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Publisher: Springer-Verlag (Total: 2350 journals)

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Showing 1 - 200 of 2350 Journals sorted alphabetically
3D Printing in Medicine     Open Access  
3D Research     Hybrid Journal   (Followers: 20, SJR: 0.214, h-index: 10)
4OR: A Quarterly J. of Operations Research     Hybrid Journal   (Followers: 10, SJR: 1.073, h-index: 25)
AAPS J.     Hybrid Journal   (Followers: 21, SJR: 1.192, h-index: 74)
AAPS PharmSciTech     Hybrid Journal   (Followers: 7, SJR: 0.718, h-index: 54)
Abdominal Imaging     Hybrid Journal   (Followers: 14, SJR: 0.723, h-index: 60)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 4, SJR: 0.447, h-index: 12)
Academic Psychiatry     Full-text available via subscription   (Followers: 23, SJR: 0.492, h-index: 32)
Academic Questions     Hybrid Journal   (Followers: 8, SJR: 0.135, h-index: 6)
Accreditation and Quality Assurance: J. for Quality, Comparability and Reliability in Chemical Measurement     Hybrid Journal   (Followers: 26, SJR: 0.378, h-index: 30)
Acoustical Physics     Hybrid Journal   (Followers: 11, SJR: 0.355, h-index: 20)
Acoustics Australia     Hybrid Journal  
Acta Analytica     Hybrid Journal   (Followers: 7, SJR: 0.387, h-index: 6)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1, SJR: 0.624, h-index: 34)
Acta Biotheoretica     Hybrid Journal   (Followers: 4, SJR: 0.419, h-index: 25)
Acta Diabetologica     Hybrid Journal   (Followers: 16, SJR: 1.318, h-index: 46)
Acta Endoscopica     Hybrid Journal   (Followers: 1, SJR: 0.113, h-index: 8)
acta ethologica     Hybrid Journal   (Followers: 4, SJR: 0.465, h-index: 23)
Acta Geochimica     Hybrid Journal   (Followers: 6)
Acta Geodaetica et Geophysica     Hybrid Journal   (Followers: 2, SJR: 0.294, h-index: 13)
Acta Geotechnica     Hybrid Journal   (Followers: 7, SJR: 1.818, h-index: 22)
Acta Informatica     Hybrid Journal   (Followers: 5, SJR: 0.524, h-index: 32)
Acta Mathematica     Hybrid Journal   (Followers: 12, SJR: 8.021, h-index: 47)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2, SJR: 0.53, h-index: 29)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6, SJR: 0.406, h-index: 30)
Acta Mathematica Vietnamica     Hybrid Journal   (SJR: 0.451, h-index: 5)
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal   (SJR: 0.22, h-index: 20)
Acta Mechanica     Hybrid Journal   (Followers: 21, SJR: 0.898, h-index: 52)
Acta Mechanica Sinica     Hybrid Journal   (Followers: 5, SJR: 0.426, h-index: 29)
Acta Metallurgica Sinica (English Letters)     Hybrid Journal   (Followers: 7, SJR: 0.525, h-index: 18)
Acta Meteorologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.524, h-index: 14)
Acta Neurochirurgica     Hybrid Journal   (Followers: 6, SJR: 0.833, h-index: 73)
Acta Neurologica Belgica     Hybrid Journal   (Followers: 1, SJR: 0.348, h-index: 27)
Acta Neuropathologica     Hybrid Journal   (Followers: 5, SJR: 6.61, h-index: 117)
Acta Oceanologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.295, h-index: 17)
Acta Parasitologica     Hybrid Journal   (Followers: 10, SJR: 0.581, h-index: 28)
Acta Physiologiae Plantarum     Hybrid Journal   (Followers: 2, SJR: 0.551, h-index: 39)
Acta Politica     Hybrid Journal   (Followers: 13, SJR: 0.658, h-index: 20)
Activitas Nervosa Superior     Hybrid Journal  
adhäsion KLEBEN & DICHTEN     Hybrid Journal   (Followers: 6, SJR: 0.103, h-index: 4)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 22, SJR: 0.871, h-index: 15)
Adhesion Adhesives & Sealants     Hybrid Journal   (Followers: 9)
Administration and Policy in Mental Health and Mental Health Services Research     Partially Free   (Followers: 15, SJR: 0.795, h-index: 40)
Adsorption     Hybrid Journal   (Followers: 4, SJR: 0.774, h-index: 52)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 4, SJR: 0.319, h-index: 15)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 36, SJR: 0.959, h-index: 44)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 19, SJR: 1.255, h-index: 44)
Advances in Contraception     Hybrid Journal   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 51, SJR: 1.113, h-index: 14)
Advances in Gerontology     Partially Free   (Followers: 8, SJR: 0.141, h-index: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 27, SJR: 1.397, h-index: 42)
Advances in Manufacturing     Hybrid Journal   (Followers: 3, SJR: 0.2, h-index: 4)
Advances in Polymer Science     Hybrid Journal   (Followers: 43, SJR: 0.637, h-index: 89)
Advances in Therapy     Hybrid Journal   (Followers: 5, SJR: 0.79, h-index: 44)
Aegean Review of the Law of the Sea and Maritime Law     Hybrid Journal   (Followers: 6)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2, SJR: 0.882, h-index: 23)
Aerobiologia     Hybrid Journal   (Followers: 3, SJR: 0.511, h-index: 36)
Aesthetic Plastic Surgery     Hybrid Journal   (Followers: 9, SJR: 0.821, h-index: 49)
African Archaeological Review     Hybrid Journal   (Followers: 16, SJR: 0.612, h-index: 24)
Afrika Matematika     Hybrid Journal   (Followers: 1, SJR: 0.248, h-index: 6)
AGE     Hybrid Journal   (Followers: 7, SJR: 1.358, h-index: 33)
Ageing Intl.     Hybrid Journal   (Followers: 7, SJR: 0.337, h-index: 10)
Aggiornamenti CIO     Hybrid Journal   (Followers: 1)
Aging Clinical and Experimental Research     Hybrid Journal   (Followers: 3, SJR: 0.529, h-index: 55)
Agricultural Research     Hybrid Journal   (Followers: 4)
Agriculture and Human Values     Hybrid Journal   (Followers: 14, SJR: 1.197, h-index: 49)
Agroforestry Systems     Hybrid Journal   (Followers: 19, SJR: 0.64, h-index: 56)
