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  Subjects -> MATHEMATICS (Total: 1051 journals)
    - APPLIED MATHEMATICS (85 journals)
    - GEOMETRY AND TOPOLOGY (23 journals)
    - MATHEMATICS (775 journals)
    - MATHEMATICS (GENERAL) (43 journals)
    - NUMERICAL ANALYSIS (23 journals)
    - PROBABILITIES AND MATH STATISTICS (102 journals)

MATHEMATICS (775 journals)                  1 2 3 4 | Last

Showing 1 - 200 of 538 Journals sorted alphabetically
Abakós     Open Access   (Followers: 5)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 4)
Academic Voices : A Multidisciplinary Journal     Open Access   (Followers: 2)
Accounting Perspectives     Full-text available via subscription   (Followers: 8)
ACM Transactions on Algorithms (TALG)     Hybrid Journal   (Followers: 16)
ACM Transactions on Computational Logic (TOCL)     Hybrid Journal   (Followers: 3)
ACM Transactions on Mathematical Software (TOMS)     Hybrid Journal   (Followers: 6)
ACS Applied Materials & Interfaces     Hybrid Journal   (Followers: 38)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1)
Acta Mathematica     Hybrid Journal   (Followers: 12)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2)
Acta Mathematica Scientia     Full-text available via subscription   (Followers: 5)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6)
Acta Mathematica Vietnamica     Hybrid Journal  
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal  
Advanced Science Letters     Full-text available via subscription   (Followers: 12)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 4)
Advances in Calculus of Variations     Hybrid Journal   (Followers: 6)
Advances in Catalysis     Full-text available via subscription   (Followers: 5)
Advances in Complex Systems     Hybrid Journal   (Followers: 9)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 22)
Advances in Decision Sciences     Open Access   (Followers: 3)
Advances in Difference Equations     Open Access   (Followers: 3)
Advances in Fixed Point Theory     Open Access   (Followers: 8)
Advances in Geosciences (ADGEO)     Open Access   (Followers: 17)
Advances in Linear Algebra & Matrix Theory     Open Access   (Followers: 10)
Advances in Materials Science     Open Access   (Followers: 17)
Advances in Mathematical Physics     Open Access   (Followers: 8)
Advances in Mathematics     Full-text available via subscription   (Followers: 15)
Advances in Nonlinear Analysis     Open Access  
Advances in Numerical Analysis     Open Access   (Followers: 7)
Advances in Operations Research     Open Access   (Followers: 12)
Advances in Porous Media     Full-text available via subscription   (Followers: 5)
Advances in Pure and Applied Mathematics     Hybrid Journal   (Followers: 8)
Advances in Pure Mathematics     Open Access   (Followers: 9)
Advances in Science and Research (ASR)     Open Access   (Followers: 6)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Mathematics and Computer Science Research     Open Access   (Followers: 5)
Afrika Matematika     Hybrid Journal   (Followers: 1)
Air, Soil & Water Research     Open Access   (Followers: 13)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 2)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 7)
Algebra Colloquium     Hybrid Journal   (Followers: 4)
Algebra Universalis     Hybrid Journal   (Followers: 2)
Algorithmic Operations Research     Open Access   (Followers: 5)
Algorithms     Open Access   (Followers: 11)
Algorithms Research     Open Access   (Followers: 1)
American Journal of Computational and Applied Mathematics     Open Access   (Followers: 8)
American Journal of Mathematical Analysis     Open Access  
American Journal of Mathematical and Management Sciences     Hybrid Journal  
American Journal of Mathematics     Full-text available via subscription   (Followers: 6)
American Journal of Operations Research     Open Access   (Followers: 6)
American Mathematical Monthly     Full-text available via subscription   (Followers: 6)
An International Journal of Optimization and Control: Theories & Applications     Open Access   (Followers: 11)
Anadol University Journal of Science and Technology B : Theoritical Sciences     Open Access  
Analele Universitatii Ovidius Constanta - Seria Matematica     Open Access  
Analysis and Applications     Hybrid Journal   (Followers: 1)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 6)
Analysis Mathematica     Full-text available via subscription  
Analysis. International mathematical journal of analysis and its applications     Hybrid Journal   (Followers: 4)
