Subjects -> MATHEMATICS (Total: 1013 journals)
    - APPLIED MATHEMATICS (92 journals)
    - GEOMETRY AND TOPOLOGY (23 journals)
    - MATHEMATICS (714 journals)
    - MATHEMATICS (GENERAL) (45 journals)
    - NUMERICAL ANALYSIS (26 journals)
    - PROBABILITIES AND MATH STATISTICS (113 journals)

MATHEMATICS (714 journals)            First | 1 2 3 4     

Showing 601 - 538 of 538 Journals sorted alphabetically
Research in the Mathematical Sciences     Open Access  
Research Journal of Pure Algebra     Open Access   (Followers: 1)
Researches in Mathematics     Open Access  
Results in Control and Optimization     Open Access  
Results in Mathematics     Hybrid Journal  
Results in Nonlinear Analysis     Open Access  
Review of Symbolic Logic     Full-text available via subscription   (Followers: 2)
Reviews in Mathematical Physics     Hybrid Journal   (Followers: 1)
Revista Baiana de Educação Matemática     Open Access  
Revista Bases de la Ciencia     Open Access  
Revista BoEM - Boletim online de Educação Matemática     Open Access  
Revista Colombiana de Matemáticas     Open Access   (Followers: 1)
Revista de Ciencias     Open Access  
Revista de Educación Matemática     Open Access  
Revista de la Escuela de Perfeccionamiento en Investigación Operativa     Open Access  
Revista de la Real Academia de Ciencias Exactas, Fisicas y Naturales. Serie A. Matematicas     Partially Free  
Revista de Matemática : Teoría y Aplicaciones     Open Access   (Followers: 1)
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Integración : Temas de Matemáticas     Open Access  
Revista Internacional de Sistemas     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Matemática Complutense     Hybrid Journal  
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista SIGMA     Open Access  
Ricerche di Matematica     Hybrid Journal  
RMS : Research in Mathematics & Statistics     Open Access  
Royal Society Open Science     Open Access   (Followers: 7)
Russian Journal of Mathematical Physics     Full-text available via subscription  
Russian Mathematics     Hybrid Journal  
Sahand Communications in Mathematical Analysis     Open Access  
Sampling Theory, Signal Processing, and Data Analysis     Hybrid Journal  
São Paulo Journal of Mathematical Sciences     Hybrid Journal  
Science China Mathematics     Hybrid Journal   (Followers: 1)
Science Progress     Full-text available via subscription   (Followers: 1)
Sciences & Technologie A : sciences exactes     Open Access  
Selecta Mathematica     Hybrid Journal   (Followers: 1)
SeMA Journal     Hybrid Journal  
Semigroup Forum     Hybrid Journal   (Followers: 1)
Set-Valued and Variational Analysis     Hybrid Journal  
SIAM Journal on Applied Mathematics     Hybrid Journal   (Followers: 11)
SIAM Journal on Computing     Hybrid Journal   (Followers: 11)
SIAM Journal on Control and Optimization     Hybrid Journal   (Followers: 18)
SIAM Journal on Discrete Mathematics     Hybrid Journal   (Followers: 8)
SIAM Journal on Financial Mathematics     Hybrid Journal   (Followers: 3)
SIAM Journal on Mathematics of Data Science     Hybrid Journal   (Followers: 1)
SIAM Journal on Matrix Analysis and Applications     Hybrid Journal   (Followers: 3)
SIAM Journal on Optimization     Hybrid Journal   (Followers: 12)
Siberian Advances in Mathematics     Hybrid Journal  
Siberian Mathematical Journal     Hybrid Journal  
Sigmae     Open Access  
SILICON     Hybrid Journal  
