Beginners’ progress in early arithmetic in the Swedish compulsory school

This article focuses on spontaneous knowledge-building in the field of “the arithmetic of the child.” The aim is to investigate the conceptual progress of fifteen children during their early school years in the compulsory school. The study is based on the epistemology of radical constructivism and the methodology of “multiple clinical interviews”. A model of “the arithmetic of the child” elucidates mental structures used by the child in solving problems. The individual interviews are video-recorded. The results show that the children's solutions are compatible with the model. When the researcher adapts problems to the children's available concepts to bring out their capability, they all solve them in their own ways. Further, the conceptual levels of the children differ to a great extent at school start and do not all show conceptual progress after 2 years of traditional teaching. An implication for an alternative teaching process is suggested, namely “the arithmetic for the child”, accomplished in a triadic teaching process.     

‘Excellent’ primary mathematics teachers’ espoused and enacted values of effective lessons

This paper reports a study that explored the characteristics of mathematics lessons that were espoused as effective by six ??excellent?? mathematics teachers and how they enacted their values in their classroom practice. In this study, we define espoused values as values that we want other people to believe we hold, and enacted values as values that we actually practice. Qualitative data were collected through video-recorded lesson observations (3 lessons for each teacher) and in-depth interviews with teachers after each observation. At the end of the project, stimulated-recall focus group interviews were used to allow teachers to define the meaning of an effective mathematics lesson as well as to recall and reflect on a 10-min edited video clip of one of their teaching lessons. The findings showed that these teachers shared five common characteristics of effective mathematics lessons: achieving teaching objectives; pupils?? cognitive development; affective achievement of pupils; focus on low-attaining pupils; and active participation of pupils in mathematics activities. These values were espoused explicitly as well as enacted in the lessons observed.     

Generations and mechanisms of multi-stripe chaotic attractors of fractional order dynamic system

In this paper, the generations of multi-stripe chaotic attractors of fractional order system are considered. The original fractional order chaotic attractors can be turned into a pattern with multiple “parallel” or “ rectangular” stripes by employing certain simple periodic nonlinear functions. The relationships between the parameters relate to the periodic functions and the shape of the generated attractors are analyzed. Theoretical investigations about the underlying mechanisms of the parallel striped attractors of fractional order system are presented, with the fractional order Lorenz, Rössler and Chua’s systems as examples. Moreover, the periodic doubling striped route to chaos of fractional order Rössler system and maximum Lyaponov exponent calculations are also given.     

MAKING LINKS BETWEEN ARITHMETIC AND ALGEBRAIC THINKING

In the Purposeful Algebraic Activity project we have designed and implemented a series of six spreadsheet based tasks for year 7 pupils aimed at developing early algebraic competence. Our data collection and analysis have been designed to collect evidence about specific features of both the spreadsheet environment and of task design, which influence the ways in which pupils engage with the notion of variable. In this paper we present a case study of one pair of pupils using data from the teaching programme and interviews. We use this case study to identify elements of the task design which have influenced the development of the pupils' thinking.     

Das Wissen um Unterschiede in den kognitiven Strukturen von Schülerinnen und Schülern als Erklärung von Unterrichtsbeiträgen

It is reported about a longitudinal study run at the Institute of Cognitive Mathematics of the University of Osnabrueck, in which pupils’ verbal and text productions from mathematics lessons at a grammar school are analysed by means of cognitive theoretical methods. First of all, a teaching scene from an instruction to probability calculus and further text productions from an introductory lesson about exponential functions are analysed, in which five pupils take part whose cognitive structures have been assessed and classified in individual examinations. The characteristics brought out according to these teaching scenes indicate different ideas and thinking processes of the pupils. The second part shows that the pupils’ behaviour described is not only to be regarded in isolation but it can also be found in longitudinal examinations and can therefore be considered as a stable, typical characteristic. These results lead to consequences for the planning and design of mathematics lessons based on a well-founded theory of cognition.     

Problem posing via “what if not?” strategy in solid geometry — a case study

The study describes the kinds of problems posed by pre-service teachers on the basis of complex solid geometry tasks using the “what if not?” strategy and the educational value of such an activity. Twenty-eight pre-service teachers participated in two workshops in which they had to pose problems on the basis of given problems. Analysis of the posed problems revealed a wide range of problems including those containing a change of one of the numerical data to another specific one, to a proof problem. Different kinds of posed problems enlightened some phenomena such as a bigger frequency of posed problems with another numerical value and a lack of posed problems including formal generalization. We also discuss the educational strengths of problem posing in solid geometry using the “what if not?” strategy, which could make the learner rethink the geometrical concepts he uses while creating new problems, make connections between the given and the new concepts and as a result deepen his understanding of them.     