Annales Mathematicae Silesianae     Open Access   (Followers: 2)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4)
Annales Universitatis Mariae Curie-Sklodowska, sectio A – Mathematica     Open Access   (Followers: 1)
Annales Universitatis Paedagogicae Cracoviensis. Studia Mathematica     Open Access  
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1)
Annals of Combinatorics     Hybrid Journal   (Followers: 4)
Annals of Data Science     Hybrid Journal   (Followers: 13)
Annals of Discrete Mathematics     Full-text available via subscription   (Followers: 7)
Annals of Mathematics     Full-text available via subscription   (Followers: 2)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 13)
Annals of PDE     Hybrid Journal  
Annals of Pure and Applied Logic     Open Access   (Followers: 4)
Annals of the Alexandru Ioan Cuza University - Mathematics     Open Access  
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1)
Annals of West University of Timisoara - Mathematics     Open Access  
Annals of West University of Timisoara - Mathematics and Computer Science     Open Access   (Followers: 1)
Annuaire du Collège de France     Open Access   (Followers: 6)
ANZIAM Journal     Open Access   (Followers: 1)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 3)
Applications of Mathematics     Hybrid Journal   (Followers: 3)
Applied Categorical Structures     Hybrid Journal   (Followers: 4)
Applied Computational Intelligence and Soft Computing     Open Access   (Followers: 14)
Applied Mathematics     Open Access   (Followers: 4)
Applied Mathematics     Open Access   (Followers: 8)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 10)
Applied Mathematics - A Journal of Chinese Universities     Hybrid Journal   (Followers: 1)
Applied Mathematics and Nonlinear Sciences     Open Access  
Applied Mathematics Letters     Full-text available via subscription   (Followers: 4)
Applied Mathematics Research eXpress     Hybrid Journal   (Followers: 1)
Applied Network Science     Open Access   (Followers: 3)
Applied Numerical Mathematics     Hybrid Journal   (Followers: 5)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 6)
Arab Journal of Mathematical Sciences     Open Access   (Followers: 4)
Arabian Journal of Mathematics     Open Access   (Followers: 2)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 3)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 6)
Archive of Numerical Software     Open Access  
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 6)
Arkiv för Matematik     Hybrid Journal   (Followers: 1)
Armenian Journal of Mathematics     Open Access   (Followers: 1)
Arnold Mathematical Journal     Hybrid Journal   (Followers: 1)
Artificial Satellites     Open Access   (Followers: 25)
Asia-Pacific Journal of Operational Research     Hybrid Journal   (Followers: 3)
Asian Journal of Algebra     Open Access   (Followers: 1)
Asian Research Journal of Mathematics     Open Access  
Asian-European Journal of Mathematics     Hybrid Journal   (Followers: 3)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Senior Mathematics Journal     Full-text available via subscription   (Followers: 2)
Automatic Documentation and Mathematical Linguistics     Hybrid Journal   (Followers: 5)
Axioms     Open Access   (Followers: 1)
Baltic International Yearbook of Cognition, Logic and Communication     Open Access   (Followers: 1)
Basin Research     Hybrid Journal   (Followers: 5)
BIBECHANA     Open Access   (Followers: 2)
Biomath     Open Access  
BIT Numerical Mathematics     Hybrid Journal   (Followers: 1)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletín de la Sociedad Matemática Mexicana     Hybrid Journal  
Bollettino dell'Unione Matematica Italiana     Full-text available via subscription   (Followers: 2)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 20)
Bruno Pini Mathematical Analysis Seminar     Open Access  
Buletinul Academiei de Stiinte a Republicii Moldova. Matematica     Open Access   (Followers: 13)
Bulletin des Sciences Mathamatiques     Full-text available via subscription   (Followers: 4)
Bulletin of Dnipropetrovsk University. Series : Communications in Mathematical Modeling and Differential Equations Theory     Open Access   (Followers: 3)
Bulletin of Mathematical Sciences     Open Access   (Followers: 1)
Bulletin of Symbolic Logic     Full-text available via subscription   (Followers: 2)
Bulletin of the Australian Mathematical Society     Full-text available via subscription   (Followers: 2)
Bulletin of the Brazilian Mathematical Society, New Series     Hybrid Journal  