Agronomy for Sustainable Development     Hybrid Journal   (Followers: 11, SJR: 1.732, h-index: 59)
AI & Society     Hybrid Journal   (Followers: 8, SJR: 0.171, h-index: 19)
AIDS and Behavior     Hybrid Journal   (Followers: 13, SJR: 2.006, h-index: 71)
Air Quality, Atmosphere & Health     Hybrid Journal   (Followers: 4, SJR: 0.706, h-index: 19)
Akupunktur & Aurikulomedizin     Full-text available via subscription   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 5, SJR: 0.566, h-index: 18)
Algebra Universalis     Hybrid Journal   (Followers: 2, SJR: 0.388, h-index: 22)
Algebras and Representation Theory     Hybrid Journal   (Followers: 1, SJR: 0.868, h-index: 20)
Algorithmica     Hybrid Journal   (Followers: 8, SJR: 0.898, h-index: 56)
Allergo J.     Full-text available via subscription   (Followers: 1, SJR: 0.183, h-index: 20)
Allergo J. Intl.     Hybrid Journal   (Followers: 2)
Alpine Botany     Hybrid Journal   (Followers: 5, SJR: 0.729, h-index: 20)
ALTEX : Alternatives to Animal Experimentation     Open Access   (Followers: 3, SJR: 1.392, h-index: 32)
AMBIO     Hybrid Journal   (Followers: 11, SJR: 1.094, h-index: 87)
American J. of Cardiovascular Drugs     Hybrid Journal   (Followers: 16, SJR: 0.864, h-index: 39)
American J. of Community Psychology     Hybrid Journal   (Followers: 27, SJR: 1.237, h-index: 83)
American J. of Criminal Justice     Hybrid Journal   (Followers: 8, SJR: 0.634, h-index: 13)
American J. of Cultural Sociology     Hybrid Journal   (Followers: 15, SJR: 0.283, h-index: 3)
American J. of Dance Therapy     Hybrid Journal   (Followers: 4, SJR: 0.175, h-index: 13)
American J. of Potato Research     Hybrid Journal   (Followers: 2, SJR: 0.558, h-index: 35)
American J. of Psychoanalysis     Hybrid Journal   (Followers: 20, SJR: 0.293, h-index: 13)
American Sociologist     Hybrid Journal   (Followers: 12, SJR: 0.18, h-index: 13)
Amino Acids     Hybrid Journal   (Followers: 8, SJR: 1.362, h-index: 83)
AMS Review     Partially Free   (Followers: 4)
Analog Integrated Circuits and Signal Processing     Hybrid Journal   (Followers: 7, SJR: 0.21, h-index: 37)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 5, SJR: 0.665, h-index: 7)
Analysis in Theory and Applications     Hybrid Journal   (Followers: 1)
Analysis of Verbal Behavior     Hybrid Journal   (Followers: 5)
Analytical and Bioanalytical Chemistry     Hybrid Journal   (Followers: 32, SJR: 1.096, h-index: 123)
Anatomical Science Intl.     Hybrid Journal   (Followers: 2, SJR: 0.301, h-index: 26)
Angewandte Schmerztherapie und Palliativmedizin     Hybrid Journal  
Angiogenesis     Hybrid Journal   (Followers: 3, SJR: 2.212, h-index: 69)
Animal Cognition     Hybrid Journal   (Followers: 18, SJR: 1.122, h-index: 55)
Annales françaises de médecine d'urgence     Hybrid Journal   (Followers: 1, SJR: 0.156, h-index: 4)
Annales Henri Poincaré     Hybrid Journal   (Followers: 3, SJR: 1.377, h-index: 32)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4)
Annali dell'Universita di Ferrara     Hybrid Journal   (SJR: 0.504, h-index: 14)
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1, SJR: 1.167, h-index: 26)
Annals of Biomedical Engineering     Hybrid Journal   (Followers: 18, SJR: 1.182, h-index: 94)
Annals of Combinatorics     Hybrid Journal   (Followers: 4, SJR: 0.849, h-index: 15)
Annals of Data Science     Hybrid Journal   (Followers: 11)
Annals of Dyslexia     Hybrid Journal   (Followers: 10, SJR: 0.857, h-index: 40)
Annals of Finance     Hybrid Journal   (Followers: 29, SJR: 0.686, h-index: 14)
Annals of Forest Science     Hybrid Journal   (Followers: 7, SJR: 0.929, h-index: 57)
Annals of Global Analysis and Geometry     Hybrid Journal   (Followers: 1, SJR: 1.136, h-index: 23)
Annals of Hematology     Hybrid Journal   (Followers: 16, SJR: 1.117, h-index: 62)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 12, SJR: 0.593, h-index: 42)
Annals of Microbiology     Hybrid Journal   (Followers: 10, SJR: 0.402, h-index: 26)
Annals of Nuclear Medicine     Hybrid Journal   (Followers: 4, SJR: 0.68, h-index: 45)
Annals of Operations Research     Hybrid Journal   (Followers: 10, SJR: 1.186, h-index: 78)
Annals of Ophthalmology     Hybrid Journal   (Followers: 12)
Annals of Regional Science     Hybrid Journal   (Followers: 7, SJR: 0.405, h-index: 42)
Annals of Software Engineering     Hybrid Journal   (Followers: 13)
Annals of Solid and Structural Mechanics     Hybrid Journal   (Followers: 9, SJR: 0.553, h-index: 8)
Annals of Surgical Oncology     Hybrid Journal   (Followers: 14, SJR: 1.902, h-index: 127)
Annals of Telecommunications     Hybrid Journal   (Followers: 9, SJR: 0.315, h-index: 25)
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1, SJR: 0.931, h-index: 31)
Antonie van Leeuwenhoek     Hybrid Journal   (Followers: 5, SJR: 0.992, h-index: 87)
Apidologie     Hybrid Journal   (Followers: 4, SJR: 1.14, h-index: 57)
APOPTOSIS     Hybrid Journal   (Followers: 8, SJR: 1.554, h-index: 87)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 27)
Applications of Mathematics     Hybrid Journal   (Followers: 2, SJR: 0.274, h-index: 20)
Applied Biochemistry and Biotechnology     Hybrid Journal   (Followers: 42, SJR: 0.575, h-index: 80)
Applied Biochemistry and Microbiology     Hybrid Journal   (Followers: 16, SJR: 0.267, h-index: 26)
Applied Cancer Research     Open Access  
Applied Categorical Structures     Hybrid Journal   (Followers: 2, SJR: 0.361, h-index: 21)
Applied Composite Materials     Hybrid Journal   (Followers: 49, SJR: 0.705, h-index: 35)
