Subjects -> MATHEMATICS (Total: 1100 journals)
    - APPLIED MATHEMATICS (88 journals)
    - GEOMETRY AND TOPOLOGY (23 journals)
    - MATHEMATICS (812 journals)
    - MATHEMATICS (GENERAL) (43 journals)
    - NUMERICAL ANALYSIS (24 journals)
    - PROBABILITIES AND MATH STATISTICS (110 journals)

MATHEMATICS (812 journals)                  1 2 3 4 5 | 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: 7)
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: 39)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1)
Acta Mathematica     Hybrid Journal   (Followers: 13)
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: 10)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 23)
Advances in Decision Sciences     Open Access   (Followers: 4)
Advances in Difference Equations     Open Access   (Followers: 3)
Advances in Fixed Point Theory     Open Access   (Followers: 8)
Advances in Geosciences (ADGEO)     Open Access   (Followers: 19)
Advances in Linear Algebra & Matrix Theory     Open Access   (Followers: 11)
Advances in Materials Science     Open Access   (Followers: 19)
Advances in Mathematical Physics     Open Access   (Followers: 8)
Advances in Mathematics     Full-text available via subscription   (Followers: 17)
Advances in Nonlinear Analysis     Open Access   (Followers: 1)
Advances in Numerical Analysis     Open Access   (Followers: 9)
Advances in Operations Research     Open Access   (Followers: 13)
Advances in Operator Theory     Hybrid Journal   (Followers: 4)
Advances in Porous Media     Full-text available via subscription   (Followers: 5)
Advances in Pure and Applied Mathematics     Hybrid Journal   (Followers: 10)
Advances in Pure Mathematics     Open Access   (Followers: 11)
Advances in Science and Research (ASR)     Open Access   (Followers: 9)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Mathematics and Computer Science Research     Open Access   (Followers: 7)
Afrika Matematika     Hybrid Journal   (Followers: 3)
Air, Soil & Water Research     Open Access   (Followers: 13)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Qadisiyah Journal for Computer Science and Mathematics     Open Access   (Followers: 1)
AL-Rafidain Journal of Computer Sciences and Mathematics     Open Access   (Followers: 6)
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: 12)
Algorithms Research     Open Access   (Followers: 1)
American Journal of Computational and Applied Mathematics     Open Access   (Followers: 10)
American Journal of Mathematical Analysis     Open Access   (Followers: 2)
American Journal of Mathematical and Management Sciences     Hybrid Journal   (Followers: 1)
American Journal of Mathematics     Full-text available via subscription   (Followers: 7)
American Journal of Operations Research     Open Access   (Followers: 8)
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: 5)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 3)
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: 8)
Annals of Functional Analysis     Hybrid Journal   (Followers: 4)
Annals of Mathematics     Full-text available via subscription   (Followers: 3)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 14)
Annals of PDE     Hybrid Journal   (Followers: 1)
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: 2)
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: 24)
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   (Followers: 1)
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: 2)
Banach Journal of Mathematical Analysis     Hybrid Journal   (Followers: 2)
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: 18)
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  
Cadernos do IME : Série Matemática     Open Access   (Followers: 1)
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: 22)
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: 3)
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  
Ciencia     Open Access   (Followers: 1)
Clean Air Journal     Full-text available via subscription   (Followers: 1)
CODEE Journal     Open Access   (Followers: 3)
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: 9)
Computational Mechanics     Hybrid Journal   (Followers: 5)
Computational Methods and Function Theory     Hybrid Journal  
Computational Optimization and Applications     Hybrid Journal   (Followers: 9)
Computers & Mathematics with Applications     Full-text available via subscription   (Followers: 11)
Concrete Operators     Open Access   (Followers: 4)
Confluentes Mathematici     Hybrid Journal  
Contributions to Discrete Mathematics     Open Access   (Followers: 2)
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)
Daya Matematis : Jurnal Inovasi Pendidikan Matematika     Open Access   (Followers: 2)
Demographic Research     Open Access   (Followers: 15)
Demonstratio Mathematica     Open Access  