Bulletin of the Iranian Mathematical Society     Hybrid Journal  
Bulletin of the London Mathematical Society     Hybrid Journal   (Followers: 3)
Bulletin of the Malaysian Mathematical Sciences Society     Hybrid Journal  
Calculus of Variations and Partial Differential Equations     Hybrid Journal  
Canadian Journal of Mathematics / Journal canadien de mathématiques     Hybrid Journal  
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Canadian Mathematical Bulletin     Hybrid Journal  
Carpathian Mathematical Publications     Open Access   (Followers: 1)
Catalysis in Industry     Hybrid Journal   (Followers: 1)
CEAS Space Journal     Hybrid Journal   (Followers: 2)
CHANCE     Hybrid Journal   (Followers: 5)
Chaos, Solitons & Fractals     Hybrid Journal   (Followers: 3)
Chaos, Solitons & Fractals : X     Open Access  
ChemSusChem     Hybrid Journal   (Followers: 8)
Chinese Annals of Mathematics, Series B     Hybrid Journal  
Chinese Journal of Catalysis     Full-text available via subscription   (Followers: 2)
Chinese Journal of Mathematics     Open Access  
Clean Air Journal     Full-text available via subscription   (Followers: 1)
Cogent Mathematics     Open Access   (Followers: 2)
Cognitive Computation     Hybrid Journal   (Followers: 3)
Collectanea Mathematica     Hybrid Journal  
College Mathematics Journal     Hybrid Journal   (Followers: 4)
COMBINATORICA     Hybrid Journal  
Combinatorics, Probability and Computing     Hybrid Journal   (Followers: 4)
Combustion Theory and Modelling     Hybrid Journal   (Followers: 15)
Commentarii Mathematici Helvetici     Hybrid Journal  
Communications in Advanced Mathematical Sciences     Open Access  
Communications in Combinatorics and Optimization     Open Access  
Communications in Contemporary Mathematics     Hybrid Journal  
Communications in Mathematical Physics     Hybrid Journal   (Followers: 4)
Communications On Pure & Applied Mathematics     Hybrid Journal   (Followers: 4)
Complex Analysis and its Synergies     Open Access   (Followers: 3)
Complex Variables and Elliptic Equations: An International Journal     Hybrid Journal  
Composite Materials Series     Full-text available via subscription   (Followers: 9)
Compositio Mathematica     Full-text available via subscription  
Comptes Rendus Mathematique     Full-text available via subscription  
Computational and Applied Mathematics     Hybrid Journal   (Followers: 4)
Computational and Mathematical Methods     Hybrid Journal  
Computational and Mathematical Methods in Medicine     Open Access   (Followers: 2)
Computational and Mathematical Organization Theory     Hybrid Journal   (Followers: 2)
Computational Complexity     Hybrid Journal   (Followers: 4)
Computational Mathematics and Modeling     Hybrid Journal   (Followers: 10)
Computational Mechanics     Hybrid Journal   (Followers: 5)
Computational Methods and Function Theory     Hybrid Journal  
Computational Optimization and Applications     Hybrid Journal   (Followers: 8)
Computers & Mathematics with Applications     Full-text available via subscription   (Followers: 11)
Concrete Operators     Open Access   (Followers: 5)
Confluentes Mathematici     Hybrid Journal  
Contributions to Game Theory and Management     Open Access  
COSMOS     Hybrid Journal  
Cryptography and Communications     Hybrid Journal   (Followers: 13)
Cuadernos de Investigación y Formación en Educación Matemática     Open Access  
Cubo. A Mathematical Journal     Open Access  
Current Research in Biostatistics     Open Access   (Followers: 8)
Czechoslovak Mathematical Journal     Hybrid Journal   (Followers: 1)
Demographic Research     Open Access   (Followers: 15)
Demonstratio Mathematica     Open Access  
Dependence Modeling     Open Access  
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 31)
Developments in Clay Science     Full-text available via subscription   (Followers: 1)
Developments in Mineral Processing     Full-text available via subscription   (Followers: 3)
Dhaka University Journal of Science     Open Access  
Differential Equations and Dynamical Systems     Hybrid Journal   (Followers: 4)
Differentsial'nye Uravneniya     Open Access  
Digital Experiences in Mathematics Education     Hybrid Journal  
Discrete Mathematics     Hybrid Journal   (Followers: 8)
Discrete Mathematics & Theoretical Computer Science     Open Access  
Discrete Mathematics, Algorithms and Applications     Hybrid Journal   (Followers: 2)
Discussiones Mathematicae - General Algebra and Applications     Open Access  