Applied Entomology and Zoology     Partially Free   (Followers: 3, SJR: 0.554, h-index: 34)
Applied Geomatics     Hybrid Journal   (Followers: 3, SJR: 0.323, h-index: 9)
Applied Geophysics     Hybrid Journal   (Followers: 8, SJR: 0.541, h-index: 13)
Applied Intelligence     Hybrid Journal   (Followers: 11, SJR: 0.777, h-index: 43)
Applied Magnetic Resonance     Hybrid Journal   (Followers: 4, SJR: 0.358, h-index: 34)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 6, SJR: 0.955, h-index: 33)
Applied Mathematics - A J. of Chinese Universities     Hybrid Journal   (SJR: 0.275, h-index: 8)
Applied Mathematics and Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.37, h-index: 26)
Applied Microbiology and Biotechnology     Hybrid Journal   (Followers: 63, SJR: 1.262, h-index: 161)
Applied Physics A     Hybrid Journal   (Followers: 9, SJR: 0.535, h-index: 121)
Applied Physics B: Lasers and Optics     Hybrid Journal   (Followers: 24, SJR: 0.983, h-index: 104)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8, SJR: 0.677, h-index: 47)
Applied Research in Quality of Life     Hybrid Journal   (Followers: 11, SJR: 0.288, h-index: 15)
Applied Solar Energy     Hybrid Journal   (Followers: 18, SJR: 0.251, h-index: 6)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 4, SJR: 0.351, h-index: 9)
Aquaculture Intl.     Hybrid Journal   (Followers: 22, SJR: 0.613, h-index: 40)
Aquarium Sciences and Conservation     Hybrid Journal   (Followers: 1)
Aquatic Ecology     Hybrid Journal   (Followers: 33, SJR: 0.646, h-index: 44)
Aquatic Geochemistry     Hybrid Journal   (Followers: 4, SJR: 0.764, h-index: 39)
Aquatic Sciences     Hybrid Journal   (Followers: 13, SJR: 1.172, h-index: 53)
Arabian J. for Science and Engineering     Hybrid Journal   (Followers: 5, SJR: 0.345, h-index: 20)
Arabian J. of Geosciences     Hybrid Journal   (Followers: 2, SJR: 0.417, h-index: 16)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 20, SJR: 1.056, h-index: 15)
Archaeologies     Hybrid Journal   (Followers: 12, SJR: 0.397, h-index: 13)
Archiv der Mathematik     Hybrid Journal   (Followers: 1, SJR: 0.597, h-index: 29)
Archival Science     Hybrid Journal   (Followers: 58, SJR: 0.804, h-index: 22)
Archive for History of Exact Sciences     Hybrid Journal   (Followers: 8, SJR: 0.28, h-index: 15)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 2, SJR: 0.946, h-index: 23)
Archive for Rational Mechanics and Analysis     Hybrid Journal   (SJR: 4.091, h-index: 66)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.865, h-index: 40)
Archives and Museum Informatics     Hybrid Journal   (Followers: 140)
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 5, SJR: 2.841, h-index: 40)
Archives of Dermatological Research     Hybrid Journal   (Followers: 7, SJR: 0.9, h-index: 65)
Archives of Environmental Contamination and Toxicology     Hybrid Journal   (Followers: 14, SJR: 0.846, h-index: 84)
Archives of Gynecology and Obstetrics     Hybrid Journal   (Followers: 16, SJR: 0.695, h-index: 47)
Archives of Microbiology     Hybrid Journal   (Followers: 8, SJR: 0.702, h-index: 85)
Archives of Orthopaedic and Trauma Surgery     Hybrid Journal   (Followers: 8, SJR: 1.039, h-index: 56)
Archives of Osteoporosis     Hybrid Journal   (Followers: 2, SJR: 1.092, h-index: 13)
Archives of Sexual Behavior     Hybrid Journal   (Followers: 10, SJR: 1.198, h-index: 74)
Archives of Toxicology     Hybrid Journal   (Followers: 17, SJR: 1.595, h-index: 76)
Archives of Virology     Hybrid Journal   (Followers: 5, SJR: 1.086, h-index: 90)
Archives of Women's Mental Health     Hybrid Journal   (Followers: 14, SJR: 1.264, h-index: 50)
Archivio di Ortopedia e Reumatologia     Hybrid Journal  
Archivum Immunologiae et Therapiae Experimentalis     Hybrid Journal   (Followers: 2, SJR: 1.2, h-index: 42)
ArgoSpine News & J.     Hybrid Journal   (SJR: 0.102, h-index: 3)
Argumentation     Hybrid Journal   (Followers: 5, SJR: 0.295, h-index: 18)
Arid Ecosystems     Hybrid Journal   (Followers: 2)
Arkiv för Matematik     Hybrid Journal   (Followers: 1, SJR: 0.948, h-index: 22)
Arnold Mathematical J.     Hybrid Journal   (Followers: 1)
Arthropod-Plant Interactions     Hybrid Journal   (Followers: 2, SJR: 0.797, h-index: 17)
Arthroskopie     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 8)
Artificial Intelligence and Law     Hybrid Journal   (Followers: 11, SJR: 0.288, h-index: 25)
Artificial Intelligence Review     Hybrid Journal   (Followers: 14, SJR: 0.948, h-index: 48)
Artificial Life and Robotics     Hybrid Journal   (Followers: 9, SJR: 0.231, h-index: 14)
Asia Europe J.     Hybrid Journal   (Followers: 5, SJR: 0.247, h-index: 9)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11, SJR: 0.371, h-index: 17)
Asia Pacific J. of Management     Hybrid Journal   (Followers: 16, SJR: 1.676, h-index: 50)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12, SJR: 0.353, h-index: 13)
Asia-Pacific Financial Markets     Hybrid Journal   (Followers: 2, SJR: 0.19, h-index: 15)
Asia-Pacific J. of Atmospheric Sciences     Hybrid Journal   (Followers: 19, SJR: 1.006, h-index: 14)
Asian Business & Management     Hybrid Journal   (Followers: 9, SJR: 0.41, h-index: 10)
Asian J. of Business Ethics     Hybrid Journal   (Followers: 9)
Asian J. of Criminology     Hybrid Journal   (Followers: 5, SJR: 0.263, h-index: 8)
AStA Advances in Statistical Analysis     Hybrid Journal   (Followers: 2, SJR: 0.681, h-index: 15)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5, SJR: 0.195, h-index: 5)
ästhetische dermatologie & kosmetologie     Full-text available via subscription  

