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Publisher: Springer-Verlag (Total: 2355 journals)

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Showing 1 - 200 of 2355 Journals sorted alphabetically
3D Research     Hybrid Journal   (Followers: 19, 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: 22, 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: 3, 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: 15, 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: 11, 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: 20, 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: 5, 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: 5, 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: 8)
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: 3, SJR: 0.319, h-index: 15)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 35, SJR: 0.959, h-index: 44)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 18, SJR: 1.255, h-index: 44)
Advances in Contraception     Hybrid Journal   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 53, 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: 25, 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: 41, 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: 7)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2, SJR: 0.882, h-index: 23)
Aerobiologia     Hybrid Journal   (Followers: 2, 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: 3)
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: 6, 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: 3, SJR: 0.706, h-index: 19)
Akupunktur & Aurikulomedizin     Full-text available via subscription   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 4, 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: 15, 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: 26, 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: 22, SJR: 0.293, h-index: 13)
American Sociologist     Hybrid Journal   (Followers: 14, 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: 3, 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: 31, 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: 16, 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 Behavioral Medicine     Hybrid Journal   (Followers: 14, SJR: 2.112, h-index: 98)
Annals of Biomedical Engineering     Hybrid Journal   (Followers: 18, SJR: 1.182, h-index: 94)
Annals of Combinatorics     Hybrid Journal   (Followers: 3, 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: 28, SJR: 0.686, h-index: 14)
Annals of Forest Science     Hybrid Journal   (Followers: 6, 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: 8, SJR: 0.405, h-index: 42)
Annals of Software Engineering     Hybrid Journal   (Followers: 13)
Annals of Solid and Structural Mechanics     Hybrid Journal   (Followers: 10, 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: 8, 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: 1, 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: 48, 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: 4, 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: 62, SJR: 1.262, h-index: 161)
Applied Physics A     Hybrid Journal   (Followers: 8, 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: 5, 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: 32, 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: 1, SJR: 0.417, h-index: 16)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 23, 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: 56, 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: 1, 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: 141)
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: 13, 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: 3)
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: 8, 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: 12, 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: 20, SJR: 1.006, h-index: 14)
Asian Business & Management     Hybrid Journal   (Followers: 8, SJR: 0.41, h-index: 10)
Asian J. of Business Ethics     Hybrid Journal   (Followers: 8)
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  [2355 journals]
  • Using educational effectiveness research to promote quality of teaching:
           the contribution of the dynamic model
    • Authors: Leonidas Kyriakides; Bert P. M. Creemers; Anastasia Panayiotou
      Abstract: The dynamic model of educational effectiveness refers to eight factors that describe teachers’ instructional role. A multidimensional framework for measuring both quantitative and qualitative characteristics of teaching factors is also proposed. Empirical support for the validity of the model has been provided, which revealed that the teaching factors can be grouped into five stages situated in developmental order. In this study, for the first time, a qualitative methodology is used to provide an in-depth analysis of three video-lessons through the perspective of the five stages of effective teaching. Thus, we present how each stage is defined and use the cases of the three video-lessons to justify the rationale for these stages and help readers see how observational data are used to identify individual improvement priorities and provide differentiated feedback, even to teachers allocated to the same stage. Finally, based on the qualitative analysis of the three case-studies, strengths and limitations of the dynamic model to evaluate quality of teaching for formative reasons are identified.
      PubDate: 2018-02-06
      DOI: 10.1007/s11858-018-0919-3
  • 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
  • Subject-specific characteristics of instructional quality in mathematics
    • Authors: Lena Schlesinger; Armin Jentsch; Gabriele Kaiser; Johannes König; Sigrid Blömeke
      Abstract: Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth of argumentation or the adequacy of concept introductions, are not covered in depth. Therefore, a new instrument for the analysis of instructional quality was developed, which extended this three-dimensional framework by relevant subject-specific aspects of instructional quality. In this paper, the newly developed observational protocol is applied to three videotaped mathematics lessons from the NCTE video library of Harvard University to explore strengths and weaknesses of this instrument, and to examine in more detail how the instrument works in practice. Therefore, we used a mixed-methods design to extend the quantitative observer ratings, which enable high inference, by methods from qualitative content analysis. The results suggest the conclusion that the framework differentiates well between the lessons under a subject-specific perspective.