SN Partial Differential Equations and Applications     Hybrid Journal  
Soft Computing     Hybrid Journal   (Followers: 7)
Statistics and Computing     Hybrid Journal   (Followers: 14)
Stochastic Analysis and Applications     Hybrid Journal   (Followers: 3)
Stochastic Partial Differential Equations : Analysis and Computations     Hybrid Journal   (Followers: 2)
Stochastic Processes and their Applications     Hybrid Journal   (Followers: 6)
Stochastics and Dynamics     Hybrid Journal   (Followers: 2)
Studia Scientiarum Mathematicarum Hungarica     Full-text available via subscription   (Followers: 1)
Studia Universitatis Babeș-Bolyai Informatica     Open Access  
Studies In Applied Mathematics     Hybrid Journal   (Followers: 1)
Studies in Mathematical Sciences     Open Access   (Followers: 1)
Superficies y vacio     Open Access  
Suska Journal of Mathematics Education     Open Access   (Followers: 1)
Swiss Journal of Geosciences     Hybrid Journal   (Followers: 1)
Synthesis Lectures on Algorithms and Software in Engineering     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Mathematics and Statistics     Full-text available via subscription   (Followers: 1)
Tamkang Journal of Mathematics     Open Access  
Tatra Mountains Mathematical Publications     Open Access  
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 4)
Teaching Statistics     Hybrid Journal   (Followers: 8)
Technometrics     Full-text available via subscription   (Followers: 8)
The Journal of Supercomputing     Hybrid Journal   (Followers: 1)
The Mathematica journal     Open Access  
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)
The Mathematical Intelligencer     Hybrid Journal  
The Ramanujan Journal     Hybrid Journal  
The VLDB Journal     Hybrid Journal   (Followers: 2)
Theoretical and Mathematical Physics     Hybrid Journal   (Followers: 7)
Theory and Applications of Graphs     Open Access  
Topological Methods in Nonlinear Analysis     Full-text available via subscription  
Transactions of the London Mathematical Society     Open Access   (Followers: 1)
Transformation Groups     Hybrid Journal  
Turkish Journal of Mathematics     Open Access  
Ukrainian Mathematical Journal     Hybrid Journal  
Uniciencia     Open Access  
Uniform Distribution Theory     Open Access  
Unisda Journal of Mathematics and Computer Science     Open Access  
Unnes Journal of Mathematics     Open Access   (Followers: 1)
Unnes Journal of Mathematics Education     Open Access   (Followers: 2)
Unnes Journal of Mathematics Education Research     Open Access   (Followers: 1)
Ural Mathematical Journal     Open Access  
Vestnik Samarskogo Gosudarstvennogo Tekhnicheskogo Universiteta. Seriya Fiziko-Matematicheskie Nauki     Open Access  
Vestnik St. Petersburg University: Mathematics     Hybrid Journal  
VFAST Transactions on Mathematics     Open Access   (Followers: 1)
Vietnam Journal of Mathematics     Hybrid Journal  
Vinculum     Full-text available via subscription  
Visnyk of V. N. Karazin Kharkiv National University. Ser. Mathematics, Applied Mathematics and Mechanics     Open Access   (Followers: 2)
Water SA     Open Access   (Followers: 1)
Water Waves     Hybrid Journal  
Zamm-Zeitschrift Fuer Angewandte Mathematik Und Mechanik     Hybrid Journal   (Followers: 1)
ZDM     Hybrid Journal   (Followers: 2)
Zeitschrift für angewandte Mathematik und Physik     Hybrid Journal   (Followers: 2)
Zeitschrift fur Energiewirtschaft     Hybrid Journal  
Zetetike     Open Access  

