Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - ELECTRONIC DATA PROCESSING (23 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

COMPUTER SCIENCE (1305 journals)

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Journal Prestige (SJR): 0.781
Citation Impact (citeScore): 1
Number of Followers: 2  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1863-9704 - ISSN (Online) 1863-9690
Published by Springer-Verlag Homepage  [2468 journals]
  • Correction to: How can university mathematics overcome Klein's second
           discontinuity' Specific course design

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      PubDate: 2024-07-04
       
  • Task potential in relation to teaching quality and teacher competence in
           secondary mathematics classrooms

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      Abstract: Abstract The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers’ knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers’ competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers’ competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed.
      PubDate: 2024-07-04
       
  • Epistemological justification

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      Abstract: Abstract Epistemological justification is a way of thinking that manifests itself through perturbation-resolution cycles revolving around the question why and how was a piece of mathematical knowledge conceived' The paper offers a conceptual framework for constituent elements of epistemological justification. The framework provides: (a) a theoretical basis for epistemological justification, (b) criteria for its occurrence, and (c) analysis of its relation to mathematical explanation. The criteria are illustrated by a series of learning-teaching events taken from teaching experiments aimed at investigating the learning and teaching in linear algebra. The contribution of the proposed framework is three-fold: (a) it addresses a critical aspect of proof understanding not explicitly addressed in the literature; (b) it goes beyond the traditional treatment of mathematical understanding and production into questions about learners’ conceptualization of the origins of mathematical knowledge; and (c) it theorizes instructional approaches that can advance this conceptualization among students.
      PubDate: 2024-07-04
       
  • Teacher education for mathematical modelling: exploring the experiences of
           secondary school teachers in two courses

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      Abstract: Abstract This paper focuses on in-service teacher education as a crucial agent in driving educational paradigm shifts for the teaching and learning of mathematical modelling. Our paper presents empirical research based on two case studies, examining training courses for in-service secondary school mathematics teachers. The first course integrates different modelling approaches, while the second one is based on the anthropological theory of the didactic and uses the proposal of the study and research paths for teacher education. Both experiences conclude with teachers working on the design of modelling tasks to be implemented in secondary schools. Both courses are analysed through the lenses of how teachers progress on the collective identification of conditions and constraints for modelling, when teachers deal with the design of modelling tasks and analyse their implementations. First, the results show the kind of modelling tasks teachers design and the level of disciplinary specificity at which they plan modelling to be implemented. Second, we analyse how teachers address the “ecological analysis”, that is, the identification of conditions and constraints that facilitate or hinder the integration of modelling in secondary school classrooms after their experiences.
      PubDate: 2024-07-03
       
  • Focusing on foundational Calculus ideas to understand the derivative
           concept via problem-solving tasks that involve the use of a Dynamic
           Geometry System

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      Abstract: Abstract The aim of this paper is to review recently calculus curriculum reforms and research studies that document what types of understanding students develop in their precalculus courses. We argue that it is important to characterize what difficulties students experience to solve tasks that include the use of foundational calculus concepts and to look for possible ways for students to develop a way of reasoning to work on problems that involve variational phenomena. Thus, we identified tasks in which calculus students exhibit limited understanding of essential concepts to approach and solve those tasks. The purpose is to illustrate and discuss how the systematic use of a Dynamic Geometry System (DGS) could provide a set of affordances for students to develop ways of thinking to grasp calculus foundational ideas and to study the derivative concept. Here, we relied on Thurston’s seminal work that emphasizes the relevance for learners to identify, connect, and coordinate different dimensions and meanings (intuitive, symbolic, algorithmic, geometric, physical, and formal) to construct, understand, and apply the concept of derivative.
      PubDate: 2024-07-01
       
  • The MTSK model as a tool for designing tasks for teacher education

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      Abstract: Abstract This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers’ Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers’ own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers’ Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers’ knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining.
      PubDate: 2024-06-28
       
  • Correction: Mathematics teaching and teacher education against
           marginalisation, or towards equity, diversity and inclusion

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      PubDate: 2024-06-27
       
  • How can university mathematics overcome Klein’s second discontinuity'
           Specific course design

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      Abstract: Abstract In this paper, we consider the design of capstone courses to prepare university students for secondary school teaching professions in initial training. Our aim is to prepare prospective teachers to develop an approach for doing mathematics which they then impart to their pupils. This posture involves systematically questioning the mathematical work carried out, developing and clarifying general methods, and identifying links between the various aspects of the knowledge involved. This is not a research article as such, but presents a set of reflections and proposals in mathematics didactics. After summarising previous works on Klein’s second discontinuity, we specify our aim in terms of the type of mathematical work to be conducted with students and their future pupils before summarizing our theoretical background on learning, practice and training. We then present various axes based on the hypotheses we have adopted regarding our objectives, meaningful representations of mathematics, and discourses fostering subsequent reinvestment. We outline a capstone course dedicated to Arithmetic for prospective French teachers following these principles. The conclusion sets out a discussion on further perspectives.
      PubDate: 2024-06-24
       