      PubDate: 2018-01-31
      DOI: 10.1007/s11858-018-0917-5
  • The Instructional Quality Assessment as a tool for reflecting on
           instructional practice
    • Authors: Melissa D. Boston; Amber G. Candela
      Abstract: The Instructional Quality Assessment (IQA) identifies the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA assesses ambitious mathematics instruction based on the following dimensions: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk (e.g., teacher’s and students’ talk moves related to linking and press). The IQA rubrics have been tested for reliability and validity by the IQA team and external researchers. The IQA has previously been used in research to assess ambitious mathematics instruction. Through looking at three episodes of classroom instruction, this article will highlight how the IQA can go beyond assessing instruction and serve as a tool to enhance instruction by providing formative feedback to mathematics teachers targeted towards planning and implementing cognitively demanding tasks. While the IQA’s specific focus on assessing ambitious mathematics instruction may limit its applicability in research, when used as a professional learning tool, the IQA rubrics can provide explicit pointers to frame teachers’ learning, self-reflection, and instructional change.
      PubDate: 2018-01-29
      DOI: 10.1007/s11858-018-0916-6
  • Going beyond structured observations: looking at classroom practice
           through a mixed method lens
    • Authors: Ariel Lindorff; Pam Sammons
      Abstract: In this paper, we extend a mixed method (MM) approach to lesson observation and analysis used in previous research in England, combining multiple structured observation instruments and qualitative field notes, to provide a framework for studying three videotaped lessons from 3rd-grade US mathematics classrooms. Two structured observation schedules are employed, one subject-specific and research-oriented and the other generic and inspection-oriented. Both instruments were previously developed based on evidence from the teacher effectiveness research (TER) knowledge base. Qualitative field notes, in addition to structured observation schedules, provide detailed narratives for each lesson video. Separate findings from each instrument and approach are presented, followed by an integrated analysis and synthesis of results. Although previous studies used similar methods to analyze teaching practice within broader research designs incorporating additional methods and perspectives (e.g. teacher interviews, pupil assessments, pupil questionnaires), this paper explicitly examines the strengths and limitations of the multi-instrument, mixed method approach to lesson observation. Using multiple observation instruments allows for triangulation as well as consideration of complementary foci (i.e. a content-specific instrument measures fine-grained aspects of practice not emphasized in a more generic instrument, and vice versa). Field notes facilitate rich descriptions and more thorough contextualization and illumination of teaching practice than structured observation ratings alone. Further, the MM approach allows for consideration of lesson features beyond those established in TER literature as sufficient to characterize ‘effective’ practice.
      PubDate: 2018-01-23
      DOI: 10.1007/s11858-018-0915-7
  • Studying mathematics instruction through different lenses: setting the
           ground for understanding instructional quality more comprehensively
    • Authors: Charalambos Y. Charalambous; Anna-Katharina Praetorius
      Abstract: Researchers from different fields have developed different observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is fast accumulating, the need to explore synergies and complementarities among existing work on instruction and its quality becomes imperative, given the complexity of instruction and the increasing realization that different frameworks illuminate certain instructional aspects but leave others less visible. This special issue makes a step toward exploring such synergies and complementarities, drawing on the analysis of the same 3 elementary-school lessons by 11 groups using 12 different frameworks. The purpose of the current paper is to provide an up-to-date overview of prior attempts made to work at the intersection of different observational frameworks. The paper also serves as the reference point for the other papers included in the special issue, by defining the goals and research questions driving the explorations presented in each paper, outlining the criteria for selecting the frameworks included in the special issue, describing the sampling approaches for the selected lessons, presenting the content of these lessons, and providing an overview of the structure of each paper.
      PubDate: 2018-01-19
      DOI: 10.1007/s11858-018-0914-8
  • Studying instructional quality by using a content-specific lens: the case
           of the Mathematical Quality of Instruction framework
    • Authors: Charalambos Y. Charalambous; Erica Litke
      Abstract: In this study, we use Mathematical Quality of Instruction (MQI), a content-specific observation framework, to examine the mathematical quality of instruction of three focal lessons in order to examine the instructional aspects illuminated by this framework as well as discuss those aspects not captured by MQI. While prior work provides evidence on the validity and reliability of the MQI measures, no prior work systematically explores the strengths and limitations of MQI in capturing instructional quality. Our analysis points to the affordances of MQI for highlighting differences within lessons across instructional dimensions related to the mathematics of the lesson, as well as for comparing across lessons with respect to the depth and quality of the mathematics instruction provided to students. We discuss how the depth of information provided by MQI may guide instructional improvement efforts. In addition, we explore three categories of instructional aspects not highlighted when examining instruction through the lens of MQI, addressing areas in which MQI in particular, and observation instruments in general, might be limited in their capacity to support teachers in instructional improvement efforts.