  First | 1 2 3 4     

Similar Journals
Journal Cover
ZDM
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  [2469 journals]
  • A curriculum for mathematical competitions

    • Free pre-print version: Loading...

      Abstract: Abstract In this paper, we consider mathematical competitions for pre-university students, such as the International Mathematical Olympiad (IMO) and many national and regional Olympiads following a similar model. The problems proposed in these contests must be solvable by ‘elementary’ methods (i.e., without using calculus) and belong traditionally to four areas, namely, algebra, combinatorics, geometry, and number theory. Usually there is no explicit curriculum prescribing what parts of these subjects may be involved in the problems, however there is a hidden curriculum (HC) that may be deduced from the problems proposed and from what is considered a complete solution. In this paper, we try to characterize this HC showing typical problems, subjects, solutions, and strategies for each of the main areas. We also make a comparison of the HC with the traditional secondary school curriculum (SSC), with the following two goals: (1) to identify the main points that should be addressed in the preparation of students aspiring to participate in mathematical competitions, and (2) to suggest possible changes to it and diminish the gap between school and contemporary mathematics.
      PubDate: 2022-10-01
       
  • Mathematics competitions in China: practice and influence

    • Free pre-print version: Loading...

      Abstract: Abstract Competitions and related activities are an essential part of mathematics education for gifted students. China has been one of the most successful countries in recent decades in the International Mathematical Olympiad. To illustrate the Chinese experience of mathematics competitions, in this paper we first present a historical sketch of Chinese mathematics competitions, then provide a comprehensive description of its pyramidal selection and training systems, including the introduction of main competitions for high school students, some examples of competition problems, and the training of students and tutors. Furthermore, to investigate the influence of mathematics competitions on contestants, an empirical study of 372 former contestants was conducted and is reported. The results showed that most of the contestants majored in mathematics or areas closely related to mathematics. Nearly half of the contestants intended to do mathematics research or work highly related to mathematics. A majority of the contestants held positive attitudes toward their mathematics competition experiences and affirmed the value of these experiences in cultivating personal interests and developing mathematics abilities. Some negative influences of competition experiences on contestants are also identified. Finally, problems existing in the development of Chinese mathematics competitions and future research directions are discussed.
      PubDate: 2022-10-01
       
  • Writing and choosing problems for a popular high school mathematics
           competition

    • Free pre-print version: Loading...

      Abstract: Abstract In this paper, we consider the issues involved in creating appropriate problems for a popular mathematics competition, and how such problems differ from problems typically encountered in a classroom. We discuss the differences and similarities in school curricula versus the generally agreed upon topics encountered in international competitions. The question of inspiration for the development of competition problems is dealt with from the standpoint of the problem author, while aspects related to the motivation of the contest participant, objective and subjective problem difficulty and mathematical precision in mathematics competitions are also discussed.
      PubDate: 2022-10-01
       
  • Mathematics Challenge for Young Australians

    • Free pre-print version: Loading...

      Abstract: Abstract Mathematics Challenge for Young Australians is a unique enrichment program that has been produced annually by the Australian Mathematics Trust since 1991. In its present form, it is divided into four levels and caters for talented students from years 3 to 10. In a typical year, it attracts over 15,000 entries. Individual schools arrange a period of up to four weeks in the first half of the academic year for students to work on their prescribed set of the problems and write full solutions. Limited collaboration among students is permitted and encouraged. There is a strong emphasis on articulating clearly the reasoning in solutions with sound and complete presentation. A guide containing marking schemes is provided for teachers to help them assess their students' work. It also includes discussion points and extension questions, which are relevant to each problem and may be used by the teacher for further enrichment activity. This paper discusses the history, aims, and structure of the program. It describes how problems are designed by the Challenge Committee to engage the students and develop their problem-solving skills. A range of past Challenge problems are presented to illustrate their construction, diversity, levels of difficulty, and relevance to educational objectives.
      PubDate: 2022-10-01
       
  • Mathematical competitions in Africa: their prevalence and relevance to
           students and teachers

    • Free pre-print version: Loading...

      Abstract: Abstract Mathematical competitions feature in most developed countries as a part of the secondary school experience, but to a lesser extent in developing countries. In this paper we investigate how widespread these competitions are in Africa, both historically as well as currently, focussing both on national Olympiads and on the participation of African countries in competitions beyond their borders, such as the continent-wide Pan African Mathematical Olympiad and the global International Mathematical Olympiad. Since we could not find a consolidated source of information on African competitions, we include many details and links, hoping that this paper will serve as a valuable starting point for future investigators. Next, we present some survey findings on the attitudes towards and experiences of mathematical competitions, both from the perspective of teachers in secondary schools as well as from secondary school students, and whether these experiences have served to improve or degrade their perceptions of mathematics in general. Among other results, we find that teachers view their students’ participation in mathematics competitions as being important, with the biggest barrier to participation being that there are not enough competitions at appropriate levels available, and that students enjoy mathematics competitions and are more likely to pursue a STEM career because of them. Finally, we present some suggestions on how this research may be taken further, and on how the state of mathematical competition culture in Africa may be improved.
      PubDate: 2022-10-01
       
  • The Soifer (formerly Colorado) Mathematical Olympiad, why it was founded,
           bridge between its problems and mathematics, and lives of its winners: an
           essay

    • Free pre-print version: Loading...

