Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students’ engagement was captured from what the participants’ did or said mathematically. We found that teachers’ enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.     

Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools

Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons and what evidence do they provide to support their findings? Throughout session 2008–2009, this empirical research project involved six Scottish secondary schools, two mathematics teachers from each school and students from different ages and stages. Teachers used TI-Nspire PC software and students the TI-Nspire handheld technology. This technology is specifically designed to allow dynamically linked multiple representations of mathematical concepts such that pupils can observe links between cause and effect in different representations such as dynamic geometry, graphs, lists and spreadsheets. The teachers were convinced that the use of multiple representations of mathematical concepts enhanced their students’ relational understanding of these concepts, provided evidence to support their argument and described changes in their classroom pedagogy.     

Students discussing mathematics in small-group interactions: opportunities for discursive negotiation processes focused on contentious mathematical issues

Small-group discussions involving students and their teacher that focus on meanings constructed during the mathematics lessons or solutions to problems produced in these lessons offer great potential for debate and argument. An analysis of the epistemological nature of knowledge can give deeper insight, to gain a better understanding of the emerging discontinuities in argumentations, negotiations, and clarifications about contentious meaning differences that arise. In most cases mathematical interactions between students and a teacher about contentions are very fragile and seem to be handled more or less directly—by side-stepping to another topic or by resolving via the teacher’s authority, for example. Therefore, the maintenance of such negotiation processes in mathematics teaching is a specific challenge for students and the teacher. The type of closure of these processes seems to be related to the emerging maintenance processes. In this paper, small-group discussions are interpretatively analyzed in the three steps “Initiation—Maintenance—Closing” with the focus on fundamental (dialogical) learning.     

A tale of two sets of norms: Comparing opportunities for student agency in mathematics lessons with and without interactive simulations

Previous research has documented the importance of setting up productive norms in mathematics classrooms. Studies have also shown the potential for activities involving interactive simulations (sims) to support student engagement and learning. In this study, we investigated the relationship between norms and sim-based activities. In particular, we examined the social and sociomathematical norms in lessons taught with and without the use of PhET sims in the same teacher’s middle-school mathematics classroom. There were statistically significant differences in indicators of social norms between the two types of lessons. In sim lessons, the teacher more frequently took the role of a facilitator of mathematical ideas, and students exhibited conceptual agency more often than they did in non-sim lessons. On the other hand, there was substantial overlap: the teacher usually acted as an evaluator, and the students usually exhibited disciplinary agency in both types of lessons. However, there was a stark contrast in sociomathematical norms between the two types of lessons. Students’ specifically mathematical obligations in non-sim lessons consistently included practicing procedures in isolation and appealing to rules. Obligations in sim lessons included developing and sharing strategies, making conjectures and providing justifications. In both types of lessons, students were obligated to recall mathematical facts and vocabulary. Thus, the social norms were broadly consistent except for important differences in frequency, whereas we found substantial qualitative contrasts in the sociomathematical norms in the two types of lessons. This case provides evidence that contrasting norms can exist within the same classroom. We argue from our data that these differences may be mediated by curricular choices—in this case, the use of sims.     

贯通中学和大学数学教与学 集成造就学生数学素养和创新实践能力

针对如何破解我国从应试教育向素质教育转变步履维艰的难题,本文详细介绍了如何贯通中学和大学数学教与学,集成培养学生数学素养和创新实践能力的具体做法和成效.     

A Partnership Approach to Improving Student Attitudes About Sharks and Scientists

This article describes the methods and impact of a student–teacher–scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark biology and helped the partnering scientist design experimental protocols and analyze data. A self‐selected subset of students also volunteered (n = 82) for a field component working with live hammerhead sharks (Sphyrna lewinii). Student surveys before and after the partnership suggested that negative attitudes about sharks are due largely to lack of exposure, and direct attention to students' stereotypes about sharks resulted in significant attitude improvement. Change in students' attitudes toward scientists, however, was minimal. Students' negative views of scientists did decline significantly, but their overall views of scientists were relatively positive to begin with. Also of interest was the students' unremitting association of scientists with specialized equipment and the students' lack of personal connection to scientific ways of examining the world, suggesting that partnerships may be more effective at personally connecting students with scientific process if they explicitly incorporate activities designed to improve students' view of themselves as scientists.     