        1 2 3 4 5 | Last

Similar Journals
Journal Cover
Canadian Journal of Science, Mathematics and Technology Education
Journal Prestige (SJR): 0.346
Number of Followers: 22  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1492-6156 - ISSN (Online) 1942-4051
Published by Springer-Verlag Homepage  [2626 journals]
  • Living Landscapes, Archi-text-ures, and Land-guaging Algo-rhythms
    • Abstract: Abstract Current conceptions of STEM focus on the Western views of distinct academic disciplines—sciences, technologies, engineering, and mathematics. There are national and international initiatives aimed at increasing workforce and postsecondary participation in STEM-related fields, including individuals in under-represented groups. While the emphases of these initiatives are clear, further consideration regarding the meaning and purpose of STEM is necessary. From our indigenous and ecological perspectives, limited questioning around STEM not only marginalizes other cultural forms of knowing—especially those which are connected to the environment—but also denies the potential for other cultural forms of knowing to contribute to the development and advancement of STEM. We are particularly interested in how STEM might be re-imagined within indigenous and ecological perspectives; what alternative meanings of STEM are enabled; and in light of these, what other purposes are possible for STEM' In this paper, we consider other cultural forms of knowing, specifically those forms of knowing deeply connected to the environment, to explore how such practices enable a re-imagining of STEM. Focusing on living landscapes, topography, architecture, and algo-rhythms, we engage the reader to play with these ideas, question taken for granted meanings of STEM, and re-imagine STEM within ecological and indigenous perspectives.
      PubDate: 2020-06-23
       
  • Introduction to the Special Theme on Re-Imagining the M in STEM:
           Mathematical Actions for Innovative, Resilient and Culturally Rich
           Communities
    • PubDate: 2020-06-15
       
  • Correction to: Calculus for Teachers: Perspectives and Considerations of
           Mathematicians
    • Abstract: In the section titled On the Worth of Calculus for Calculus Per Se in the original article.
      PubDate: 2020-06-13
       
  • Exploring the M in STEM: Post-secondary Participation, Performance and
           Attrition in Mathematics
    • Abstract: Abstract Improving student participation and achievement in post-secondary STEM courses continues to be an important concern of many governments and educational institutions since this is one avenue by which the number of STEM professionals can be increased. This paper examines and compares the gendered participation, performance and attrition rate of candidates in two post-secondary mathematics courses over a 5-year period from 2013 to 2017. This study used the Caribbean Advanced Proficiency Examination (CAPE) results from the Caribbean Examinations Council (CXC), which is the main public examination board in the Caribbean, for 15,220 candidates (N = 19,585) from 71 post-secondary educational institutions in Jamaica. ‘CAPE’ applies to both the course of study and the associated examination. The study found that, on average, approximately one-fifth of the candidates who pursue CAPE courses in Jamaica opt to study a mathematics course and that across the 5 years this remained relatively stable. There was, however, a marked decrease in the number of candidates choosing to enrol in Unit 2 courses on completion of the related Unit 1 course. Another key finding was that, while a higher percentage of males chose to undertake Applied Mathematics Unit 2 and equal proportions of male and female candidates the other three courses, there was a significant difference in the overall performance by gender with females outperforming their male peers. These findings suggest that initiatives are needed which improve student performance and experience in CAPE mathematics Unit 1 subjects which could then reduce student attrition across units.
      PubDate: 2020-06-13
       
  • Introduction au numéro spécial sur la ré-imagination de l’élément
           « M » des STEM : démarches mathématiques pour des communautés
           innovantes, résilientes et riches en culture
    • PubDate: 2020-06-11
       
  • An Exploration of the Cognitive, Motivational, Emotional and Regulatory
           Behaviours of Elementary-School Novice and Expert Problem Solvers
    • Abstract: Abstract Over the past two decades, the perennial low success rates of elementary students in mathematical problem solving and the difficulties experienced by teachers in meeting the various needs of their students with this type of task have become quite a hot topic. While there is a general consensus among education scholars about the crucial role played by cognitive, emotional and motivational self-regulatory processes in mathematical problem-solving learning and performance, so far, no study has looked simultaneously and finely at these three dimensions in specific profiles of students. That issue is the focus of this contribution. To gain fine-grained and complete understandings of the behaviours of “above average” and “below average” problem solvers, both research from educational psychology on emotion and motivation and the work done in mathematics education on the cognitive and metacognitive characteristics of these two learner profiles were called upon. This qualitative study conducted among 22 upper elementary students is based on a cross-analysis of their verbal and written output. The data revealed that inappropriate reading of the problem by “below average” learners masks a difficulty with taking all the relational calculations involved in the problem into account and a strong conception of the uselessness of the problem’s context. These behaviours do not improve during the solution process due to the absence of control and regulation strategies. Findings regarding “above-average” achievers make it possible to identify the most important cognitive, emotional, motivational and regulatory processes that go along with problem-solving expertise. Implications in terms of educational practices are also discussed.
      PubDate: 2020-06-11
       
  • Building Knowledge in a Time of Physical Distancing
    • PubDate: 2020-06-10
       
  • The Math People: Unwitting Agents of Empire Who “Like to Stay in
           Their Lane”
    • PubDate: 2020-06-09
       
  • Construction des savoirs en ces temps de distanciation sociale
    • PubDate: 2020-06-03
       
