JournalTOCs

About Help News

Teaching Mathematics and its Applications: An International Journal of the IMA
Journal Prestige (SJR): 0.28

Number of Followers: 4

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0268-3679 - ISSN (Online) 1471-6976
Published by Oxford University Press

[425 journals]

Mathematical connections established in the teaching of functions
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Pages: 207 - 227
  Abstract: AbstractThis study explores the types of mathematical connections established in the classroom in the teaching of functions. An extended model for mathematical connections (different representations (DR), procedural (PC), if-then (I-T), part-whole connections (PWC), feature/property (F/P), analogies, and instruction-oriented connections (IOC)) is used as the analytical framework. The context for the study is classroom observations of two secondary mathematics teachers teaching functions to Grade 9 students. The strength of teachers’ mathematical knowledge for teaching (MKT) the concept of function is different: one has stronger MKT, while the other has weaker MKT. A total of 485 connections are identified in a sample of 24 ninth-grade lessons observed (12 lessons per teacher). The teacher with stronger MKT produces far more connections (f = 317) than the teacher with weaker MKT (f = 168), and she mostly establishes I-T, DR, PWC and F/P type of connections. The teacher with weaker MKT frequently makes procedural types of connections. This ‘connections gap’ may reflect differences in the teachers’ MKT and in their beliefs about the teaching and learning of mathematics. The study also documents some of the important internal connections within functions based on the observed lessons, and an additional IOC has emerged from the data.
  PubDate: Mon, 01 Aug 2022 00:00:00 GMT
  DOI: 10.1093/teamat/hrac013
  Issue No: Vol. 42, No. 3 (2022)
A transition to online teaching and learning of mathematics in Norwegian
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Pages: 228 - 248
  Abstract: AbstractThis paper reports a study of university lecturers’ and students’ experiences of teaching and learning mathematics following the abrupt requirement to switch to online teaching in 2020. A goal of the study is to share experiences that could be useful to improve the teaching and learning of mathematics in online settings. The qualitative research described is a phenomenological study and draws on interviews with ten mathematics lecturers and six undergraduate students who were enrolled in at least one university mathematical course during the lockdown in 2020. The interview data were analysed using a thematic approach. This paper reports findings regarding perceptions of lecturers and students about the challenges and benefits of online teaching and learning of mathematics, how the transition to online education has influenced assessment and sharing useful approaches for teaching and learning mathematics in online settings.
  PubDate: Mon, 05 Sep 2022 00:00:00 GMT
  DOI: 10.1093/teamat/hrac014
  Issue No: Vol. 42, No. 3 (2022)
A survey of Mathematics Learning Support in the United States
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Pages: 249 - 265
  Abstract: AbstractMathematics Learning Support (MLS) has been widely available in Higher Education Institutions in the United States (US) for decades. However, until recently, there has been little research that considered the extent of provision. In this paper, we present the results of a survey of MLS with responses from 268 institutions across the US, which indicate that such support is well established across responding institutions. To place these results in context, we compare them to other recent international surveys of provision. We discuss what these findings mean and the collaborative opportunities that are available for US and international practitioners and researchers in this area.
  PubDate: Wed, 05 Oct 2022 00:00:00 GMT
  DOI: 10.1093/teamat/hrac017
  Issue No: Vol. 42, No. 3 (2022)
A rubric for assessing mathematical modelling problems in a
scientific-engineering context
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Pages: 266 - 288
  Abstract: AbstractMathematics modelling is a vital competency for students of all ages. In this study, we aim to fill the research gap about valid and reliable tools for assessing and grading mathematical modeling problems, particularly those reflecting multiple steps of the modelling cycle. We present in this paper the design of a reliable and valid assessment tool aimed at gauging the level of mathematical modelling associated with real-world modeling problems in a scientific-engineering context. The study defines and bases the central modelling processes on the proficiency levels identified in PISA Mathematics. A two-dimensional rubric was developed, reflecting the combined assessment of the type and level of a modelling process. We identified criteria that enable a clear comparison and differentiation among the different levels across each of the modelling processes. These criteria allow for concrete theoretical definitions for the various modelling processes, introducing a well-defined mathematical modelling framework from a didactical viewpoint, which can potentially contribute to promoting modelling competencies or the understanding of modelling by teachers and students. Theoretical, methodological and practical implications are discussed.
  PubDate: Tue, 11 Oct 2022 00:00:00 GMT
  DOI: 10.1093/teamat/hrac018
  Issue No: Vol. 42, No. 3 (2022)
Identifying positioning and storylines about mathematical modelling in
teacher–student dialogues in episodes from two upper secondary
classrooms
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Pages: 289 - 303
  Abstract: AbstractThe teaching and learning of mathematical modelling involve engagement in real-world situations and the mathematization of such situations. In this study, the communication between teachers and students in 13 lessons (0.75–1.5 hours each) in two Norwegian upper secondary classrooms is observed and recorded to explore how modelling is communicated and to evaluate the students’ agency in different episodes. Episodes in which a student takes initiative are analysed through the lens of positioning theory. An analytic tool is developed to explore the implementation of mathematical modelling in day-to-day activities by identifying the positioning and storylines of the speech/act in classroom episodes. It is found that the teacher facilitates students’ agency using everyday experiences when critiquing mathematical models. There are no possibilities found for students’ agency in the process of formulating a mathematical model. In these episodes, the storyline of mathematical modelling is one of finding the correct answer using given procedures, rather than engaging in real-world situations and making choices in the mathematization of such situations.
  PubDate: Fri, 21 Oct 2022 00:00:00 GMT
  DOI: 10.1093/teamat/hrac020
  Issue No: Vol. 42, No. 3 (2022)

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: 34.229.63.28

Home (Search)
API
About JournalTOCs
News (blog, publications)