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Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency ZDM (IF 2.481) Pub Date : 2024-04-09 Simone Dunekacke, Andrea Wullschleger, Urs Grob, Aiso Heinze, Anke Lindmeier, Franziska Vogt, Susanne Kuratli Geeler, Miriam Leuchter, Anuschka Meier-Wyder, Selma Seemann, Elisabeth Moser Opitz
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The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies ZDM (IF 2.481) Pub Date : 2024-04-08 Annalisa Cusi, Francesca Morselli
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Interventions and diversity, equity, and inclusion: Two current directions in research on the teaching and learning of calculus ZDM (IF 2.481) Pub Date : 2024-03-25 Tenchita Alzaga Elizondo, Sean Larsen
Calculus continues to be an important topic of discussion among mathematics education researchers given how it often acts as a gatekeeper for students in STEM. In their extensive 2017 review of calculus literature, Larsen and colleagues identified two main areas of applied research that had largely been neglected: research related (1) to efforts to improve calculus teaching and learning and (2) to
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Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection ZDM (IF 2.481) Pub Date : 2024-03-20 Frederik Dilling, Rebecca Schneider, Hans-Georg Weigand, Ingo Witzke
This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies
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Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students’ assessments of the quality of their own learning and understanding? ZDM (IF 2.481) Pub Date : 2024-03-20 Christine Pauli, Frank Lipowsky, Kurt Reusser
Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students’ assessments of their own learning and understanding, and how students’ perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students
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Validity of multiple-choice digital formative assessment for assessing students’ (mis)conceptions: evidence from a mixed-methods study in algebra ZDM (IF 2.481) Pub Date : 2024-03-15 Katrin Klingbeil, Fabian Rösken, Bärbel Barzel, Florian Schacht, Kaye Stacey, Vicki Steinle, Daniel Thurm
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Research on curriculum resources in mathematics education: a survey of the field ZDM (IF 2.481) Pub Date : 2024-03-15 Sebastian Rezat
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Students’ mathematics self-efficacy: a scoping review ZDM (IF 2.481) Pub Date : 2024-02-17 Karin Elisabeth Sørlie Street, Lars-Erik Malmberg, Stanislaw Schukajlow
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Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms ZDM (IF 2.481) Pub Date : 2024-02-13 Armin Jentsch, Kirsten Benecke, Sigrid Blömeke, Johannes König, Gabriele Kaiser
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Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education ZDM (IF 2.481) Pub Date : 2024-02-11 Kathleen T. Nolan, Annette H. Bjerke
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Preschool teachers’ mathematical questions during shared picture book reading ZDM (IF 2.481) Pub Date : 2024-02-10 Joke Torbeyns, Emke Op ’t Eynde, Fien Depaepe, Lieven Verschaffel
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Working with an instructional video on mathematical modeling: upper-secondary students’ perceived advantages and challenges ZDM (IF 2.481) Pub Date : 2024-02-09 Laura Wirth, Gilbert Greefrath
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Trends, insights, and developments in research on the teaching and learning of algebra ZDM (IF 2.481) Pub Date : 2024-02-09 Amy B. Ellis, Zekiye Özgür
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Adult education in mathematics and numeracy: a scoping review of recent research ZDM (IF 2.481) Pub Date : 2024-02-05 Iddo Gal
The paper responds to the need for understanding trends and gaps in extant research related to adult education in mathematics and numeracy, given changing skill demands and skill gaps regarding adults, and related policy, theorizing, and practice trends. This paper presents the results of a scoping review of recent empirical research related to adult education in mathematics and numeracy, published
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Working with digital textbooks or printed materials: A study with boys and girls on conditional probability ZDM (IF 2.481) Pub Date : 2024-01-23 Maxim Brnic, Gilbert Greefrath, Frank Reinhold
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Early numeracy opportunities through number stories with marginalised families ZDM (IF 2.481) Pub Date : 2023-11-29 Mellony Graven, Robyn Jorgensen
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Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups ZDM (IF 2.481) Pub Date : 2023-11-27 Milton Rosa, Daniel Clark Orey
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A review of lesson study in mathematics education from 2015 to 2022: implementation and impact ZDM (IF 2.481) Pub Date : 2023-11-30 Meixia Ding, Rongjin Huang, Catherine Pressimone Beckowski, Xiaobao Li, Yeping Li
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The role of digital technologies in mathematics education: purposes and perspectives ZDM (IF 2.481) Pub Date : 2023-11-21 Paul Drijvers, Nathalie Sinclair
Over the last decades, digital technologies (DTs) have become ubiquitous in mathematics education. Still, their integration into classroom teaching and learning varies enormously. In this narrative overview, we focus on the different purposes for which DTs are used in mathematics education in order to study how the effectiveness of DTs depends on researchers’ underlying goals and perspectives. We set
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Recent developments in using digital technology in mathematics education ZDM (IF 2.481) Pub Date : 2023-11-18 Johann Engelbrecht, Marcelo C. Borba