Game and decision theory in mathematics education: epistemological, cognitive and didactical perspectives

In the 1950s, game and decision theoretic modeling emerged—based on applications in the social sciences—both as a domain of mathematics and interdisciplinary fields. Mathematics educators, such as Hans Georg Steiner, utilized game theoretical modeling to demonstrate processes of mathematization of real world situations that required only elementary intuitive understanding of sets and operations. When dealing with n-person games or voting bodies, even students of the 11th and 12th grade became involved in what Steiner called the evolution of mathematics from situations, building of mathematical models of given realities, mathematization, local organization and axiomatization. Thus, the students could participate in processes of epistemological evolutions in the small scale. This paper introduces and discusses the epistemological, cognitive and didactical aspects of the process and the roles these activities can play in the learning and understanding of mathematics and mathematical modeling. It is suggested that a project oriented study of game and decision theory can develop situational literacy, which can be of interest for both mathematics education and general education.     

Supporting Middle School Teachers’ Implementation of STEM Design Challenges

We describe and analyze a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students. The overarching project goal involved the implementation of interdisciplinary STEM Design Challenges (DCs). The PD model targeted: (a) increasing teachers’ content and pedagogical content knowledge in mathematics and science; (b) helping teachers integrate STEM practices into their lessons; and (c) addressing teachers’ beliefs about engaging underperforming students in challenging problems. A unique aspect involved low‐achieving students and their teachers learning alongside each other as they co‐participated in STEM design challenges for one week in the summer. Our analysis focused on what teachers came to value about STEM DCs, and the challenges in and affordances for implementing DCs. Two significant areas of value for the teachers were students’ use of scientific, mathematical, and engineering practices and motivation, engagement, and empowerment by all learners. Challenges associated with pedagogy, curriculum, and the traditional structures of the schools were identified. Finally, there were four key affordances: (a) opportunities to construct a vision of STEM education; (b) motivation to implement DCs; (c) ambitious pedagogical tools; and, (d) ongoing support for planning and implementation. This article features a Research to Practice Companion Article . Please click on the supporting information link below to access.     

Examining Instructional Practices of Elementary Science Teachers for Mathematics and Literacy Integration

Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed that there were substantial differences in the use of a well‐developed process for integrating instruction. Teachers also lacked a conceptual connection to integration, showed contradictions in the importance placed on hands‐on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text. The findings underscore the need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy.     

How to make mathematics relevant to first-year engineering students: perceptions of students on student-produced resources

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.     

Pedagogical representations to teach linear relations in Chinese and U.S. classrooms: Parallel or hierarchical?

This study investigates Chinese and U.S. teachers’ construction and use of pedagogical representations surrounding implementation of mathematical tasks. It does this by analyzing video-taped lessons from the Learner's Perspective Study, involving 15 Chinese and 10 U.S. consecutive lessons on the topic of linear equations/linear relations. We examined patterns of pedagogical representations that Chinese and U.S. teachers construct over a set of consecutive lessons, but also investigated the strategies of using representations to solve mathematical problems by Chinese and U.S. teachers. It was found that multiple representations were constructed simultaneously to develop the connection of relevant concepts in the U.S. classrooms while selective representations were constructed to develop relevant concepts in the Chinese classrooms. This study is significant because it contributes to our understanding of the cultural differences involving Chinese and U.S. students’ mathematical thinking and has practical implications for constructing pedagogical representations to maximize students’ learning.     

Secondary-school teachers’ noticing of aspects of mathematics teaching talk in the context of one-day workshops

In a research project with one-day teacher education workshops for secondary-school mathematics teachers, our study explores the potential of tool-supported discussions in helping them to notice important and critical aspects of mathematics teaching talk. Mathematical practices of naming and explaining in teaching talk, students’ content learning challenges, and noticing processes of identifying, interpreting and deciding are the components of our framework and the tools that guided the design and implementation of three workshops on linear equations, fractions and plane isometries. The data was collected during the discussions with the seven teachers and the teacher educator throughout these workshops. The coding of the discussions allowed us to see discourse moves that reveal the teachers’ noticing of: (i) challenges in the identification of mathematical naming, (ii) mathematical explaining that voices the students’ learning, (iii) classroom practice in relation to mathematical naming and explaining.     