  • The quality of mathematics teaching from a mathematics educational
           

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      Abstract: Abstract In this survey paper we focus on aspects of the quality of teaching mathematics from several perspectives. We differentiate between effective aspects that are empirically proven and more normative ones that constitute “good teaching” but that are highly dependent on context. High quality of mathematics teaching includes characteristics from a generic point of view as well as those that rely upon more subject- and topic-specific features. In the paper we draw upon examples of the research traditions in Germany and in the US—where the discussion regarding quality of mathematics teaching has been particularly intensive—to provide a short overview about empirical key findings. We then describe open questions in this research field and conclude by proposing a conceptualization of high quality mathematics teaching that foregrounds the relationship between generic and topic-specific and also considers different possibilities for the measurement of the quality.
      PubDate: 2024-06-24
       
  • Mathematics teaching and teacher education against marginalisation, or
           towards equity, diversity and inclusion

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      Abstract: Abstract The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation.
      PubDate: 2024-06-17
       
  • Publisher Correction: Future teachers’ reflections on mathematical
           errors made in their teaching practice

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      PubDate: 2024-06-10
       
  • High-quality use of representations in the mathematics classroom – a
           matter of the cultural perspective'

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      Abstract: Abstract The teacher’s use of representations is a crucial aspect of instructional quality in mathematics education, given their pivotal role in facilitating mathematics learning. However, in our international research community, perspectives on what constitutes high-quality use of representations may vary. This cross-cultural study aims to explore whether the perspectives from Western literature, emphasizing the importance of explicit connections between symbolic and graphic representations, can be extended legitimately to the East Asian context. Using a situated approach, the study elicited norms of high-quality representation use from researchers in Germany and Taiwan. A total of 31 mathematics education professors from both countries evaluated the use of representations in three secondary mathematics classroom situations presented as text vignettes. The vignettes, designed by the German research team, each depicted a situation where from their perspective, a norm of high-quality representation use, specifically the explicit connection between symbolic and graphic representations, was violated. Qualitative analysis of the researchers' responses revealed that in each situation, at least half of the German researchers expected explicit connections between representations. Conversely, the majority of Taiwanese researchers only expected such connections in one situation, particularly when the graphic representation served as an independent learning objective rather than solely aiding conceptual understanding. These findings indicate easily unnoticed culture-specific differences regarding how a common aspect of instructional quality is expected to unfold in teaching.
      PubDate: 2024-06-10
       
  • Integrating subject-generic and subject-specific teaching frameworks:
           searching for stages of teaching in mathematics

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      Abstract: Abstract Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects.
      PubDate: 2024-06-06
       
  • Examining the elements of culturally relevant pedagogy captured and missed
           in a measure of high-quality mathematics instruction

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      Abstract: Abstract Mathematics instruction is not race or culture neutral. For students who have been historically marginalized in mathematics classrooms, high-quality mathematics instruction, instruction that helps students build conceptual understanding, on its own might not be enough to disrupt inequities. These students might also need instruction that is culturally relevant, with teachers who demonstrate cultural competence, build critical consciousness, and support student learning. Our goal in this study was to understand which components of culturally relevant pedagogy (CRP) are captured and which are missed in a typical U.S. framework of high-quality mathematics instruction. To find the overlaps and gaps, we analyzed the mathematics lessons of three elementary teachers through both the lens of CRP and the Mathematics-Scan, a mathematics observation tool. We found the strongest overlap between the two frameworks in the patterns of strengths and weaknesses in the teachers’ lessons. When the teachers were delivering high-quality instruction, they were also often supporting students’ learning or showing cultural competence. When the teachers were delivering lower quality instruction, they were also often missing opportunities to enact CRP. At the same time, key elements of CRP including linguistic support for students, high expectations, critical consciousness, and nuances within cultural competence, were missed by the high-quality instruction framework. High-quality instruction was the foundation for CRP in the teachers’ classrooms, but CRP was more than just high-quality instruction. We conclude with recommendations for increasing the alignment between the frameworks and implications for international educators also grappling with equity in their own frameworks of mathematics instruction.
      PubDate: 2024-06-05
       
  • Conceptualizing functional relationships in an augmented reality
           environment: connecting real and virtual worlds

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      Abstract: Abstract This paper describes how students conceptualize real-life phenomena in which two or more quantities are covarying in an augmented reality environment. With this technology, real-world phenomena and virtual representations may be connected simultaneously. We aim to investigate how students connect elements of the two worlds when conceptualizing functional relationships. We relied on Zindel’s conceptual facet model for functional relationships to achieve this goal, specifically focusing on the covariational approach. Three 11th-grade students participated in two real-life experiments (Galileo and Hooke’s law experiments) at the heart of this study. The qualitative analysis of selected episodes revealed how students relate the two worlds and how covariational reasoning is reflected in such connections. The findings show that students frequently related elements of the real and virtual worlds while engaging in several forms of covariational reasoning. The theoretical contribution resulting from this study is expanding Zindel’s model to address the conceptualization of families of functions indexed by a parameter.
      PubDate: 2024-06-05
       