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Journal Cover ZDM
  [SJR: 0.926]   [H-I: 21]   [0 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1863-9704 - ISSN (Online) 1863-9690
   Published by Springer-Verlag Homepage  [2350 journals]
  • Celebration of 50 years of ZDM Mathematics Education
    • Authors: Gabriele Kaiser
      Pages: 1 - 3
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0932-6
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Empirical research on teaching and learning of mathematical modelling: a
           survey on the current state-of-the-art
    • Authors: S. Schukajlow; G. Kaiser; G. Stillman
      Pages: 5 - 18
      Abstract: The teaching and learning of mathematical modelling is an important research field all over the world. In this paper we present a survey of the state-of-the-art on empirical studies in this field. We analyse the development of studies focusing on cognitive aspects of the promotion of modelling, i.e. the promotion of modelling abilities resp. skills, or in newer terminology, modelling competencies. Furthermore, we provide a literature search on the role of empirical research in important mathematics education journals and point out that this topic is only seldom treated in these journals. In addition, Proceedings of the conference series on the teaching and learning of mathematical modelling and applications were analysed in order to identify the role of empirical research in this important series and the kind of topics which are examined. The literature research points out the dominance of case study approaches and cognitively oriented studies compared to studies which used quantitative research methods or focused on affect-related issues. Finally, the papers in this special issue are described and developments and future prospects are identified.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0933-5
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Modelling and the representational imagination
    • Authors: Corey Brady
      Pages: 45 - 59
      Abstract: This article examines the work of 30 in-service teachers engaged with modelling activities during a course within an Ecuadorian master’s degree program in mathematics teaching. These teachers experienced a sequence of activities designed to explore imaginative aspects of mathematical modelling and problem solving, inviting perspectives from life outside of school. They built rich connections between real-world phenomena and a range of ideas about functions and representations of them. An analysis of the teachers’ work identifies a modelling resource—the representational imagination—describing its nature and the implications for models of classroom modelling aiming to support this resource.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0926-4
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Professional modellers’ conceptions of the notion of mathematical
           modelling: ideas for education
    • Authors: Peter Frejd; Christer Bergsten
      Pages: 117 - 127
      Abstract: The notion of mathematical modelling has multiple interpretations in research literature and has been included in curriculum documents in various ways. This study presents a thematic analysis of nine professional modellers’ conceptions of the notion of mathematical modelling, representing scholarly knowledge. The result is organised according to four main aspects of modelling, that is description, understanding, abstraction and negotiation, representing key features of mathematical models and how people are affected by, or engage in, modelling work. The paper concludes with a discussion of some potential benefits for mathematics education that might be drawn from the study from the perspective of the ‘gap’ between mathematical modelling in educational and non-educational contexts, in terms of curriculum design and teaching practice
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0928-2
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Expansive movements in the development of mathematical modeling: analysis
           from an Activity Theory perspective
    • Authors: Jeannette Galleguillos; Marcelo de Carvalho Borba
      Pages: 129 - 142
      Abstract: This research was conducted during an online continuing education course for mathematics teachers, whose core focus was modeling and applications. We studied the interactions of one group of two teachers, who worked collectively in posing and solving a modeling problem through a closed group on the social network Facebook. The research question guiding this paper was how the development of mathematical modeling occurs from an Activity Theory perspective, recognizing tensions that occur, and its evolution in the process of posing and solving a modeling problem. The researchers took a qualitative approach, analyzing discursive manifestations in the modeling process. In the discussion, contradictions emerged in the group through events such as dilemma and conflict. The results indicate that the modeling task acted as an artifact that brought to light inner contradictions, and thus, allowed teachers to move from a conflict to the formulation of an open problem, and from a dilemma to the construction of a model and a pedagogic strategy.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-017-0903-3
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Do students value modelling problems, and are they confident they can
           solve such problems' Value and self-efficacy for modelling, word, and
           intra-mathematical problems
    • Authors: Janina Krawitz; Stanislaw Schukajlow
      Pages: 143 - 157
      Abstract: Posing modelling problems in class is supposed to increase students’ motivation. As motivation is assumed to emerge from task value and self-efficacy expectations, the present study considered both constructs with the aims to examine (1) whether students have different values and self-efficacy expectations concerning modelling problems versus dressed up word problems and intra-mathematical problems and (2) whether mathematical content influences task value and self-efficacy concerning different types of problems. We asked 90 high- and middle-track students (ninth- and tenth-graders) how much they valued modelling problems, dressed up word problems, and intra-mathematical problems and if they were confident they could solve these types of problems. All of the problems that we used could be solved by applying mathematical procedures from two different mathematical content areas (Pythagorean theorem or linear functions). The results indicated that there were significant differences in students’ task values and self-efficacy depending on the type of problem. Students reported the lowest task values and self-efficacy expectations for modelling problems compared with the other types of problems. Moreover, the differences between students’ task values (but not between students’ self-efficacy expectations) within the three types of problems seemed to depend on the mathematical content area. Intra-mathematical problems that could be solved by applying the Pythagorean theorem were valued higher than problems involving linear functions, whereas for modelling and dressed up word problems, it was the other way around. Implications for future research and classroom practice are discussed.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-017-0893-1
