in the late nineteenth century,leading to the conclusion that mathematics and Chinese mathematicians were professionalized in three major ways:(1)some mathematicians could earn a stable livelihood from their mathematical competence;(2)the social position of mathematicians improved;and(3)the social status of the specialty of mathematics was enhanced.
文摘If you don’t use it,you lose it.School breaks,during which students do not regularly participate in instruction,can therefore have negative consequences on learning.This is especially true for mathematics learning since skills build progressively on earlier materials.How can we bridge these gaps in formal instruction?The Keeping in School Shape(KisSS)program is a mobile,engaging,innovative,and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills.Founded on learning theory and designed on a model of behavioral change,the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break.After rating their confidence in solving the daily problem students receive feedback and a solution.This study explores measures of participation,accuracy,and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States.Results indicate that careful attention should be paid to the construction of the first few days of the program,and that encouragement,problem difficulty may improve participation.
文摘This paper’s focus is the examination of how do mathematics textbooks for lower secondary school in Kosovo represent the meaning of concept of function.Textbooks and teachers usually introduce function via a situation with the related quantities already identified.What is required of the students is to learn how to set up and represent the relationships in tables,graphs,and equation and analyze the properties.In the real world,when function is used as a model,the first thing that needs to be done is to identify the varying quantities.So,it is important to let students identify the quantities and let them determine which of these quantities may be related.This way they get a sense of what function really is and what it is for.The function is not the graph,not the table of values,and not the equation.The conclusion of the study is that analyzed textbooks do not represent a good foundation for building a concept of function and a few attentions paid to variability issues.