      PubDate: 2022-10-01
       
  • The Iberoamerican mathematics olympiad, competition and community

    • Free pre-print version: Loading...

      Abstract: Abstract The Iberoamerican Mathematics Olympiad (IbMO) is one of the most successful and established regional Olympiads in the world with the participation of all Iberoamerican countries. Its origins are a confluence of two mayor events: on the one hand the organization of the International Mathematical Olympiad (IMO) in the Americas for the very first time in 1981 and on the other hand a Latin American effort for the modernization and improvement of mathematics education embodied by the CIAEM—Comité Interamericano de Educación Matemática (or, alternately, the Congreso Interamericano de Educación Matemática). This localized Olympiad with a more homogeneous population proved very quickly to be an important steppingstone for Iberoamerican countries to prepare their participation in the IMO resulting in a collaborative effort to improve mathematics education in the region. Other very successful smaller regional mathematics Olympiads in Iberoamerica sprouted from this effort as well as from Iberoamerican efforts to establish similar experiences for other cohorts of students, such as younger students, university students and students of other sciences. In that same decade, other regional olympiads were born around the world, such as the Pan African Mathematics Olympiad (1987), the Asian Pacific (1989) or the Balkan Mathematical Olympiad (1985). Their impact in the regions was appreciated, recognized and adapted to other regional Olympiads worldwide.
      PubDate: 2022-10-01
       
  • The role and significance of the World Federation of National Mathematics
           Competitions in the International Mathematics Education Community

    • Free pre-print version: Loading...

      Abstract: Abstract The World Federation of National Mathematics Competitions (WFNMC) was founded in 1984 as a professional organization that provides the possibility of international collaboration among mathematicians and mathematics educators working in the area of mathematics contests. Over the last decades the field, which has come to be called “competition mathematics for school students”, has developed new methods for two important activities in mathematics education, namely, problem posing and problem solving. Because of this development, competition mathematics has shaped itself into a separate branch of mathematics education with its particular features, trends and needs. It not only contains the seeds of many fields of contemporary mathematics, but has also stimulated rich contributions to important research areas of mathematics education, in the intersection of the interests of both professional communities. Mathematics competitions serve also to identify mathematical talent worldwide and to promote the attraction of young people of higher ability to professional careers in mathematics. In many cases, problems posed in mathematical contests inspire mathematical research and new methods of teaching mathematician. In this paper I briefly describe the history of WFNMC. I focus on the main activities of the Federation, including conferences, awards, publications, and research areas of the members. As the only international professional organization in this field, the WFNMC supports activities that have their own particular significance, which are discussed in the paper.
      PubDate: 2022-10-01
       
  • Mathematics competitions: an integral part of the educational process

    • Free pre-print version: Loading...

      Abstract: Abstract For a century and a half, the scene of mathematics competitions underwent a remarkable transformation from isolated and geographically scattered events to a full-scale and a full-featured vibrant global ecosystem comprising an impressive variety of competitions, school students, university students, teachers, mentors, scientists, schools, universities, research institutions, journals, websites, civil society organizations, educational authorities, parents, etc. The evolution, the current state, the functioning of this ecosystem as well as its role for the identification and development of talent, its impact on the educational process, and the institutions involved with it, is briefly reflected on. Some relatively new online competitions are presented that cultivate the use of dynamic geometry software systems for a deeper understanding of mathematical facts and phenomena, and for finding approximate numerical solutions to problems that are not part of a typical school curriculum, but often arise from real-life practice.
      PubDate: 2022-10-01
       
  • Outreach by the International Mathematical Olympiad to the mathematics
           education community

    • Free pre-print version: Loading...

      Abstract: Abstract The International Mathematical Olympiad, now 62 years old, has catalyzed the formation of a remarkable international community that meets for 2 weeks each year to celebrate mathematical problem solving. It has influenced and expanded the greater global mathematical culture, and the value of problem-solving in numerous countries. It is time for the mathematics competition community to reach out and pose questions for serious inquiry. What is the extent of this influence' What are its effects' Reciprocally, what effects have different mathematical traditions had on the IMO' Some significant studies have been done to answer such questions, but several remain unanswered, and most remain unposed. We survey the work that has been done, then some anecdotal evidence, including case studies of the participation of individual countries in the IMO. We then suggest some topics needing a deeper inquiry. The intention of this article is to invite the research community to work with the IMO community in a serious investigation of the half-century of experience afforded us by the IMO.
      PubDate: 2022-10-01
       
  • The Brazilian Public Schools Math Olympics (OBMEP): 15 years promoting
           social mobility through academic achievement

    • Free pre-print version: Loading...