  • Parental Helping with Science Fair Projects: a Case Study
    • Abstract: Abstract Considering the number of students who participate in them each year, science fairs are an under-researched area of science education. As part of a broader research agenda examining and conceptualizing science fairs, in this study we interviewed parents who had children who had participated in science fairs and were now in university. Parents discussed their role in working with their children, what understandings of science were held and were developed through these activities, and how they perceived the overall science fair experience that their child (or children) had. Using three representative cases, from a phenomenological perspective, we describe assistance ranging from providing some technical support and encouragement to a parent who hired graphic designers to create the poster for the science fair. Implications of these interviews may be useful for schools and science fair organizers/judges.
      PubDate: 2020-06-03
       
  • Calculus for Teachers: Perspectives and Considerations of Mathematicians
    • Abstract: Abstract Acknowledging the contribution of mathematicians to the mathematical education of teachers, we explore mathematicians’ perspective on an envisioned Calculus course for prospective teachers. We analyzed semi-structured interviews with 24 mathematicians using the EDW (Essence-Doing-Worth) framework (Hoffmann & Even, 2018, 2019); and subsequently, we adapted the framework by extending and refining the existing themes. The findings of our study indicate that the mathematicians believe the primary purpose of a Calculus course for teachers is to communicate the nature of mathematics as a discipline. By providing a variety of examples that could shape and expand the teachers’ understanding of mathematics, the majority of the mathematicians participating in the study emphasized the value of mathematical investigation in an envisioned Calculus course for teachers, as well as connections within and beyond the subject.
      PubDate: 2020-05-28
       
  • The “M” in STEM as a Note of Caution: Resilient to What and
           Responsive to Whose Culture
    • PubDate: 2020-05-28
       
  • After the M in STEM: Towards Multispecies’ Flourishing
    • Abstract: Abstract In this paper, I introduce the ideas of Sylvia Wynter, in particular, her concepts of Man and After Man. I argue that the M in STEM is implicated in this discursive assemblage, which traces a lineage back to the political economy of mathematics that emerged during the fifteenth and sixteenth centuries, and which is related to plantation economics and logics of underdevelopment. I provide a description of this logic and attempt to unsettle the privileged position of human beings in thinking of an ethics for Mathematics Education. I propose that the M in STEM be oriented towards a goal of multispecies’ flourishing and an ethics of kinship, which involves structural coupling and partnering with other species. I illustrate some first steps with student curations of their experience of learning to teach mathematics and with my own photographs and experiments in honouring the challenge of this work.
      PubDate: 2020-05-18
       
  • Prospective Mathematics Teachers’ Professional Noticing of Students’
           Reasoning about Mean and Variability
    • Abstract: Abstract This study examined prospective secondary mathematics teachers’ professional noticing of students’ reasoning about mean and variability as described in a current statistics curriculum in the USA. Six prospective mathematics teachers were asked to analyse students’ written solutions to statistics problems, constructed at the two levels described in the statistics curriculum. Findings indicated that prospective teachers had difficulties noticing students’ reasoning about variability. None of the prospective teachers explicitly interpreted the student’s limited understanding of variability when comparing data sets with unequal sample sizes. There was a gradation in their noticing skill, ranging from those who showed no evidence of differentiating between students’ different levels of reasoning and made general pedagogical decisions to those who differentiated between students’ developmental levels and decided how to respond based on students’ existing understanding as well as identifying the intrinsic statistical properties in students’ solutions. Implications for research and mathematics teacher education are discussed.
      PubDate: 2020-05-13
       
  • Examining the Impact of a 2-Day Scientific Conference on High School
           Students’ Interest in STEM and Confidence in Attending University
    • Abstract: Abstract This research examines the impact of a 2-day scientific conference on high school students’ confidence in attending university and interest in postsecondary science, technology, engineering, and mathematics (STEM) programs. Specifically, this study investigates (1) whether exposure to STEM in grades 10 and 11 significantly increases self-reported confidence in attending university; (2) whether conference participation increases students’ interest in pursuing STEM programs; and (3) whether the impact of the conference on confidence and interest may differ for first-generation students, female students, and grade 10 versus grade 11 students. One hundred and eighty-four high school students in Ontario Canada (28.3% male) completed a self-report survey examining perceptions of the conference, self-confidence in attending university, and interest in STEM. Results demonstrated that students’ confidence in attending university increased after participating in the conference and that the majority of students reported that the conference increased their interest in science and math. No sex or grade differences emerged, although there were trend-level associations regarding confidence levels and interest in STEM for first-generation students relative to their cohort. University-based STEM initiatives may be an effective way to increase high school students’ interest in the sciences and promote student enrolment in postsecondary STEM programs.
      PubDate: 2020-05-11
       