  • Conceptualizing political knowledges needed to teach inclusive
           mathematics: theorizing through counterstories

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      Abstract: Abstract How do teachers develop and use political knowledge to create equitable and inclusive conditions for and with disabled students, particularly disabled students of color' In this essay, we build on concepts of political teacher knowledge in mathematics education, critical inclusive mathematics education and disability studies to explore teacher knowledges that support disabled students’ mathematical learning. We focus on four aspects of political knowledge for teaching mathematics: (1) knowledge as relational and unfolding over time, (2) understanding and negotiating the political contexts in which we teach mathematics, (3) deconstructing deficit discourses about marginalized students, and (4) learning to creatively resist the systems for and with our students. To develop our theoretical analysis, we use a counterstory of a middle school Latino student named Luis and his Latina mathematics teacher, Ms. Marquez. Our aim is to open up discussions in mathematics teacher educational research about the politics at play in teaching inclusive mathematics.
      PubDate: 2024-06-04
       
  • Ethical dilemmas and professional judgment as a pathway to inclusion and
           equity in mathematics teaching

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      Abstract: Abstract This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers’ professional judgment. Skovsmose’s inclusive landscapes of investigation approach was used to design the study and to collect teachers’ joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers’ professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers’ professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.
      PubDate: 2024-06-01
       
  • Parents and teachers collaborating to disrupt asymmetrical power positions
           in mathematics education

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      Abstract: Abstract This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers. We describe how the theories informed key features of our partnership model, including mathematical tasks and lesson planning activities for parents and teachers. Our research questions focused on how parents and teachers learned about each other’s experiences and strengths, and disrupted traditional power differentials between them as they participated in these collaborative activities. Our findings are structured around two in-depth cases that illustrate patterns in our analysis, including features of activities that supported collaborative interactions and co-construction of knowledge. We end with implications for future mathematics education focused partnerships between multilingual families and schools.
      PubDate: 2024-06-01
       
  • The role of teacher professional networks in Egypt’s mathematics
           education reform

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      Abstract: Abstract Situated in the education reform launched by the Egyptian Ministry of Education (MOE), which called for a socially-foreign shift away from memorization-based mathematics instruction, this paper explores the role of school-based teacher professional networks in implementing reform. Adopting the Goodson Change Model as a theoretical framework, we map out the power play between external agency (national society), internal agency (teacher professional networks) and the personal agency of individual teachers. Using an embedded case study model and a dataset consisting of the recordings of two full-day focus group discussions with teacher professional networks at two national schools, we contrast the two cases from the perspective of teacher group tensions and power dynamics in relation to the reform implementation. In one case, the teacher professional network (internal agency) was dominantly embracing the change, thus empowering the local teacher (personal agency) and enforcing its dogma on its stationed national society (external agency). In the other case, the teacher as a personal agent was solely attempting to break through both layers of internal and external agency. Our findings cast light on the role of teacher professional networks in curricular reform contexts, particularly within a collective cultural setup such as Egypt. Implications for the role of teacher professional networks in the diffusion of reform initiatives are discussed in light of the findings.
      PubDate: 2024-06-01
       
  • Common spaces matter: curricular experiences through mathematics with
           young prisoners and prospective teachers

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      Abstract: Abstract Mathematics teaching usually occurs in a “public space”—e.g., a classroom is a public space with rules defining student and teacher roles that cultivate hierarchic relationships. Working in prison with young inmates (18–23 years old) from marginalized populations, we promoted alternative “common spaces” (physical and symbolic) challenging established hierarchies through equal contribution. Such mathematics curriculum employs an antideficit model (Louie et al., 2021) as prisoners co-research their lives with mathematics. Common spaces empower through recognition while enabling identity transformation. Qualitative data from the CoSpIRom [Common Spaces for Integration of Roma Project (http://cospirom.sed.uth.gr).] project explores: (a) whether common spaces, recognition and equal participation can support mathematics literacy while empowering and emancipating young prisoners; and (b) if and how this framework might prepare prospective teachers within contemporary diversity. Bringing together young prisoners and prospective teachers affects both populations. Mathematics curriculum developed through collaboration meets a consistent request from prisoners that educational programs bridge with the outside world as re-entry preparation. Contrasting life stories from prospective teachers operate as alternative models motivating prisoners to rethink their own life stories and self-concepts. Prospective teachers demonstrated significant intercultural communication skill development, empathy and solidarity for marginalized people, reporting important professional identity growth.
      PubDate: 2024-06-01
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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  Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - ELECTRONIC DATA PROCESSING (23 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

COMPUTER SCIENCE (1305 journals)

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JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 44.211.31.134
 
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