Researching young students’ mathematical world views

As an alternative to questionnaires suitable for young students, pictures, texts and interviews are used as data sources for studying mathematical world views of fifth and sixth graders in a several-step design. The project was developed in three successive studies. In the first study, the approach of using pictures, texts and interviews for researching young students’ mathematical world views was investigated. Object of the second study was the development of an interrater-method for determining mathematical world views which delivered a satisfactory degree of reliability. The empirical results in the second study indicated as well that quite often mathematics courses were dominated by a view on mathematics emphasizing numbers or calculations. An analysis of students’ utterances suggests that some young students might have mixed world views. This motivates a modified rating approach in a third study in which raters can give weights to several world views. The procedure indicates that various mixed forms of the world views can be observed. This brings up the question as to whether this phenomenon is due to the methodology or whether it describes the formation of mathematical world views at that age.     

Enhancing students’ fraction magnitude knowledge: A study with students in early elementary education

The idea of magnitude is central to understanding fractional numbers. To investigate this relationship, we implemented a design research project in an urban school in the northeast of the US to examine the potential of a measuring perspective and the mathematical notion of fraction-of-quantity to enhance second-grade students’ conceptual understanding of fraction magnitude. We used ideas from the history of mathematics and mathematics education within a cultural-historical framework to define fractions and construct tasks. The research team consisted of a university professor, two doctoral students, one of whom was an administrator of the municipal board of education, eight elementary school teachers, and a parent. The research sessions involved 35 students divided into two classes, meeting one hour per session twice a week for 12 weeks or 24 hours. The students manipulated non-symbolic or non-numeric manipulatives (Cuisenaire rods) and learned to talk about specific relations they perceived among them. Through physical manipulations and discourse, students developed the idea that a fraction reports a multiplicative comparison between two commensurable quantities of the same kind. Our results indicate that second-grade students appropriated the concept of the magnitude of fractions-of-quantity and, based on mental manipulations of evoked non-numeric images, constructed symbolic expressions involving fractional comparisons.     

Undergraduate students’ initial conceptions of factorials

Counting problems offer rich opportunities for students to engage in mathematical thinking, but they can be difficult for students to solve. In this paper, we present a study that examines student thinking about one concept within counting, factorials, which are a key aspect of many combinatorial ideas. In an effort to better understand students’ conceptions of factorials, we conducted interviews with 20 undergraduate students. We present a key distinction between computational versus combinatorial conceptions, and we explore three aspects of data that shed light on students’ conceptions (their initial characterizations, their definitions of 0!, and their responses to Likert-response questions). We present implications this may have for mathematics educators both within and separate from combinatorics.     

Post-primary students’ images of mathematics: findings from a survey of Irish ordinary level mathematics students

A questionnaire survey was carried out as part of a PhD research study to investigate the image of mathematics held by post-primary students in Ireland. The study focused on students in fifth year of post-primary education studying ordinary level mathematics for the Irish Leaving Certificate examination – the final examination for students in second-level or post-primary education. At the time this study was conducted, ordinary level mathematics students constituted approximately 72% of Leaving Certificate students. Students were aged between 15 and 18 years. A definition for ‘image of mathematics’ was adapted from Lim and Wilson, with image of mathematics hypothesized as comprising attitudes, beliefs, self-concept, motivation, emotions and past experiences of mathematics. A questionnaire was composed incorporating 84 fixed-response items chosen from eight pre-established scales by Aiken, Fennema and Sherman, Gourgey and Schoenfeld. This paper focuses on the findings from the questionnaire survey. Students’ images of mathematics are compared with regard to gender, type of post-primary school attended and prior mathematical achievement.     

Mathematics students’ next steps after graduation

This article is about what happens to newly minted mathematics graduates. It explores data from the first destination statistics from the perspective of mathematics lecturers and others involved in institutions that provide a higher education in mathematics. It also looks at reasons why this issue is important to those engaged in the higher education of mathematics undergraduates. A key finding is that the employment of mathematics graduates is concentrated in the sector of the economy that includes banking, property and financial services which makes the employment prospects for new graduates in mathematics vulnerable to recession in that sector.     

Observing mathematical fluency through students’ oral responses

‘Procedural’ fluency in mathematics is often judged solely on numerical representations. ‘Mathematical’ fluency incorporates explaining and justifying as well as producing correct numerical solutions. To observe mathematical fluency, representations additional to a student’s numerical work should be considered. This paper presents analysis of students’ oral responses. Findings suggested oral responses are important vantage points from which to view fluency – particularly characteristics harder to notice through numerical work such as reasoning. Students’ oral responses were particularly important when students’ written (language) responses were absent/inconsistent. Findings also revealed the importance of everyday language alongside technical terms for observing reasoning as a fluency characteristic. Students used high modality verbs and language features, such as connectives, to explain concepts and justify their thinking. The results of this study purport that to gain a fuller picture of students’ fluency, specifically their explanations or reasoning, students’ oral responses should be analyzed, not simply numerical work.     