      Abstract: Abstract In 2005, the Brazilian Public Schools Math Olympics (OBMEP) was created by the Instituto de Matemática Pura e Aplicada. Since then, around 18 million students from the sixth to the twelfth grades have taken part in the competition annually. In each year of the competition, 6500 medals are distributed to public school students. In the following year these students receive a scholarship to participate in a training program disseminated in 225 centers across the country. Perceiving that the greatest impact of OBMEP has occurred in schools engaged with the Olympics, in either the preparation of their students for the competition or the promotion of award ceremonies for students classified as eligible for the second stage, in 2014 OBMEP launched a teacher training program. This article reviews the various OBMEP programs, their objectives and their impacts, and analyzes the obstacles faced. It also discusses the gender gap observed in the Math Olympics. In Brazil, the STEM areas of study, namely the sciences, technology, engineering, and mathematics, attract fewer girls than boys. A similar phenomenon can be observed at the OBMEP. The performance of girls is inferior to that of boys. This distinction is accentuated with the age of the students and in the grades of students in the upper percentiles of the exam.
      PubDate: 2022-10-01
       
  • The role of epistemic emotions in undergraduate students’ proof
           construction

    • Free pre-print version: Loading...

      Abstract: Abstract Proofs as epistemic tools are central to mathematical practice, as they establish and provide explanations for the validity of mathematical statements. Considering the challenge that proof construction poses to learners of all ages, prior research has investigated its cognitive determinants, but the impact of affective-motivational experiences on proof construction has been insufficiently investigated. Emotions related to knowledge acquisition (i.e., epistemic emotions) are assumed to play a key role in epistemic processes. In this study we investigated how the performance of 80 mathematics undergraduate students in a geometric proof construction task relates to the epistemic emotions experienced during proof construction. Controlling for geometry knowledge, we included control and value appraisals as antecedents in our investigation of epistemic emotions, and attention and motivation as mediators of their effects on proof construction performance. The results indicate that positive as well as negative emotions are influenced by students’ appraisals, also indicating an interaction of both appraisal dimensions. Primarily enjoyment and curiosity mediate the effects of these appraisals on attention and motivation. These two markers of the proof construction process, in turn, mediate the effects of enjoyment and boredom on proof construction performance. In this study we investigated systematically the role of epistemic emotions in geometric proof construction and we offer insights that complement the existing research on the cognitive determinants of proof performance. Moreover, this study extended research on epistemic emotions into the area of proof construction, an epistemic process central to mathematics.
      PubDate: 2022-09-22
       
  • Developing algebraic activity through conjecturing about relationships

    • Free pre-print version: Loading...

      Abstract: Abstract This manuscript contributes to research on how algebraic thinking about operations and properties can develop, and relevant forms of curricular activity. The key question asked is: how can students’ early algebraic activity be fostered through focusing on relations involving operations and properties' We adopt Radford’s three aspects of algebraic thinking (indeterminacy, denotation and analyticity), which focus on considering, symbolising and operating on unknown objects. We investigate the work of a class of 11–12 year old students in re-analysing data collected over 20 years ago as part of a project exploring algebraic activity. Our findings point to the proposal that a focus on conjecturing about relationships can be a powerful route into early algebra. On the basis of our analysis we propose an extension to Radford’s third aspect of algebraic thinking (analyticity) to include structuring a mathematical space, e.g., through a set of conjectures.
      PubDate: 2022-09-20
       
  • The impact of COVID-19 on the format and nature of academic conferences in
           mathematics education

    • Free pre-print version: Loading...