In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing
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On understanding mathematical problem-posing processes ZDM (IF 2.481) Pub Date : 2023-11-16 Jinfa Cai, Benjamin Rott
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Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice ZDM (IF 2.481) Pub Date : 2023-11-09 Saskia Schreiter, Anja Friedrich, Hannah Fuhr, Sarah Malone, Roland Brünken, Jochen Kuhn, Markus Vogel
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Technology maker practices in mathematics learning in STEM contexts: a case in Brazil and two cases in Canada ZDM (IF 2.481) Pub Date : 2023-10-29 Immaculate K. Namukasa, Zeynep Gecu-Parmaksiz, Janette Hughes, Ricardo Scucuglia
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Mathematics and interdisciplinary STEM education: recent developments and future directions ZDM (IF 2.481) Pub Date : 2023-10-31 Merrilyn Goos, Susana Carreira, Immaculate Kizito Namukasa
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Teacher growth in exploiting mathematics competencies through STEAM projects ZDM (IF 2.481) Pub Date : 2023-10-27 Zaira Ortiz-Laso, José-Manuel Diego-Mantecón, Zsolt Lavicza, Teresa F. Blanco
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Scaffolding practices for modelling instruction in STEM-related contexts: insights from expert and novice teachers ZDM (IF 2.481) Pub Date : 2023-10-25 Hans-Stefan Siller, Ortal Nitzan-Tamar, Zehavit Kohen
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Teacher noticing in mathematics education: a review of recent developments ZDM (IF 2.481) Pub Date : 2023-10-21 Jonas Weyers, Johannes König, Thorsten Scheiner, Rossella Santagata, Gabriele Kaiser
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Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue ZDM (IF 2.481) Pub Date : 2023-10-14 Carlos A. LópezLeiva, Domingo de la Cruz Gómez, María Gómez Pérez, Juan Castro Cutz
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Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages ZDM (IF 2.481) Pub Date : 2023-10-10 Christina M. Krause
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On whose tongue will the goddess write, in whose tongue will the state speak? Mathematics education, Tamil language, and the caste question in India ZDM (IF 2.481) Pub Date : 2023-10-04 Jayasree Subramanian, Venkateswaran T Visawanathan
Mathematics education in India is offered in one of the 22 officially recognized state languages or in English even though there are at least 270 languages with more than 10,000 speakers each. Caste, a deep-rooted structure that stratifies Indian society, is integrally linked to shaping state languages. There is minimal research from India that looks at language and mathematics education and practically
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Three embodied voices speaking on/to research on language, mathematics, and the learner ZDM (IF 2.481) Pub Date : 2023-10-05 Higinio Dominguez, Miwa Aoki Takeuchi, Marta Civil
In this literature synthesis, the three authors bring their embodied voices to collectively retrace the political-cultural-racialized-gendered topographies where key conceptualizations of language, mathematics, and the learner have emerged. Recognizing that they themselves have never been outside these landscapes as mere objective observers, the authors project their situated voices to critically consider—always
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Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation ZDM (IF 2.481) Pub Date : 2023-09-22 Judah P. Makonye, Nageshwari Pam Moodley
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Instructor perspectives on quantitative reasoning for critical citizenship ZDM (IF 2.481) Pub Date : 2023-09-15 Gregory D. Foley, Deependra Budhathoki, Amrit B. Thapa, Harman P. Aryal
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Research on gender and mathematics: exploring new and future directions ZDM (IF 2.481) Pub Date : 2023-09-14 Joanne Rossi Becker, Jennifer Hall
This narrative review of current research on gender and mathematics covers the years 2020 to 2022. The number of exemplary publications within these 3 years and the diversity of topics, theoretical frameworks, subjects, and authors are indications of gender and mathematics remaining a robust and evolving area of study. Of particular interest are studies of lived experiences of students in secondary
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The connections between citizenship education and mathematics education ZDM (IF 2.481) Pub Date : 2023-09-07 Vince Geiger, Iddo Gal, Mellony Graven
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Proof and proving in school and university mathematics education research: a systematic review ZDM (IF 2.481) Pub Date : 2023-08-30 Gabriel J. Stylianides, Andreas J. Stylianides, Andreas Moutsios-Rentzos
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Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics ZDM (IF 2.481) Pub Date : 2023-08-24 Russell Tytler, Judy Anderson, Gaye Williams
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What is a good explanation in integrated STEM education? ZDM (IF 2.481) Pub Date : 2023-08-22 Mónica Baptista, Hélia Jacinto, Iva Martins
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Worlds and words: entangling mathematics, language, and context in newcomer classrooms ZDM (IF 2.481) Pub Date : 2023-08-20 Gladys H. Krause
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Exploring stakeholders’ sensemaking of the STEA“M” education policy in South Korea ZDM (IF 2.481) Pub Date : 2023-08-10 Chaereen Han, Yujin Lee, Kyungwon Lee, Oh Nam Kwon
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Teaching and learning of probability ZDM (IF 2.481) Pub Date : 2023-08-04 Carmen Batanero, Rocío Álvarez-Arroyo