      PubDate: 2018-01-18
      DOI: 10.1007/s11858-018-0913-9
  • Conceptualizations of professional knowledge for teachers of mathematics
    • Authors: Michael Neubrand
      Abstract: Different conceptualizations exist about the components of the knowledge teachers need to teach mathematics with professional consciousness, and a researcher needs to describe and assess that knowledge. The fact, however, is that different conceptualizations respond to different needs, and thus, the variety is even a chance to develop the field further, the field of mathematics-related knowledge for teachers and for teaching. This paper sketches basic ideas of selected theoretical approaches, their goals, their fields of application, and their methods. First, three quite influential projects are introduced: The “Michigan Project” (US), “COACTIV” (Germany), and “TEDS-M” (international). Then three conceptualizations with particular approaches are presented: “Mathematics-for-Teaching” (Canada), Rowland’s “Knowledge Quartet” (UK), and Lindmeier’s “Structure Model” (Germany). The paper closes with some remarks concerning horizons: The first remark points to the restriction of all models of evaluating teachers’ professional knowledge, namely, the everlasting gap between the knowledge per se and the need for acting in the classroom. The second remark reads the recently discussed idea of theory-building as a somewhat neglected aspect of professional knowledge. Thirdly, I discuss briefly how far the seminal CK/PCK distinction could really be an appropriate way into perceiving teachers’ professional knowledge. Finally, I close with a few words on the need not to forget the policy issues of our work. The basic overall idea of the paper is to create—within the limited space—a sufficiently broad spectrum of the issue itself, and what was done in recent years to find a basis for research into teachers’ knowledge as a salient issue for the effective teaching of mathematics.
      PubDate: 2018-01-16
      DOI: 10.1007/s11858-017-0906-0
  • Impact of professional development involving modelling on teachers and
           their teaching
    • Authors: Katja Maass; Katrin Engeln
      Abstract: This paper presents an international research study of long-term professional development courses on modelling. It addresses the question of scaling-up professional development. So far, there has been much research on small-scale professional development courses, but we know very little about what it means to scale up such a course and to reach out to large numbers of teachers. Therefore, our study researches the impact of a scaled up professional development course on teachers and their teaching, as perceived by the teachers themselves and their students. The course was designed on an international level for use in 12 countries. The results show that such a course can indeed lead to desired outcomes concerning the teachers and their teaching, and the research therefore adds to our understanding of scaling-up.
      PubDate: 2018-01-16
      DOI: 10.1007/s11858-018-0911-y
  • Elaborating the later Vygotsky’s radical initiative on the nature and
           function of language: implications for mathematics education
    • Authors: Wolff-Michael Roth
      Abstract: Scholars interested in the function of language in mathematical learning often draw on Vygotsky, whose early work on word meaning has shaped many research studies. However, near the end of a rather short life, Vygotsky heavily critiqued his own previous work and began to sketch a radical theory revision, which overturns much of what he had done and is famous for. The purpose of the present study is to elaborate a possible avenue of such a theoretical revision. This study develops the new theory in the course of an exemplary analysis. The data derive from a scientific laboratory, where three scientists discuss a graph as it evolves in real time before their eyes and as a result of transformations designed to recover the real signal from the noise that is apparently present. Implications of the emerging theory for mathematics education are discussed.
      PubDate: 2018-01-15
      DOI: 10.1007/s11858-018-0912-x
  • Mathematical modelling in teacher education: dealing with institutional
    • 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
  • Conceptualization and measuring of metacognitive modelling competencies:
           empirical verification of theoretical assumptions
    • Authors: Katrin Vorhölter
      Abstract: Metacognitive competencies are of great importance for developing modelling competencies. However, there are assumptions about useful metacognitive knowledge and strategies for individuals working on modelling problems as well as for whole groups, but their coherence as well as their influence on modelling processes is not evaluated satisfactorily. Furthermore, there exist different conceptualizations of metacognition. In this paper, the structure of metacognitive strategies used by 431 grade nine students is analyzed. Strategy use was measured via self-reports at individual as well as at group level. The results reveal the same structure for metacognitive strategies at individual and at group level. These metacognitive strategies can be differentiated into strategies ensuring a smooth modelling process, strategies for regulating when problems occur, and strategies for evaluating the whole modelling process.