        1 2 3 4 | Last

Similar Journals
Journal Cover
Canadian Journal of Science, Mathematics and Technology Education
Journal Prestige (SJR): 0.346
Number of Followers: 20  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1492-6156 - ISSN (Online) 1942-4051
Published by Springer-Verlag Homepage  [2573 journals]
  • Seeking Intersections: Math Degrees, Beliefs, and Elementary Teacher
           Knowledge
    • Abstract: Abstract Some views of elementary teacher preparation may include the idea that undergraduate mathematics courses are useful or even crucial for prospective teachers to have. This study sought to identify teacher candidates with mathematics degrees, in order to study their mathematical preparation. The identified prospective teachers were studied to investigate initial understanding of the conceptual underpinnings of elementary mathematics, as well as their beliefs about the importance of conceptual learning. Participants were given a written instrument related to elementary school–level conceptual mathematics knowledge, administered at the beginning and end of an elementary (up to grade 8) mathematics curriculum and instruction (“methods”) course. Prospective teachers with university mathematics backgrounds did not appear generally well-prepared in terms of their ability to model or explain the conceptual basis of common elementary school concepts, although they generally claimed to feel such understanding was important. After taking part in the methods course, which focused strongly on experiences learning the mathematical ideas conceptually, they were able to demonstrate increased understanding of the necessary concepts, models, and reasoning related to elementary mathematics teaching.
      PubDate: 2019-12-03
       
  • Children’s Aspirations Towards Science-related Careers
    • Abstract: Abstract Science-related careers are often considered to be less accessible by many children. More research is needed to distinguish any influences from different aspects of life so that support and/or interventions can be focused to help mitigate any disadvantage and inaccessibility. In order to gain greater understanding of constraints or influences on children’s aspirations towards science-related careers, a nationally-representative cohort of 7820 children in England was considered at age 11 and at age 14. At age 11, children’s science-related career aspirations were predictively associated with their ethnicity, gender, and science self-confidence, and also (at lower magnitudes) with the children’s motivation towards school and indicators of family advantage. At age 14, children’s aspirations were predictively associated with their prior aspirations (as of age 11), science self-confidence (as of age 14), and again with ethnicity and gender. Notably, these gender and ethnicity associations varied when considering specific aspirations towards science/engineering and towards medicine/health: boys were more likely to express science/engineering aspirations and less likely to express medicine/health aspirations; concurrently, children from some minority ethnic backgrounds were less likely to express science/engineering aspirations and more likely to express medicine/health aspirations. Overall, the findings suggest that support after age 11 still needs to promote the feasibility of different science careers for all children.
      PubDate: 2019-11-25
       
  • Scientific Reasoning Competencies: a Case of Preservice Teacher Education
    • Abstract: Abstract In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigatory-process problems and problems regarding modeling. Statistical analysis of the data revealed that the course significantly contributed to the development of preservice science teachers’ competencies for those who had two previous degrees compared with those that did not. Furthermore, a greater proportion of teachers were deemed highly competent at planning investigations and testing models than the more generative dimensions of scientific reasoning, such as formulating questions and generating hypotheses. Implications for science teacher education internationally and the movement towards competency-based curricula are put forward.
      PubDate: 2019-11-19
       
  • Re-thinking ‘Concrete to Abstract’ in Mathematics Education: Towards
           the Use of Symbolically Structured Environments
    • Abstract: In this article, we question the prevalent assumption that teaching and learning mathematics should always entail movement from the concrete to the abstract. Such a view leads to reported difficulties in students moving from manipulatives and models to more symbolic work, moves that many students never make, with all the implications this has for life chances. We propose working in ‘symbolically structured environments’ as an alternative way of characterising students’ direct engagement with the abstract and exemplify two such environments, both of which involve early number learning. We additionally propose some roles for the teacher working in a symbolically structured environment.
      PubDate: 2019-11-18
       