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • The impact of linguistic complexity on the solution of mathematical
           modelling tasks
    • Authors: Jennifer Plath; Dominik Leiss
      Pages: 159 - 171
      Abstract: Comprehending a mathematical modelling task is a central prerequisite for the following modelling process. In this study, we investigated the roles that the language proficiency of the students and the linguistic wording of the task play for the comprehension and the successful solving of mathematical modelling tasks. Five mathematical tasks with a constant modelling complexity and a varied linguistic complexity were developed. 634 students of comprehensive schools were tested and their socio-demographic factors as well as their language proficiency were measured. The results show a strong relationship between language proficiency and mathematical modelling achievement. Moreover, the findings suggest that increasing the linguistic complexity of mathematical modelling tasks results in lower solution frequencies.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-017-0897-x
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Developing a mathematical modelling course in a virtual learning
           environment
    • Authors: Daniel Clark Orey; Milton Rosa
      Pages: 173 - 185
      Abstract: This study was conducted during the first semester of 2016, from March 21st to June 30th, with 104 students, in eight educational centers or polos, in the states of Minas Gerais and São Paulo. Previously, these mathematics teacher education students had no opportunity to study in higher education in Brazil. They were enrolled in a Mathematical Modelling course, as part of the Universidade Aberta do Brasil (UAB), which is the Brazilian open university, at the Universidade Federal de Ouro Preto (UFOP). All stages of this study were performed in accordance with case study methodological procedures, which covered data collection and analysis. The interpretation of the results was accomplished through the development of categories, which emerged from collected qualitative data at the completion of the fieldwork. These procedures helped the researchers to answer the research question: How can technological resources available in a Virtual Learning Environment (VLE) help students to interact and collaboratively develop mathematical modelling projects that assist them in solving problems they face in daily life' One important claim for mathematical modelling in a VLE is to favor the development of students in their interaction and collaboration in solving problems they face daily, by elaborating modelling projects through the use of technological resources available in this environment. By developing these projects, students learned to problematize, contextualize, and investigate problems. As well, they prepared questions that aimed to seek, collect, select, organize, and handle the information that allowed them to reflect critically about the role of mathematics in their own context. The results from this study show that the development of modelling projects in a VLE helped students to interact and collaboratively inquire and investigate their chosen theme in accordance with their own interests and reality.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0930-8
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Training mathematics teachers for realistic math problems: a case of
           modeling-based teacher education courses
    • Authors: Serife Sevinc; Richard Lesh
      Pages: 301 - 314
      Abstract: One important goal of teacher education has been to improve pre-service teachers’ understanding of the connection between real-life events and mathematics. Toward this goal, we designed two mathematics teacher education courses based on the Models-and-Modeling Perspective. This study presents a three-tier modeling investigation of (a) pre-service teachers’ views about characteristics of realistic mathematics problems, and (b) teacher-level skills required to write such problems. A team of researchers analyzed 15 pre-service mathematics teachers’ written artifacts and audio recordings of their discussion by employing the data analysis methods of constructivist grounded theory. In these two modeling-based courses, pre-service teachers completed several modeling cycles, during which they exhibited significant changes in their understandings about the characteristics of realistic problems and the skills that are needed to write–revise–refine such problems. The results thus indicated that modeling-based courses helped pre-service teachers think critically about stereotypical textbook problems, view realistic contexts as a medium through which mathematical ideas could be reasoned, understand the mathematical residuals of lessons involving realistic problems, and attain the skills needed to write and revise such problems. Hence, the modeling perspective provided an effective approach for pre-service mathematics teacher training, ensuring pre-service teachers’ development as they express–test–revise–refine their thinking, understandings, and skills.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-017-0898-9
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Pre-service teachers’ experiences within modelling scenarios
           enriched by digital technologies
    • Authors: Mónica E. Villarreal; Cristina B. Esteley; Silvina Smith
      Pages: 327 - 341
      Abstract: This paper presents issues related to the use of technology by secondary school pre-service mathematics teachers engaged in open mathematical modelling projects. Pre-service teachers developed these projects within a regular mathematics education course during the teacher education program at the university concerned. This environment, called a modelling scenario, is the context for our study, which is based on the analysis of projects produced by seven consecutive cohorts of pre-service teachers beginning in 2010. The research questions guiding our study seek to determine which technologies pre-service teachers chose, for which modelling purposes they chose them, and in which phases of the modelling process they were significantly used. During the modelling process, pre-service teachers used the Internet, spreadsheets, mathematical software and programming languages. The Internet, the most utilized technology, was used to find information or data, to select variables, or to formulate problems. The other three technologies significantly influenced the processes of mathematical solution and validation. The in-depth analysis of a single project shows an original use of visual affordances of technologies and a dialectical relationship between problem posing and technology use. The study enables us to conclude the necessity for coordinated action between mathematics educators and mathematicians to generate a deeper understanding of modelling as a pedagogical proposal and mathematical activity.
      PubDate: 2018-04-01
      DOI: 10.1007/s11858-018-0925-5
      Issue No: Vol. 50, No. 1-2 (2018)
       