  • Teacher Professional Learning with/in Place: Storying the Work of
           Decolonizing Mathematics Education from within a Colonial Structure
    • Abstract: Abstract We come together, five mathematics teacher educators from varied cultural backgrounds and diverse academic pathways, interested in teacher professional learning, and interested in exploring our understanding of colonial practices in mathematics education specifically and in education more generally. In this paper, we share our stories, drawing upon our own experiences in conversation with each other and in dialogue with academic readings. Our paper studies tensions encountered as we explore decolonizing educational practices within colonial structures, paying close attention to place/land-based pedagogies. In recognizing education as a colonial act, we examine some of the literature in decolonizing education and research before introducing arguments for the role of mathematics education in colonizing educational practices. As a collaborative research group, we met regularly over a period of 3 months, collecting audio recordings of our meetings, transcriptions, shared individual writings, and written responses to each other’s writing and academic readings. We draw on narrative inquiry to structure our experiences of decolonizing mathematics teacher professional learning through living and telling stories and then through re-telling and re-living stories. We argue that this process is rewarding and challenging, and requires individual and collective ongoing dialogue. With our stories, we challenge the places where mathematics is performed, for example from classrooms to learning gardens, and what counts as mathematics. We conclude with questions to frame future directions and dialogues with an invitation to others to respond through critical dialogue and practice.
      PubDate: 2020-05-09
       
  • Examining the Relation Between IEP Status, Testing Accommodations, and
           Elementary Students’ EQAO Mathematics Achievement
    • Abstract: Abstract Mathematics achievement of Canadian elementary students has recently declined on provincial standardized testing. Despite a current emphasis on accountability-driven education, limited research has acknowledged the relation between heterogeneous student need and patterns of student achievement, specifically in regard to students with individual education plans. Therefore, the objective of the present study was to identify latent profiles of elementary student mathematics achievement on Ontario’s Education Quality and Accountability Office test and to determine factors that predict membership to these subpopulations. Latent class modeling revealed two profiles of inclining or declining student mathematics achievement, with individual education plans and testing accommodations significantly predicting membership to a latent profile of declining mathematics achievement, as determined by a binary logistic regression. Findings are discussed relative to their implications for educational practice by questioning the effectiveness of current testing accommodations and advocating for early identification and intervention to support mathematics learning.
      PubDate: 2020-05-08
       
  • Situated Perspectives on Creating Mathematics Tasks for Peace and
           Sustainability
    • Abstract: Abstract In this paper, we reflect on our experiences teaching and working with mathematics teachers in Canada, Ghana, India and Swaziland to explore challenges and opportunities for creating mathematics tasks for peace and sustainability. Our exploration of these experiences is oriented around our interest in embedding peace and sustainability into mathematics education following the Sustainable Development Goals identified by the United Nations. We claim that attention to local contexts affords mathematics educators a medium for engaging in authentic, meaningful and context-driven mathematics tasks that address issues of local environmental, cultural and societal concerns. However, we argue that globalisation has already colonised local communities. The associated “technoscientificity”, along with the conservative nature of textbooks, time constraints and the dominant force of poverty remain hindrances in creating mathematics tasks that are issue centric and socially relevant to address concerns of the local community. We end this paper by suggesting a development of a mathematics task to illustrate the possibility of creating what we call a “situated mathematics task” for students that respond to issues of local community using rural Ghana as a context.
      PubDate: 2020-03-25
       
  • Whole-some Artifacts: (STEM) Teaching and Learning Emerging from and
           Contributing to Community
    • Abstract: Abstract This paper braids together experiences from three Canadian projects committed to creating learning opportunities where Indigenous and Western ways of knowing, being, and doing might circulate together. Show Me Your Math/Connecting Math to Our Lives and Communities (Mi’kmaw territory/Nova Scotia), the First Nations and Métis Mathematics Voices Project (Anishnaabe territory/Ontario), and the READress Project (Kanien’kehá:ka territory/Québec) are each described, and individually and collaboratively explored to identify the ways in which STEM and mathematics emerged (or did not) from community, and contributed back to those communities. While unique in their own ways, each of the projects engaged in collaborative, reflective, cyclical processes of teaching and learning that were deeply rooted in community and ethical relationality. Unresolved tensions are reviewed regarding what is lost when mathematics and STEM more generally are privileged in these contexts, and questions about curriculum reform are presented.
      PubDate: 2020-03-17
       
  • Reimagining Authentic Mathematical Tasks for Non-STEM Majors
    • Abstract: Abstract While the culture of many mathematics departments inflects strongly towards STEM, most mathematics departments also offer a significant number of introductory courses intended for both STEM and non-STEM majors. We are a group of mathematicians who, in this work, examine the intent and goals of a university mathematics education for the non-STEM student. We engage in a community of inquiry to discuss how better to address the interests and experiences of our students, and conclude that centring the students’ point of view and decentring the professional mathematician’s point of view is potentially transformative in building resiliency and community. We propose a coordinate system to describe mathematical tasks, with a “contrived-authentic” axis, and a “clean-messy” axis. Finally, we elaborate on the value of the community of inquiry itself in developing our own philosophy and practice of teaching.
      PubDate: 2020-03-17
       
 
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