  • The “Subtext of Everything”: High School Science Teachers’ Views of
           Emotions and Their Related Teaching Practices
    • Abstract: Abstract Since most emotional regulation research is about teachers regulating their own emotions, this study sought to examine how teachers view emotions and respond to their students’ emotions. Drawing from an interactional view of emotions and emotion regulation, five science teachers were interviewed for 60–75 minutes about the emotions experienced by their students, themselves, and scientists. They were also prompted to talk about how they respond to their students’ emotions. Findings from the study include that the teachers limited their views of students’ emotions along a positive/negative binary with a focus on academic emotions. These views were in contrast to their conceptions of their own emotions and those of scientists. In addition, the teachers described three teaching practices by which they implicitly and explicitly attempted to avoid student frustration: expressing their own excitement, downplaying students’ expressions of frustration, and utilizing group work. To a lesser degree, the teachers shared how they acknowledged students’ emotions in the classroom. It is concluded that the teachers’ views of emotions were aligned with their practices to minimize student frustration since they viewed that emotion as an impediment to learning.
      PubDate: 2019-11-07
       
  • Context Variation and Syntax Nuances of the Equal Sign in Elementary
           School Mathematics
    • Abstract: Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.
      PubDate: 2019-11-06
       
  • Adopting Drone Technology in STEM (Science, Technology, Engineering, and
           Mathematics): An Examination of Elementary Teachers’ Pedagogical Content
           Knowledge
    • Abstract: Abstract In this case study, the authors collaborated with two grade 4 teachers, who participated in a large-scale professional learning program focused on helping K-9 teachers enhance their classroom practice and confidence in teaching science through inquiry-based learning. The specific research questions that guided the study were the following: (a) How do components of teachers’ pedagogical content knowledge (PCK) change as they adopt drone technology in the context of a unit on habitats' (b) What challenges will the teachers encounter as they adopt inquiry-based approaches to teaching and learning using drone technology' and (c) What factors will influence the development of teachers’ PCK' Using a multi-dimensional PCK framework, the authors report on changes in teachers’ orientations to teaching science and knowledge of assessment, instructional strategies, science curriculum, and student learning. In addition, it was found that teacher efficacy and knowledge of student learning were highly connected factors that contributed to PCK growth and changes in classroom practice. As the teachers gained more insight into how to support student learning through the adoption of drones and inquiry-based approaches to teaching and learning, they strengthened their confidence and belief in their own ability to create classroom learning environments that could engage all learners in science. Challenges and implications related to the adoption of droned technology are also discussed.
      PubDate: 2019-10-30
       
  • Children with Disabilities Engaging in STEM: Exploring How a Group-Based
           Robotics Program Influences STEM Activation
    • Abstract: Abstract Children with disabilities encounter many barriers in engaging in science, math, and technology courses such as discriminatory attitudes and inaccessible classes, which can limit their educational and future employment opportunities. Helping children to foster an interest in science, technology, engineering, and math (STEM) disciplines early on can help to expand their career options. This study explored how a group-based robotics program impacted the STEM activation among children with disabilities. Children (n = 33) aged 6–14 completed pre-and post-surveys to assess any changes in STEM activation. Our results showed that for most groups, children’s STEM activation scores increased from the beginning to the end of the program; however, these differences were not significant. It was encouraging to see that among the children who participated in the program more than once (n = 18), there was a significant increase in their STEM activation. Qualitative findings of children’s experience in the programs show that they liked building, programming, and learning about robots. These findings suggest that it is worthwhile to engage children with disabilities in STEM programs.
      PubDate: 2019-10-28
       
  • Analysing the Nature of Ministry Guidelines for Developing
           Interdisciplinary Science Courses (Grades 11–12) in Ontario (Canada)
    • Abstract: Abstract Scientific problems of the twenty-first century involve complex research questions that require an interdisciplinary approach. Educational research suggests that overall student achievement is greater in an interdisciplinary science curriculum than in a discipline-specific science curriculum. Regardless, the secondary school science curriculum in Ontario remains discipline-specific. The Ontario Ministry of Education (OME) released an ‘Interdisciplinary Studies’ curriculum in 2002; however, it appears to be sparsely implemented across Ontario. The objective of this study is to investigate what guidelines are provided by the OME to help Ontario secondary school science teachers (grades 11–12) design and implement interdisciplinary science courses. A document analysis methodology is used to gather data from selected OME curriculum documents. The results of this study found that interdisciplinary science courses are based on multiple models of interdisciplinarity; however, the guidelines provided for developing interdisciplinary curriculum, assessment, and teaching methods do not explicitly indicate which type of interdisciplinary model is applied, nor do the documents explicitly consider the degree of integration of concepts and skills from across disciplines/subject areas. Primarily, the results of this study may inform Ontario Ministry science curriculum writers, teachers and educators interested in interdisciplinary science curriculum elsewhere, about what aspects of the selected curriculum documents provide practical information for developing interdisciplinary science courses and components of the curriculum that may warrant potential revisions or additions during future curriculum drafting.
      PubDate: 2019-10-25
       