      Abstract: Abstract The global COVID-19 pandemic has provided an opportunity to re-examine the possibility of organising virtual conferences in mathematics education, in which the social needs of participants can also be addressed. In this study we investigated the future impact that this change may have on the format and nature of mathematics education conferences. The study was conducted in two phases. We used an online questionnaire in which we asked participants to give us some input on the issues above. In the second phase of the project, focus group interviews were conducted with international mathematics education researchers. This study is an exploratory study, in which the sample was not developed in a way that could generate comparisons. The aim of the study was to raise possibilities about what may be the future of mathematics education conferences. Findings indicate that although academics are pro-actively thinking about alternative conference formats, the proven value of face-to-face conferences is still very real, showing that it is too early for us to have a clear vision of the future format of academic conferences.
      PubDate: 2022-09-20
       
  • Desire of teachers and realities in textbooks: dealing with history of
           mathematics in the new French curriculum and its impact on teacher
           training

    • Free pre-print version: Loading...

      Abstract: Abstract Many international studies focus empirically on integrating the history of mathematics in mathematics education. Over the last 2 decades, some studies also revealed theoretical elements concerning the implementation of learning sessions and/or their didactical analysis and effectiveness. This paper has the aim of complementing these empirical studies with a more systematic approach in the French context. Defended for decades within the IREM (Institut de recherche sur l’enseignement des mathématiques), the history of mathematics is now officially introduced in the French curriculum. Nevertheless, is it really sufficient for teachers to change their habits by implementing the history of mathematics in their practices' To answer this question, I first present an unpublished survey with secondary school mathematics teachers (pupils from 10- to 18 years old) about the introduction of the history of mathematics in their classes. This survey allows the comparison of teachers’ desires (‘history of mathematics in potentiality’) and realities in classrooms (‘history of mathematics in actuality’). Then I focus on French mathematics textbooks (for pupils from 15- to 18 years old) in order to question their effectiveness as tools for the introduction of a historical perspective. I describe the historical/mathematical tasks available in these textbooks focusing on their reference to Fibonacci. Finally, I present a proposition to implement the history of mathematics in mathematics education starting from the textbooks, aiming to help mathematics teachers to redesign the tasks of their textbooks so as to be more relevant.
      PubDate: 2022-09-17
       
  • Strategies implemented by South African teachers to ensure continuing
           mathematics education during COVID-19

    • Free pre-print version: Loading...

      Abstract: Abstract The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts. We explore these strategies, first, in relation to the initial shift to emergency remote teaching when learners needed to be reached in their homes under severe lockdown regulations, then through the gradual reopening of schools later as regulations were relaxed. Activity theory informs our perspective on the way in which teachers worked to mediate learning across school and home activity systems. Twenty-five Grade 4–7 mathematics teachers from the Eastern Cape responded to two questionnaires given at the start of the COVID-19 lockdown period and during the phased return to school. Questions focused on the strategies used to support mathematics learning. The results show that strategies focused on engaging caregivers through various technologies and getting resources into the home. WhatsApp, a free internet-based messaging service, was the most frequently used communication app across all types of schools for both messaging parents and sending instructional material and support in the form of videos, pictures and text messages. Department issued workbooks and teacher designed work packs were key resources sent to homes. Differences are evident in the range of use of different technologies across wealthier and poorer schools. Primary teachers’ voices inform possible ways forward for the purpose of managing young student mathematical learning gaps and meeting ongoing learning needs.
      PubDate: 2022-09-12
       
  • Generalisation in students with autism spectrum disorder: an exploratory
           study of strategies

    • Free pre-print version: Loading...

      Abstract: Abstract Generalisation is a skill that enables learners to acquire knowledge in general, and mathematical knowledge in particular. It is a core aspect of algebraic thinking and, in particular, of functional thinking, as a type of algebraic thinking. Introducing primary school children to functional thinking fosters their ability to generalise, explain and reason with mathematical relationships. It also helps them overcome difficulties in understanding functions when they are exposed to the idea more formally in secondary education. Although more and more special education students are enrolled in mainstream schools, little is known about algebraic thinking in that community, especially in the case of students with autism spectrum disorder (ASD). Students with ASD often exhibit deficits that interfere directly with mathematical learning. The study discussed here, which was conducted in the context of algebraic reasoning, was aimed primarily at identifying and describing the strategies and representations observed in 26 ASD primary education students when performing a task that involved a linear function, and describing the generalisations they performed. The 26 participants were enrolled in 19 mainstream Spanish schools. The tools used, a questionnaire and semi-structured interview, were designed to explore their ability to generalise in a problem involving the function f(x) = 2x + 2. The strategies identified included: (a) bald answering; (b) modelling with manipulatives; (c) drawing; (d) counting and (e) operating. The strategy most frequently observed was operating, represented verbally or symbolically, followed by drawing. Only three students generalised but did not reach the highest level of functional thinking, namely, ‘functions as objects’. The results are compared with findings for mainstream students of similar ages. Conjectures around the possible relationships between some findings and the type of thinking characteristic of autism spectrum disorder are put forward. The results carry implications for research with and teaching of students with ASD.
      PubDate: 2022-09-09
       