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Exploring computational thinking as a boundary object between mathematics and computer programming for STEM teaching and learning ZDM (IF 2.481) Pub Date : 2023-07-29 Oi-Lam Ng, Allen Leung, Huiyan Ye
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Beyond language: conceptualizing epistemic violence against Black immigrant students in mathematics education ZDM (IF 2.481) Pub Date : 2023-07-27 Luz Valoyes-Chávez, Melissa Andrade-Molina, Alex Montecino
This paper provides on-the-ground accounts of epistemic violence against Black immigrant children in mathematics classrooms. From a critical feminist perspective, we introduce Dotson’s notion of silencing as an enactment of epistemic violence. According to Dotson, one way to enact epistemic violence is to damage a particular group’s ability to speak and be heard. A successful act of communication depends
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Correction to: Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course ZDM (IF 2.481) Pub Date : 2023-07-11 Max Hoffmann, Rolf Biehler
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Emerging trends in statistics education ZDM (IF 2.481) Pub Date : 2023-07-01 Gail Burrill, Maxine Pfannkuch
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Designing an instrument to measure the development of techno-mathematical literacies in an innovative mathematics course for future engineers in STEM education ZDM (IF 2.481) Pub Date : 2023-06-29 Nathalie J. van der Wal, Arthur Bakker, Paul Drijvers
Techno-mathematical Literacies (TmL), which are defined as a combination of mathematical, workplace and ICT knowledge, and communicative skills, are acknowledged as important learning goals in STEM education. Still, much remains unknown about ways to address them in teaching and to assess their development. To investigate this, we designed and implemented an innovative course in applied mathematics
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Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course ZDM (IF 2.481) Pub Date : 2023-06-23 Max Hoffmann, Rolf Biehler
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“But this is not mathematics!”—mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability ZDM (IF 2.481) Pub Date : 2023-06-22 Alon Pinto, Jason Cooper
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Mathematics education for STEM as place ZDM (IF 2.481) Pub Date : 2023-06-22 Cynthia Nicol, Jennifer S. Thom, Edward Doolittle, Florence Glanfield, Elmer Ghostkeeper
Positioned within Indigenous and ecological discourses, our paper reconsiders human-centered relationships with earth and activities such as STEM that view earth as commodity, resource, and platform. In doing so, we turn to the ways earth (e.g., rivers, forests, animals) teaches mathematics education for STEM as place and reveals intelligences that exceed those of humankind. Using examples of place
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Promoting pre-service teachers’ professionalism in steam education and education for sustainable development through mathematical modelling activities ZDM (IF 2.481) Pub Date : 2023-06-19 Sabine Wiegand, Rita Borromeo Ferri
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On the relationship between school mathematics and university mathematics: a comparison of three approaches ZDM (IF 2.481) Pub Date : 2023-06-20 Thorsten Scheiner, Marianna Bosch
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Mathematics instructor actions and knowledge integration: utilizing resources in mathematics courses for teachers ZDM (IF 2.481) Pub Date : 2023-06-15 J. Vince Kirwan, Matthew S. Winsor, David D. Barker
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Equity in mathematics education ZDM (IF 2.481) Pub Date : 2023-06-15 Renuka Vithal, Karin Brodie, Reshma Subbaye
This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content,
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Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator ZDM (IF 2.481) Pub Date : 2023-06-07 Ami Mamolo, Parker Glynn-Adey
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Mathematics education research on language and on communication including some distinctions: Where are we now? ZDM (IF 2.481) Pub Date : 2023-06-02 Núria Planas, David Pimm
In this article, we present a narrative review of mathematics education research on language and on communication over 2019–2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and significance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration
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Using conceptual analyses to resolve the tension between advanced and secondary mathematics: the cases of equivalence and inverse ZDM (IF 2.481) Pub Date : 2023-05-28 John Paul Cook, April Richardson, Zackery Reed, Elise Lockwood
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Characterizing external visualization in mathematics education research: a scoping review ZDM (IF 2.481) Pub Date : 2023-05-25 Johanna Schoenherr, Stanislaw Schukajlow
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Making university mathematics matter for secondary teacher preparation ZDM (IF 2.481) Pub Date : 2023-05-24 Nicholas H. Wasserman, Orly Buchbinder, Nils Buchholtz
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The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views ZDM (IF 2.481) Pub Date : 2023-05-17 Anna Hoffmann, Ruhama Even
This study focuses on the potential of university mathematics courses to advance teachers’ knowledge regarding an important component of knowledge about the nature of mathematics as a scientific discipline, namely the mutual contribution between mathematics and various fields: mathematics contributes to solving problems in different fields, and different fields contribute to the development of mathematics
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Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving ZDM (IF 2.481) Pub Date : 2023-05-17 Orly Buchbinder, Sharon McCrone