“A priori” estimates, uniqueness and existence of positive solutions of Yamabe type equations on complete manifolds

We study the asymptotic behaviour of non-negative solutions of Yamabe type equations on a complete Riemannian manifold. Then we provide a comparison result, based on a form of the weak maximum principle at infinity, which together with the “a priori” estimates previously obtained, yields uniqueness under very general Ricci assumptions. The paper ends with an existence result and an application to the non-compact Yamabe problem.     

THE INFLUENCE OF TEACHERS’ PRESENTATIONS ON PUPILS’ MENTAL REPRESENTATIONS

Teachers use a variety of external representations to communicate mathematical ideas to their pupils. This paper reports a preliminary study of the internal mental representations that 6- and 7- year-old pupils form as a result of their interactions with the teacher's verbal, written, pictorial and concrete material representations, involving two-digit numbers and operations on them. The results presented here concern the picture-like mental representations that pupils use in performing two-digit calculations mentally. The evidence suggests that pupils seldom spontaneously visualise teachers’ representations or attempt mental manipulation of visual images to help with calculation. Pupils can, however, have mental representations which reproduce some aspects of the teachers’ representations.     

METAPHORS AND OTHER LINGUISTIC POINTERS TO CHILDREN'S MENTAL REPRESENTATIONS

The mental representations that 6- and 7-year-old pupils form as a result of their interactions with their teacher's verbal, written, pictorial and concrete material representations has to be inferred from the language they use. In this study many pupils seem to have mental representations which capture surface characteristics of a particular teachers’ representation and use metaphoric language associated with that representation when describing their calculations. Pupils’ use of ‘you’ is characteristic of those who adopt a representation-specific procedure, whilst ‘if’ and ‘like’ are linguistic pointers to their use of generic examples to describe a procedure. Individual pupils show a preference for the same style of mental representation when describing images and procedures in mathematical and non-mathematical contexts.     

An experiment to discover mathematical talent in a primary school in Kampong Air

It is often said that many pupils have hidden talent in mathematics. This hidden ability is rarely seen in a normal classroom teaching and learning situation if the focus of the teacher is on drilling with routine exercises. To allow pupils to display their mathematical talent and to break from mental set and fixation in mathematics, they must be given opportunity to think by themselves with mininum cue or guidance. The pupils could be left entirely on their own to show their mathematical creativity even on mathematical topics which have not been exposed to them. With this approach, five non-routine questions were administered one at a time to a standard 5 class. One out of the 25 pupils in the class consistently exhibited mathematical creativity and talent is answering the questions. Her responses were shown and discussed in this paper.     

About the concept of angle in elementary school: Misconceptions and teaching sequences

This paper reports classroom research dealing with the difficulties encountered by schoolchildren in the acquisition of angle concept. Two obstacles were pointed out in previous studies: the side-length obstacle and the salience of the prototypical right angle. The first aim of the present study is to determine the extent to which a teaching sequence based on a concrete situation in the meso-space can enable pupils to progress in their conceptualization of angles. This problem situation is based on the notion of visual field. The angle appears in real space between two infinite directions that correspond to two lines of sight. The specificity of this situation is to confront pupils with an angle between two infinite directions in space. The second goal of this research is to study the links between the two obstacles. To answer these research questions, we compared two versions of the teaching sequence, one dynamic (the angle varies) and one static (the angle does not vary) in 3rd and 4th grade classes. The unfolding of the sequence was analyzed and pupils were tested individually before and after the sequence. They were requested to draw angles and angle variations. The results showed that (1) the sequence helped the pupils progress (2) the obstacle of side-length is not the only difficulty faced by pupils; the salience of the prototypical right angle constitutes a real learning obstacle and (3) the type of angle produced and the ability to change its size are linked. In conclusion, the implications for teaching are presented.     

A model evaluating effect of disaster warning issuance conditions on “cry wolf syndrome” in the case of a landslide

This study proposes a model that clarifies how disaster warning issuance conditions affect “cry wolf” syndrome. The disaster assumed in this study is landslide caused by heavy rainfall. Local authorities that issue disaster warnings are thought to tend to avoid the situation where casualty occurs without the issuance to residents of a disaster warning. As a result, the issuance conditions may be relaxed. Under this circumstance, however, the residents are thought to tend to ignore disaster warnings, since such warnings are inaccurate. Thus may emerge the “cry wolf” syndrome. In this study, a simulation model that expresses the behaviors of the local authority and the residents has been developed. For the purpose of demonstrating the model, numerical experiments were then carried out. In the numerical experiments, the effects of optimal issuance conditions for disaster warnings on the cost incurred by the resident were evaluated by using assumed parameters for the model.     