  • Electronic vs. paper textbook presentations of the various aspects of
           mathematics
    • Authors: Zalman Usiskin
      Abstract: Based in part on our work in adapting existing paper textbooks for secondary schools for a digital format, this paper discusses paper form and the various electronic platforms with regard to the presentation of five aspects of mathematics that have roles in mathematics learning in all the grades kindergarten-12: symbolization, deduction, modeling, algorithms, and representations. In moving to digital platforms, each of these aspects of mathematics presents its own challenges and opportunities for both curriculum and instruction, that is, for the content goals and how they connect with students for learning. A combination of paper and electronic presentations may be an optimal solution but some difficulties with such a complex solution are presented.
      PubDate: 2018-04-25
      DOI: 10.1007/s11858-018-0936-2
       
  • Does schooling actually perpetuate educational inequality in mathematics
           performance' A validity question on the measures of opportunity to
           learn in PISA
    • Authors: Kajsa Yang Hansen; Rolf Strietholt
      Abstract: International assessments of mathematics have shown persistent and widely intensified socioeconomic inequalities in achievement worldwide over the last decades. Such achievement gaps may partly be due to the differences in students’ personal and family characteristics. They may also be attributed to the schooling itself if school systems provide differentiated opportunity to learn (OTL) for children from privileged versus disadvantaged backgrounds. Previous research on the mechanism of the joint relationship among socioeconomic status (SES), academic achievement, and OTL produced inconclusive results. The main aim of the present study is to test whether schooling actually perpetuates social inequality in achievement, by reanalyzing PISA data. Specifically, we scrutinize the construct validity of the OTL measure in PISA that has been used in previous research. Our analyses reveal two latent dimensions of the OTL indicators in PISA, namely an unbiased OTL dimension and a self-concept dimension. The relationship between social background and mathematics achievement was only weakly mediated by OTL, when effect of students’ self-concept was controlled for. Our results suggest that the previous research finding that schooling perpetuates social gaps in mathematics performance suffers from a construct validity problem.
      PubDate: 2018-04-12
      DOI: 10.1007/s11858-018-0935-3
       