Middle-school students’ concept images of geometric translations

This study explored sixth grade students’ concept images of geometric translations and the possible sources of their conceptions in a non-technological environment. The data were gathered through a written instrument, student and teacher interviews and document analyses. Analyses of student responses revealed two major concept images of geometric translations: (a) translation as translational motion, and (b) translation as both translational and rotational motion. Students who held these conceptions showed various levels of understanding, such as conceiving translations as undefined motion, partially-defined motion, and defined-motion of a single geometric figure on the plane. The findings of the study suggested, in general, consistencies between students’ concept images and their concept definitions. However, most of the students’ concept definitions were inconsistent with the formal concept definition of geometric translations.Data analyses also revealed five interpretations of a translation vector: (a) vector as a reference line, (b) vector as a symmetry line, (c) vector as a direction indicator, (d) vector as a parameter, and (e) vector as an abstract tool. Furthermore, classroom instruction, mathematics and science textbooks, real-life examples and everyday language were the major sources of students’ concept images of geometric translations.     

Middle school students’ construction of quantitative unknowns

Two iterative, after school design experiments with small groups of middle school students were conducted to investigate how students constructed quantitative unknowns, conceived of as values of fixed quantities that are not known but can be determined. Students solved problems about an unknown height or length measured in two different units. Of 13 students who participated, 6 structured quantities into three levels of units. These students constructed an unknown as a height consisting of an indeterminate number of length units, each of which consisted of smaller length units, and they symbolized these relationships in their equations. The other 7 students structured quantities into two levels of units. Five of these students symbolized only the relationships between the measurement units, with two students demonstrating more basic and advanced solutions. The study shows that grappling with unknowns as measured and indeterminate is beneficial for students’ construction of variable.     

Examining students’ variational reasoning in differential equations

In this study, we explored how a sample of eight students used variational reasoning while discussing ordinary differential equations (DEs). Our analysis of variational reasoning draws on the literature with regard to student thinking about derivatives and rate, students’ covariational reasoning, and different multivariational structures that can exist between multiple variables. First, we found that while students can think of “derivative” as a variable in and of itself and also unpack derivative as a rate of change between two variables, the students were often able to think of “derivative” in these two ways simultaneously in the same explanation. Second, we found that students made significant usage of covariational reasoning to imagine relationships between pairs of variables in a DE, and that mental actions pertaining to recognizing dependence/independence were especially important. Third, the students also conceptualized relationships between multiple variables in a DE that matched different multivariational structures. Fourth, importantly, we identified a type of variational reasoning, which we call “feedback variation”, that may be unique to DEs because of the recursive relationship between a function’s value and its own rate of change.     

Factors influencing students’ perceptions of their quantitative skills

There is international agreement that quantitative skills (QS) are an essential graduate competence in science. QS refer to the application of mathematical and statistical thinking and reasoning in science. This study reports on the use of the Science Students Skills Inventory to capture final year science students’ perceptions of their QS across multiple indicators, at two Australian research-intensive universities. Statistical analysis reveals several variables predicting higher levels of self-rated competence in QS: students’ grade point average, students’ perceptions of inclusion of QS in the science degree programme, their confidence in QS, and their belief that QS will be useful in the future. The findings are discussed in terms of implications for designing science curricula more effectively to build students’ QS throughout science degree programmes. Suggestions for further research are offered.     

Mathematics education graduate students’ understanding of trigonometric ratios

This study describes mathematics education graduate students’ understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students’ understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept definition was developed. Nine students volunteered to complete three paper and pencil tasks designed to elicit evidence of understanding and three students among these nine students volunteered for semi-structured interviews. As a result of fine-grained analysis of the students’ responses to the tasks, the evidence of concept image and concept definition as well as instrumental and relational understanding of trigonometric ratios was found. The unit circle and a right triangle were identified as students’ concept images, and the mnemonic was determined as their concept definition for trigonometry, specifically for trigonometric ratios. It is also suggested that students had instrumental understanding of trigonometric ratios while they were less flexible to act on trigonometric ratio tasks and had limited relational understanding. Additionally, the results indicate that graduate students’ understanding of the concept of angle mediated their understanding of trigonometry, specifically trigonometric ratios.     

Extracting factors for students’ motivation in studying mathematics

The purpose of this article is to identify factors that statistically explain the variation and the measures on the level of motivation of a sample of mathematics students in a university. Specifically, this analysis will identify groups of similar items and reduce the number of variables used in a study. This article explains the use of exploratory factor analysis in extracting factors of personal belief and motivational factors among students in learning mathematics. The adaptation of these factors can be used for assessing academic performance in relation to motivation level. By identifying these factors, the mathematics educators or researchers will be able to find ways to improve the condition of the factors and also to further investigate the factors based on confirmatory approaches.     