Analyzing students’ communication and representation of mathematical fluency during group tasks

Findings discussed in this paper are from a larger research project exploring mathematical fluency characteristics, and teacher noticing and interpreting of mathematical fluency. The current study involved students from seven primary classes (Kindergarten – Grade 6, N = 63 students) and investigated students’ written work samples and oral discussions as they collaborated in small groups to solve mathematical tasks. Students displayed mathematical fluency both orally and in written/drawn form. Certain aspects of mathematical fluency were easier to identify orally (adaptive reasoning) particularly for younger students and when students did not provide any written reasoning. Analyzing the oral responses was often needed to identify mathematical fluency beyond knowledge of a correct procedure (strategic competence). Findings suggested that the various representations students used were valuable for observing mathematical fluency. These results suggest that oral assessments as a means to understand and interpret students’ mathematical fluency are necessary.     

How young students communicate their mathematical problem solving in writing

This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.     

Diagram Literacy in Preservice Math Teachers,Computer Science Majors,and Typical Undergraduates: The Case of Matrices,Networks, and Hierarchies

According to the National Council of Teachers of Mathematics (2000), children need to learn how to create and use mathematical diagrams to represent and reason about phenomena in the world. The author proposes a model of diagram literacy that includes six types of knowledge required for diagrammatic competence - implicit, construction, similarity, structural, metacognitive, and translational. A study is reported that examined college students' diagram literacy for three interrelated mathematical diagrams - matrices, networks, and hierarchies. Three groups of students participated: preservice, secondary-level, math teachers; computer science majors; and typical undergraduates. The results of the study are reassuring in some ways concerning the level of diagram literacy possessed by students at the culmination of current K through 12 instruction and by teachers of future secondary students. However, the results also point to areas in which preservice math teachers should be better prepared if the goals for students' diagram literacy are to be met.     

Using components of mathematical ability for initial development and identification of mathematically promising students

Kruteskii's work on the mathematical abilities of school children is a seminal work on the nature of mathematical ability. However, the task of developing methods for the practical application of his work is still a significant problem in mathematics education. The authors have developed a practical application of Kruteskii's approach to the important problem of initially developing components of mathematical ability in student and thereafter identifying mathematically promising students. Examples of problems that were designed to develop ability to generalize, flexibility and reversibility of mental processes are presented. A practical guide for determining the level of development of components of mathematical abilities in individual students, in terms of specified observables, is presented as a set of structured reference tables. The authors set out a practical application protocol that combines use of the tables and sets of specially developed problems for initial development of mathematical abilities prior to identification of mathematically promising students in the general classroom. A significant motivation for this work is the desire to avoid time-consuming and resource intensive practices such as interviews and summer schools which therefore have been used successfully because these practices are now out of reach for all but very wealthy countries or highly ideologically driven systems. On the other hand, special examinations heavily depend on the level of preparedness of the students for the particular examination, and therefore some students with high abilities but with fewer opportunities to prepare could be overlooked.     

Diagram Literacy in Preservice Math Teachers, Computer Science Majors, and Typical Undergraduates: The Case of Matrices, Networks, and Hierarchies

According to the National Council of Teachers of Mathematics (2000), children need to learn how to create and use mathematical diagrams to represent and reason about phenomena in the world. The author proposes a model of diagram literacy that includes six types of knowledge required for diagrammatic competence - implicit, construction, similarity, structural, metacognitive, and translational. A study is reported that examined college students' diagram literacy for three interrelated mathematical diagrams - matrices, networks, and hierarchies. Three groups of students participated: preservice, secondary-level, math teachers; computer science majors; and typical undergraduates. The results of the study are reassuring in some ways concerning the level of diagram literacy possessed by students at the culmination of current K through 12 instruction and by teachers of future secondary students. However, the results also point to areas in which preservice math teachers should be better prepared if the goals for students' diagram literacy are to be met.     

Neuansätze und eine andere Sichtweise des mathematischen und naturwissenschaftlichen Unterrichts

In this paper, we discuss the question of how mathematics (in a typical manner) can contribute to general abilities aimed at at school, to general education and to the “Allgemeinbildung” of the pupils (especially of higher ages and in secondary schools). Our discussion concerns contributions of mathematics education in addition to providing mathematical literacy, technological aspects and all those concrete mathematical abilities necessary for “modern life”. Amongst others, the paper was motivated by the results of the international TIMS-studies (TIMSS) and—as well—by the discussions caused by the book of H. W. Heymann (1996) in Germany which, in many cases, had been held in a wrong way. Of course, the questions as well as some of our results are old ones, but they have to be discussed under new aspects from time to time, and they should be illustrated by concrete examples.