      PubDate: 2018-01-09
      DOI: 10.1007/s11858-017-0909-x
  • Video analyses for research and professional development: the teaching for
           robust understanding (TRU) framework
    • Authors: Alan H. Schoenfeld
      Abstract: This paper provides an overview of the teaching for robust understanding (TRU) Framework, its origins, and its evolving use. The core assertion underlying the TRU Framework is that there are five dimensions of activities along which a classroom must do well, if students are to emerge from that classroom being knowledgeable and resourceful disciplinary thinkers and problem solvers. The main focus of TRU is not on what the teacher does, but on the opportunities the environment affords students for deep engagement with mathematical content. This paper’s use of the TRU framework to highlight salient aspects of three classroom videos affords a compare-and-contrast with other analytic frameworks, highlighting the importance of both the focus on student experience and the mathematics-specific character of the analysis. This is also the first paper on the framework that introduces a family of TRU-related tools for purposes of professional development.
      PubDate: 2018-01-04
      DOI: 10.1007/s11858-017-0908-y
  • Lesson unplanning: toward transforming routine tasks into non-routine
    • Authors: Ronald A. Beghetto
      Pages: 987 - 993
      Abstract: How might teachers transform routine tasks into non-routine ones' The purpose of this article is to address this question. The article opens with a discussion of why non-routine problems require creative and original thought. Specifically, I discuss how non-routine problems require students to confront uncertainty and how uncertainty can serve as a catalyst for creative thought and action. Next, I discuss how the logic of routine tasks can impede original and creative thought. I then introduce the concept of lesson unplanning and explain how it can be used to convert routine tasks into non-routine problems. I also discuss how non-routine problems can range from more modest in-classroom assignments to more ambitious efforts. The paper closes with a brief discussion of directions for future research and practice.
      PubDate: 2017-12-01
      DOI: 10.1007/s11858-017-0885-1
      Issue No: Vol. 49, No. 7 (2017)
  • Acknowledgements to reviewers 2017
    • Pages: 1041 - 1042
      PubDate: 2017-12-01
      DOI: 10.1007/s11858-017-0891-3
      Issue No: Vol. 49, No. 7 (2017)
  • 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
  • “Why do I have to learn this'” A case study on students’
           experiences of the relevance of mathematical modelling activities
    • Authors: Paul Hernandez-Martinez; Pauline Vos
      Abstract: In this paper we explore how students can experience the relevance of mathematical modelling activities. In the literature we found that relevance is a connection among several issues (relevance of what' to whom' according to whom' and to what end'). We framed this concept in terms of Cultural-Historical Activity Theory (CHAT), a theory for analysing how individuals engage in activities within social environments. We designed modelling activities within a mathematics course for engineering students: there were ample mathematical modelling tasks, a guest lecture by an employee from an engine company who used mathematical modelling in his job, and a group work modelling assessment with a presentation to the whole group. After the course, we interviewed ten students with a wide range of final grades in the course. We analysed the interview data in light of the theoretical framing of the concept of relevance. Our analysis showed that, generally, students experienced the modelling activities as relevant, and that they imagined themselves working in professional practices for which mathematics is relevant. However, doing mathematics was also judged as being relevant only to obtain grades, leave school and enter professions for which mathematics might not be needed. We offer recommendations for making mathematics education more relevant to more students.
      PubDate: 2017-12-22
      DOI: 10.1007/s11858-017-0904-2
  • 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
  • Considerations on the use of mathematics in modeling activities
    • Authors: Lourdes Maria Werle de Almeida
      Abstract: This paper aims to investigate the following question: How do students use mathematics in modeling activities' With this purpose, the paper reports on mathematization and use of mathematics, and deals with empirical data with focus on modeling activities performed by students in the first year and in the fourth year of a degree in mathematics. After the description of a theoretical framework of modelling, what can be seen by means of a qualitative analysis is that the perception of messy world situations leads to idealization, and the idealized situation acts as the basis for mathematization in each activity. The mathematization in turn leads to different mathematics concepts, tools and procedures. The use of mathematics that students perform is anchored in their previous experiences, be it in their experiences with the concepts and tools of mathematics, or in their experiences with mathematical modeling practices. Besides that, after this process students have advanced and have expanded their knowledge and made significant progress by means of a balance between teacher guidance and students’ independence. Moreover, beyond mathematical knowledge, the research indicated that success in performing modeling activities also requires knowledge-based mathematical modeling anticipation.
      PubDate: 2017-12-06
      DOI: 10.1007/s11858-017-0902-4
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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