  • The challenges in the assessment of knowledge for teaching geometry
    • Authors: Dragana Martinovic; Agida G. Manizade
      Abstract: In our research, we focused on the design of assessment instruments for measuring teachers’ mathematical knowledge for teaching geometry. Since 1987 when Lee Shulman conceptualized pedagogical content knowledge, different research groups have expanded on this construct and developed their own measurement instruments. The strengths and limitations of these instruments have been described in the literature. Compared to researchers who have designed instruments for a broad range of mathematical topics, we propose that the measures should be designed as “probes” around specific topics commonly taught by a targeted group of teachers (e.g., middle school). In this paper, we focus on methodological issues of measuring mathematical knowledge for teaching, describe our approach in designing the probe targeting knowledge for teaching the Area of a Trapezoid task and accompanied assessment tools, identify challenges in designing assessments, and discuss possible solutions. In designing the measures and rubrics of teachers’ knowledge, we used the Delphi and Grounded Theory research methods.
      PubDate: 2018-04-11
      DOI: 10.1007/s11858-018-0934-4
       
  • Utilizing the M-Scan to measure standards-based mathematics teaching
           practices: affordances and limitations
    • Authors: Temple A. Walkowiak; Robert Q. Berry; Holly H. Pinter; Erik D. Jacobson
      Abstract: The Mathematics Scan (M-Scan), a content-specific observational measure, was utilized to examine the extent to which standards-based mathematics teaching practices were present in three focal lessons. While previous studies have provided evidence of validity of the inferences drawn from M-Scan data, no prior work has investigated the affordances and limitations of the M-Scan in capturing standards-based mathematics teaching. We organize the affordances and limitations into three categories: the operationalization of the M-Scan, the organization of the M-Scan, and the M-Scan within the larger ecology of instruction. Our analysis indicates the M-Scan differentiates among lessons in their use of standards-based mathematics teaching practices by operationalizing the M-Scan dimensions at the lesson level, sometimes at the expense of capturing the peaks and valleys within a single lesson. Simultaneously, the analysis revealed how the application of the rubrics may be impacted by lesson transcripts. We discuss the theoretical organization of the M-Scan and its implications for researchers and practitioners applying the rubrics. Finally, we point to the affordances and limitations of the M-Scan within the larger ecology of instruction by considering curricular issues and two dimensions of instruction not highlighted by the M-Scan.
      PubDate: 2018-04-05
      DOI: 10.1007/s11858-018-0931-7
       
  • Diagrams and traces of oral teaching in Euclid’s Elements : labels
           and references
    • Authors: Ken Saito
      Abstract: The analysis of a historical mathematical textbook constitutes a particular challenge when the original had been composed before the invention of the printing press and an even greater one when the very original might even not have been fixed as a manuscript. The analysis of such cases affords a focus on the relation between orality and written text. A particular clue for this relation is given by the diagrams accompanying the text. Diagrams in mediaeval manuscripts have several particularities which have been eliminated in modern editions as inappropriate for mathematical arguments. However, they may have not been so strange in the context of the direct oral teaching in which the teacher drew the diagrams in front of the pupils. The text and the structure of the Elements also contain other particular features preserved also in modern editions of which the following ones are examined: (1) no use of proposition numbers, (2) label assignment in alphabetical order which may result in different assignments in similar propositions, (3) oscillation of the appellation of the objects expressed by two or more letters such as line AB and line BA, (4) long and sometimes incomprehensible protasis (general enunciation at the beginning of each proposition). All these particularities can be interpreted as traces of oral teaching and communication of mathematics in ancient Greece.
      PubDate: 2018-04-02
      DOI: 10.1007/s11858-018-0929-1
       