  • Introducing equations in early algebra

    • Free pre-print version: Loading...

      Abstract: The overwhelming presence of a procedural meaning of equality and equations reported in previous research has led to a call for suitable pedagogical interventions to nurture a relational meaning of these concepts. This paper is a response to that call. Drawing on the theory of objectification, the first part deals with the configuration of a Grade 3 (8–9-year-old students) teaching–learning activity that seeks to create the classroom conditions for the formation of the mathematical operations and operation-based rules that underpin the algebraic simplification of linear equations. Instead of using problems involving abstract open arithmetic sentences or alphanumeric equations (e.g., \(5 + \_\_\)  = 16; \(2n + 3 = 11\) ), the teaching–learning activity resorts to story-problems. Two visual semiotic systems serving to model and solve the story-problems were devised. The story-problems were framed in narratives that allowed the teacher and the students to infuse equations, their equating parts, and the mathematical operations with contextual meanings. The first part of the paper includes the theoretical assumptions about the teaching–learning activity and its configuration, and a rationale behind the devisal of the semiotic systems. The second part presents a Vygotskian multimodal genetic analysis of the teaching–learning activity; that is, an analysis that shows the formation of concepts in motion, in the process of their genesis. The genetic analysis sheds some light on the way students, in their work with the teacher, encountered and refined the cultural-historical algebraic meanings of the equal sign and equations, and the concepts required in solving equations.
      PubDate: 2022-09-06
       
  • The perceived impact of mathematics competitions on teachers and their
           classrooms in Puerto Rico, Switzerland and the UK

    • Free pre-print version: Loading...

      Abstract: Abstract This article presents the results of a small-scale, comparative study on the perceived impact that having students enter Mathematics competitions has on Mathematics teachers in Puerto Rico, Switzerland and the UK and on their classroom practice. The study surveyed a small number of Mathematics teachers in the three countries who teach in both public and private schools and in both rural and urban regions. The perceived advantages and disadvantages to students from taking part in competitions and to teachers who have students taking part in competitions are discussed and the findings compared across the three countries. The effect that Mathematics competitions have on the identification and development of the mathematical talent of students is considered together with the contribution of these activities to the academic environment of the classroom. For the teachers who did have students taking Mathematics competitions, the limitations of entry and the different methods in which teachers prepare or assist students to prepare for the competitions are compared between countries. Since the study is small in scale, no firm conclusions are drawn but suggestions are made as to where future, larger scale, studies might be carried out to see if the classroom experiences of all could be positively influenced by exposure to Mathematics competitions.
      PubDate: 2022-08-29
       
  • Perspectives on mathematics competitions and their relationship with
           mathematics education

    • Free pre-print version: Loading...

      Abstract: Abstract The nature of the area of mathematical competitions as a design science is considered, historical roots of mathematical problem-solving competitions are traced, the complementary aspects of mathematics as theory building and as problem solving are touched upon in relation to the practice of competitions. Two historical figures, Euler and Erdős, emerge, and the appropriateness of many of Euler’s mathematical ventures are seen as role models for competition mathematics as first put into practice in mathematical competitions towards the end of the nineteenth century. Distinctions and definitions are made, a venture into identifying competition syllabi and the principal types of reasoning employed in solving competition problems is explored, and a description of the many different types of competitions is considered. Interaction between the field of mathematics itself and problem-solving competitions is briefly explored, as are the possibilities that open when competitions and their access to huge amounts of data, both national and international, are taken into account in research belonging to mathematics education. Finally, the range of topics addressed in this special issue of ZDM is covered, along with some possible conclusions relating to the components of the overview.
      PubDate: 2022-08-08
       
 
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: 44.201.95.84
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-