  • Tribute to John Wallace CJSMTE Editor-in-Chief, 2007-2018
    • PubDate: 2019-09-16
       
  • Hommage à John Wallace, rédacteur en chef de la RCESMT,
           2007-2018
    • PubDate: 2019-09-16
       
  • In Memoriam Gérard Fourez (1937–2018)
    • PubDate: 2019-09-01
       
  • Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM
           PBL Instruction
    • Abstract: Abstract The integration of Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM PBL) into educational curriculum has received much attention because of its strength in improving students’ affective engagement. We designed the present study to investigate the effectiveness of STEM PBL lessons on 9th grade students’ development of affective mathematics engagement. The affective mathematics engagement of two groups of participants (STEM PBL and non-STEM PBL) were compared (N = 147). The results showed group differences in STEM PBL versus non-STEM PBL lessons were statistically significant (t = 5.587, p < .001, d = .960). In particular, STEM PBL students had greater positive affective mathematics engagement in terms of mathematical self-acknowledgement and value as compared to the non-STEM PBL students. The results of the study indicate that highly situated and integrated instruction has a positive impact on students’ perceptions of their affective mathematics engagement.
      PubDate: 2019-09-01
       
  • How Does Inquiry-Based Scientific Investigation Relate to the Development
           of Students’ Science Knowledge, Knowing, Applying, and Reasoning' An
           Examination of TIMSS Data
    • Abstract: Abstract The present study examined to what extent inquiry-based investigation as an instructional approach associated with students’ overall science achievement and achievement in cognitive domains, including knowing science facts, applying scientific principles, and reasoning with scientific concepts to solve problems. Using TIMSS 2007 science achievement data for the 8th graders in the USA and the corresponding student questionnaires, we found that students’ involvement in inquiry-based scientific investigation negatively related to students’ overall science achievement. As the skills involved higher cognitive abilities, from knowing to applying and reasoning, the more students were engaged in the investigation, the more their achievement scores dropped. In contrast, students’ achievement significantly related to explicit instruction and as the skills involved higher cognitive abilities, the positive significant relationship got more strengthened.
      PubDate: 2019-09-01
       
  • Examining Student Engagement During a Project-Based Unit in Secondary
           Science
    • Abstract: Abstract To investigate any possible differences in student engagement between project-based learning units and non-project–based learning units, this triangulation design-convergence mixed methods study followed a grade 10 teacher and her students as they completed science units on chemistry, aquaponics, and genetics. Student engagement was measured in multiple ways using observed on-task behaviour, student perception surveys, and student interviews. Results reveal significant differences in observed on-task behaviour between project-based and non-project–based activities. However, student perceptions of engagement did not significantly improve with project-based learning. Instead, student perceptions of civic engagement emerged as a critical point of examination.
      PubDate: 2019-09-01
       
  • Nature of Science Views and Epistemological Views of College Biology
           Students
    • Abstract: Abstract Epistemological views characterise how individuals view the certainty, source and organization of knowledge. Previous research has demonstrated some relationships between epistemological views and nature of science (NOS) views. These relationships may be particularly interesting for biology students who are learning about topics such as evolution which are societally controversial but not scientifically controversial. In this study, we examine the relationship between epistemological views and empirical NOS views for three classes of college biology learners in a Midwestern US university. We used the Learning Contexts Questionnaire to characterise participants’ epistemological Perry levels and question 1 of the VNOS-C to characterise their empirical NOS views. Based on a series of chi-square analyses, no relationship between Perry level and empirical NOS views was identified. Significant relationships between empirical NOS views and gender and empirical NOS views and biology class were identified. These findings and implications for future work are discussed.
      PubDate: 2019-09-01
       