Designing examples to create variation patterns in teaching

This paper uses a post-qualitative philosophical perspective to find new ways of understanding teaching and learning. The paper presents a series of examples that were used in a longitudinal study, with the aim of creating variation patterns that would make it possible for students to discern the use of the four basic arithmetic operations in different situations. The focus of this article is the potential of the examples to systematically create variation patterns that students need to perceive in order to make generalizations. The result demonstrates that well-thought-out examples help identify the correct arithmetic operation in different situations, and provide a basis from which students can discern the connection between text and the use of operation in mathematical example. The result also demonstrates that students develop rhizomatic thinking through the creation of new links between aspects of the object of learning, association and linking of different aspects to each other and the creation of a whole with unique and specific characteristics that cannot be explained by simply adding the characteristics of the individual parts.     

Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics

This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers' RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p < .05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school‐based research.     

Zimbabwean in-service mathematics teachers’ understanding of matrix operations

In Zimbabwe, school pupils study matrix operations, a topic that is usually covered as part of linear algebra courses taken by most mathematics undergraduate students at university. In this study we focused on Zimbabwean teachers who were studying the topic at university while also teaching the topic to their high school pupils. The purpose of the study was to explore the mental conceptions of matrix operations concepts of a sample of 116 in-service mathematics teachers. The Action Process Object Schema (APOS) theoretical framework describes the development in understanding of mathematics concepts through the hierarchical growth of mental constructions called action, process, object and schema. The results showed that many of the participants had interiorized actions on matrix operations of addition, scalar multiplication and matrix multiplication into processes. However, more than 50% of the participants struggled with scalar multiplication of a row matrix by a column matrix. In terms of notational errors, some participants could not distinguish between brackets that denote a matrix and that of a determinant, while some used the equal sign as an operator symbol and not as one denoting equivalence between two objects. It is recommended that future in-service teacher programs should try to create more structured opportunities to allow participants to engage more deeply with these concepts.     

THE NATURE OF PARTICIPATION AFFORDED BY TASKS,QUESTIONS AND PROMPTS IN MATHEMATICS CLASSROOMS

This paper reports on the development of an analytical instrument which identifies mathematical affordances in the public tasks, questions and prompts of mathematics classrooms. The aim is to become more articulate about mathematical activity. I have explored the use of several frameworks which identify learning outcomes, structures of knowledge, mental actions, teaching actions and intentions and found that none of them give me access to the detail of what makes one mathematics lesson different from another for learners. From the experience of using these I devised a new analytical tool which unfolds patterns of participation afforded in mathematics lessons. This tool has been tested on several videos of lessons, and has been used by pre-service teaching students to analyse their own lessons.     

How to connect school mathematics with students' out-of-school knowledge

In this paper we present an explorative study for which special cultural artifacts have been used, i.e. supermarket receipts, to try to construct with 9-year old pupils (fourth class of primary school) a new mathematical knowledge, i.e. the algorithm for multiplication of decimal numbers. Furthermore also estimation and approximation processes have been introduced, procedures that are not commonly used in ordinary teaching activity. In our study the receipts, through some modifications, have become more explicitly tools of mediation and integration between in and out-of school knowledge, so they can be utilized to create new mathematical goals, thus becoming real mathematizing tools and constituting a didactic interface between in and out-of-school mathematics. In agreement with ethnomathematical perspective we deem that it is a task for the teacher to know, in order to be able to profitably take account of the teaching, the life experienced by the pupil. Future mathematics teachers should be prepared a) to see mathematics incorporated into real world, b) to investigate mathematical ideas and practices of their pupils, and c) to look for ways to incorporate into the curriculum elements belonging to the sociocultural environment of the pupils, as a starting point for mathematical activities in the classroom. In this way the motivation, interest and curiosity of the pupils will be increased and the attitude towards mathematics of both pupils and teachers will be changed.     

Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge

In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the “What If Not?” (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs’ portfolios reveals that they believe that engaging in the inquiry-based activity enhanced both their mathematical and meta-mathematical knowledge. As to the mathematical knowledge, they deepened their knowledge regarding the geometrical concepts and shapes involved, and during the process of creating the problem and checking its validity and its solution, they deepened their understanding of the interconnections among the concepts and shapes involved. As to meta-mathematical knowledge, the PTs refer to aspects such as the meaning of the givens and their relations, validity of an argument, the importance and usefulness of the definitions of concepts and objects, and the importance of providing a formal proof.