  • An interdisciplinary approach to designing online learning: fostering
           pre-service mathematics teachers’ capabilities in mathematical modelling
           
    • Authors: Vince Geiger; Joanne Mulligan; Liz Date-Huxtable; Rehez Ahlip; D. Heath Jones; E. Julian May; Leanne Rylands; Ian Wright
      Abstract: In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service secondary mathematics teachers. Development of the module was underpinned by Bybee’s five E’s enquiry-based approach and Goos et al.’s twenty-first century numeracy model. Module evaluation data is examined in relation to the quality of pre-service teachers’ learning experiences and interview data from the study is analysed through the lens of ‘boundary crossing’. While the evaluation of the module was generally positive, aspects that required improvement were also identified including more meaningful inclusion of pre-service teachers and other stakeholders in the development process.
      PubDate: 2018-02-02
      DOI: 10.1007/s11858-018-0920-x
       
  • Mathematical modelling in teacher education: dealing with institutional
           constraints
    • Authors: Berta Barquero; Marianna Bosch; Avenilde Romo
      Abstract: Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the ecological dimension of this problem—the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity—and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the study and research paths for teacher education (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints—most of them beyond the scope of action of teachers and students and not approached by previous research—hindering the integration of mathematical modelling in current secondary schools.
      PubDate: 2018-01-11
      DOI: 10.1007/s11858-017-0907-z
       
  • Towards a professional development framework for mathematical modelling:
           the case of Singapore teachers
    • Authors: NG Kit Ee Dawn
      Abstract: Despite the incorporation of mathematical modelling in the Singapore mathematics curriculum framework since 2007, Singapore teachers still face readiness issues concerning the use of open-ended real-world problems. This paper presents some preliminary findings from an exploratory study undertaken within a professional development programme on mathematical modelling for experienced secondary mathematics teachers who are tasked to lead their schools in mathematical modelling. The research aims to gain insights into teachers’ efforts at designing and assessing modelling activities, and their perceptions about facilitation challenges, for the purpose of proposing future directions in professional development towards more sustained, concerted efforts at incorporating mathematical modelling in Singapore schools.
      PubDate: 2018-01-10
      DOI: 10.1007/s11858-018-0910-z
       
  • Mathematical modelling with hands-on experimental tasks: on the
           student’s sense of credibility
    • Authors: Susana Carreira; Ana Margarida Baioa
      Abstract: Based on a teaching intervention with modelling activities involving experimental work in 9th grade classes, the goal of this study is to find out how students estimate the credibility a modelling task setting when it integrates a hands-on experimental approach. The theoretical background is based on the concept of authenticity and its long tradition in mathematical modelling and inquiry-based learning and advances a path of discussion around the concept of credibility. This is done in close connection to the relevance of experiments and hands-on activities in mathematical modelling in line with a science, technology, engineering, and mathematics approach. The students were assigned the task of creating custom colour paint, responding to an order from a customer in a paint manufacturing company. The empirical data were collected from the observation of two classes and a questionnaire after completion of the task. The results indicate that students viewed the event as credible, as well as the goal of the task. They also considered the experimental work to be necessary and found the mathematical model obtained to be feasible. Moreover the students showed awareness of a distinction between their experiments and models and those developed by professionals. In short, the students ascribed credibility to the task setting and were able to acknowledge an approximation to reality in both the prototype created and the model built.
      PubDate: 2017-12-22
      DOI: 10.1007/s11858-017-0905-1
       
  • Open word problems: taking the additive or the multiplicative road'
    • Authors: Tine Degrande; Jo Van Hoof; Lieven Verschaffel; Wim Van Dooren
      Abstract: Previous studies have repeatedly shown that children often incorrectly use an additive model for multiplicative word problems, and a multiplicative model for additive word problems. The present study aimed to investigate which model upper primary school children tend to choose in word problems that are open to both ways of reasoning. In particular, a non-symbolic variant of the snake task of Lamon (Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers, Taylor & Francis Group, New York, NY, 2008) was administered to 279 children in fifth and sixth grade of primary education. Children were asked to indicate which of two snakes had grown the most, and to verbally explain the reasoning behind their answer. Results revealed that additive reasoning (i.e., absolute growth) was more frequently used than multiplicative reasoning (i.e., relative growth), although it appeared to be harder to verbalize. Second, both trends were more prominent for fifth than sixth graders. Third, contrary to previous studies with younger children, we did not find any differences between answers on discrete and continuous variants of the task. Nevertheless, children’s answers were more often explicitly verbalized in discrete than continuous items. Theoretical, methodological, and educational implications for solving word problems, and more generally for modelling in the domain of additive and multiplicative reasoning, are discussed.
      PubDate: 2017-12-07
      DOI: 10.1007/s11858-017-0900-6
       
 
 
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