  • Immigrant Students’ Stories About Learning Mathematics in Groups
    • Abstract: Abstract Focusing on the context of linguistically and racially heterogeneous Canadian schools, this article describes the “figured worlds” as discussed by Holland, Skinner, Lachicotte Jr, & Cain (1998, p. 52) of group work: the stories, characters, and roles that students envisioned in the setting of group work. The study was conducted in linguistically and racially diverse mathematics classrooms wherein group work was regularly used. We combined various methods, including questionnaires on group work experiences, video-recorded group work interactions of participants’ mathematics problem solving, and video-mediated interviews, in order to examine participants’ experiences with group work from multiple angles. In this context, most students, including newly arrived immigrant students, reported benefiting from group work and working with others. Focusing on immigrant students, our findings also offer insights into how students interpreted particular segments of video, from their figured worlds of group work in school. We depict how figured worlds of group work and friendship were intertwined, and how figured worlds of successful group work and the rule of equal participation interacted. Based on our findings, we discuss the importance of negotiating the multifaceted meanings of “success” in group work for mathematics learning.
      PubDate: 2019-09-01
       
  • Towards an Understanding of STEM Engagement: a Review of the Literature on
           Motivation and Academic Emotions
    • Abstract: Abstract There are international calls to enhance learner engagement in STEM. Further, there are international concerns about the gender disparity in interest, aspiration, and participation in STEM. These calls recognise the role that learners’ motivation in, and emotional response to, STEM plays in their participation and achievement in STEM education. However, there is a lack of understanding as to what constitutes “engagement” in STEM education. In this article, we adopt an educational psychology-based definition of engagement that is influenced by motivational and emotional constructs. We review a purposive sample of student motivation and academic emotion literature to reveal pertinent insights about student STEM engagement. The review pays particular attention to findings associated with gender and offers a summary of the limited research around educational interventions informed by motivational models. This review reveals that self-concept, self-efficacy, and task value are important for STEM engagement, performance, subject selection, and career aspirations. Mastery goals are linked to high effort and persistence in STEM, while autonomy, relatedness, and growth mindsets improve STEM participation and achievement. Further, girls have lower self-concept in STEM, are less likely to hold interest and utility value, and are more likely to attribute failure to a lack of ability. Finally, negative emotional responses to STEM can form early and persist throughout schooling. These affective aspects need to be understood and explicitly addressed as part of any successful strategy to improve engagement in STEM education, and to address the significant gender equity issues associated with STEM.
      PubDate: 2019-09-01
       
  • Interprétations de la fraction et enseignement/apprentissage des
           fractions équivalentes au primaire
    • Abstract: Abstract At the primary level, the equivalence of two fractions is generally thought of in terms of equal quantities that share a common whole as a reference. It is understood as an expression of absolute size rather than as a ratio. In addition, given the challenge of taking multiplicative relationships into account when comparing fractions, techniques for tackling these complexities are in high demand, with teachers seeking them out as much as students. It therefore seems pertinent to examine the didactic conditions that can be relied on to enable students to gain a thorough understanding of equivalent fractions. In our research, we used a teaching sequence that covered various interpretations of fractions in order to foster an understanding of fractions as a multiplicative structure. This article presents three scenarios from our sequence, showing how equivalence was worked out in accordance with the particular interpretation (or interpretations) of fractions at play for each. The variety of scenarios proposed promotes the development of strategies that differ according to the constraints inherent in each scenario, thus offering multiple starting points for comprehending the notion of equivalence.
      PubDate: 2019-09-01
       
  • Évolution du sentiment d’efficacité des enseignants du primaire ayant
           suivi un programme de formation et d’accompagnement en sciences et
           technologie
    • Abstract: Abstract Studies show that training and assistance programs for primary teachers have an impact on their sense of self-efficacy in teaching science and technology. In line with this research perspective, we studied the participation of 105 primary teachers in a particular assistance program designed to improve their sense of efficacy. In this program, the teachers are accompanied by scientific experts for a period of two years and take workshops on selected themes, the content of which is then applied in the classroom with the help of students aged 17-19 years. The results—gathered using a mixed methodology of questionnaires, open-ended questions and discussion groups—show that these teachers feel a stronger sense of efficacy and confidence in their science teaching. They also demonstrate a better understanding of conceptual content, less reliance on the school environment to teach science and technology, and a willingness to give priority to a pedagogy that is geared toward scientific experimentation.
      PubDate: 2019-08-16
       
 
 
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