Revealing German primary school students’ achievement in measurement

The focus of this study was to investigate primary school students’ achievement in the domain of measurement. We analyzed a large-scale data set (N = 6,638) from German third and fourth graders (8- to 10-year-olds). These data were collected in 2007 within the framework of the ESMaG (Evaluation of the Standards in Mathematics in Primary School) project carried out by the Institute for Educational Quality Improvement (IQB) at Humboldt University, Berlin, Germany. The data were interpreted using a classification scheme based on a conceptual–procedural distinction in measurement competence. The analyses with this classification revealed that grade, gender, and in particular figural reasoning ability are significantly related to overall measurement competence as well as on the sub-competencies of Instrumental knowledge and Measurement sense. The paper concludes with a discussion of the implications of the findings of this study for teaching and assessing measurement.     

Do students confuse dimensionality and “directionality”?

The aim of this research is to understand the way in which students struggle with the distinction between dimensionality and “directionality” and if this type of potential confusion could be a factor affecting students’ tendency toward improper linear reasoning in the context of the relations between length and area of geometrical figures. 131 9th grade students were confronted with a multiple-choice test consisting of six problems related to the perimeter or the area of an enlarged geometrical figure, then some interviews were carried out to obtain qualitative data in relation to students’ reasoning. Results indicate that more than one fifth of the students’ answers could be characterized as based on directional thinking, suggesting that students struggled with the distinction between dimensionality and “directionality”. A single arrow showing one direction (image provided to the students) seemed to strengthen the tendency toward improper linear reasoning for the area problems. Two arrows showing two directions helped students to see a quadratic relation for the area problems.     

Israeli Jewish and Arab students’ gendering of mathematics

In English-speaking, Western countries, mathematics has traditionally been viewed as a “male domain”, a discipline more suited to males than to females. Recent data from Australian and American students who had been administered two instruments [Leder & Forgasz, in Two new instruments to probe attitudes about gender and mathematics. ERIC, Resources in Education (RIE), ERIC document number: ED463312, 2002] tapping their beliefs about the gendering of mathematics appeared to challenge this traditional, gender-stereotyped view of the discipline. The two instruments were translated into Hebrew and Arabic and administered to large samples of grade 9 students attending Jewish and Arab schools in northern Israel. The aims of this study were to determine if the views of these two culturally different groups of students differed and whether within group gender differences were apparent. The quantitative data alone could not provide explanations for any differences found. However, in conjunction with other sociological data on the differences between the two groups in Israeli society more generally, possible explanations for any differences found were explored. The findings for the Jewish Israeli students were generally consistent with prevailing Western gendered views on mathematics; the Arab Israeli students held different views that appeared to parallel cultural beliefs and the realities of life for this cultural group.     

The parametric nature of two students’ covariational reasoning

Researchers have argued that covariational reasoning is foundational for learning a variety of mathematics topics. We extend prior research by examining two students’ covariational reasoning with attention to the extent they became consciously aware of the parametric nature of their reasoning. We first describe our theoretical background including different conceptions of covariation researchers have found useful when characterizing student reasoning. We then present two students’ activities during a teaching experiment in which they constructed and reasoned about covarying quantities. We highlight aspects of the students’ reasoning that we conjectured created an intellectual need that resulted in their constructing a parameter quantity or attribute, a need we explored in closing teaching episodes. We discuss implications of these results for perspectives on covariational reasoning, students’ understandings of graphs and parametric functions, and areas of future research.     

Puzzle-based learning in engineering mathematics: students’ attitudes

The article reports on the results of two case studies on the impact of the regular use of puzzles as a pedagogical strategy in the teaching and learning of engineering mathematics. The intention of using puzzles is to engage students’ emotions, creativity and curiosity and also to enhance their generic thinking skills and lateral thinking ‘outside the box’. Students’ attitudes towards this pedagogical strategy are evaluated via short questionnaires with two groups of university students taking a second-year engineering mathematics course. Students’ responses to the questionnaire are presented and analyzed in the paper.     

University students’ perspectives on diagnostic testing in mathematics

Many universities issue mathematical diagnostic tests to incoming first-year students, covering a range of the basic concepts with which they should be comfortable from secondary school. As far as many lecturers are concerned, the purpose of this test is to determine the students' mathematical knowledge on entry. It should also provide an early indication of which students are likely to need additional help, and hopefully encourage such students to avail of extra support mechanisms at an early stage. However, it is not clear that students recognize these intentions and there is a fear that students who score poorly in the test will have their confidence further damaged in relation to mathematics and will be reluctant to seek help. To this end, a questionnaire was developed to explore students’ perspectives on diagnostic testing. Analysis of responses received to the questionnaire provided an interesting insight into students’ perspectives including the optimum time to conduct such a test, their views on the aims of diagnostic testing, whether they feel that testing is a good idea, and their attitudes to the support systems put in place to help those who scored poorly in the test.