Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to ...

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Transdisciplinarity in STEM Education: A Critical Review.

The teaching and learning of mathematical modelling is an important research field all over the world. In this paper we present a survey of the state-of-the-art on empirical studies in this field. We analyse the development of studies focusing on cognitive aspects of the promotion of modelling, i.e. the promotion of modelling abilities resp. skills, or in newer terminology, modelling competencies. Furthermore, we provide a literature search on the role of empirical research in important mathematics education journals and point out that this topic is only seldom treated in these journals. In addition, Proceedings of the conference series on the teaching and learning of mathematical modelling and applications were analysed in order to identify the role of empirical research in this important series and the kind of topics which are examined. The literature research points out the dominance of case study approaches and cognitively oriented studies compared to studies which used quantitative research methods or focused on affect-related issues. Finally, the papers in this special issue are described and developments and future prospects are identified.

Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art

The Power of Mathematics. By Z. P. Dienes. Pp.176. 21s. 1964.(Hutchinson Educational) - An Experimental Study of Mathematics-Learning. By Z. P. Dienes. Pp. 207. 50s. 1963. (Hutchinson)

Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability

Although educational apps have emerged as an easily available and accessible alternative to classroom learning, particularly at the time of pandemics like COVID-19, no research has attempted to identify learners intentions behind the usage of different educational apps. The current study developed a valid and reliable research instrument to measure the motivations behind using educational apps. Using the mixed method approach commonly used in uses and gratification (U&G) research, i.e., open-ended essays & national survey (N = 552), this study identified seven gratifications behind learners intention to use educational apps: academic assistance, convenience, entertainment, social influence, novelty, engagement and activity. The result suggests that academic assistance, convenience and social influence were the significant predictors of the intention to use educational apps. The current research also identified the moderating effect of gender in selecting educational apps. One of the most significant contributions of the present study is that it extended the uses and gratification theory applications beyond the traditional media to explain the intention to use educational apps. 

https://doi.org/10.1016/j.caeo.2022.100076

Uses and gratifications of educational apps: A study during COVID-19 pandemic

One important goal of teacher education has been to improve pre-service teachers’ understanding of the connection between real-life events and mathematics. Toward this goal, we designed two mathematics teacher education courses based on the Models-and-Modeling Perspective. This study presents a three-tier modeling investigation of (a) pre-service teachers’ views about characteristics of realistic mathematics problems, and (b) teacher-level skills required to write such problems. A team of researchers analyzed 15 pre-service mathematics teachers’ written artifacts and audio recordings of their discussion by employing the data analysis methods of constructivist grounded theory. In these two modeling-based courses, pre-service teachers completed several modeling cycles, during which they exhibited significant changes in their understandings about the characteristics of realistic problems and the skills that are needed to write–revise–refine such problems. The results thus indicated that modeling-based courses helped pre-service teachers think critically about stereotypical textbook problems, view realistic contexts as a medium through which mathematical ideas could be reasoned, understand the mathematical residuals of lessons involving realistic problems, and attain the skills needed to write and revise such problems. Hence, the modeling perspective provided an effective approach for pre-service mathematics teacher training, ensuring pre-service teachers’ development as they express–test–revise–refine their thinking, understandings, and skills.

Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses

Mathematical Learning and Cognition in Early Childhood

This study investigated the middle school preservice mathematics teachers’ conceptualization of what it means for a problem to be mathematically rich and contextually realistic and how their conceptions evolved during a series of professional development activities. Fifteen middle school preservice mathematics teachers were involved in this design-based research. The professional development activities were designed based on L. Shulman and J. Shulman’s (Shulman and Shulman, Journal of Curriculum Studies 36:257–271, 2004) reflective and communal clusters with psychological roots in Schon’s notion of “reflective practitioners” and Vygotsky’s social development theory. These professional development activities were integrated into the methods and field experience courses of the teacher education program. The audio records of the whole group and small group discussions and all written products (i.e., problems, criteria list, and reflection memos) were analyzed to understand preservice teachers’ conceptions. This study revealed that the professional development activities helped preservice teachers produce the problems that would be interesting and encouraging for students to develop their own solution methods. Preservice teachers’ conceptions also evolved in a collective and reflective community. In this respect, this study presented a way to design professional development for teachers that nurtures their understanding of the components supporting mathematical richness and contextual meaningfulness of a problem. Hence, this study provided implications for teacher education practices and future research on mathematics teacher preparation.

Preservice mathematics teachers' conceptions of mathematically rich and contextually realistic problems

Knowledge-in-action for crafting mathematics problems in realistic contexts

https://doi.org/10.30935/scimath/11489 Abstract: This study focused on a pre-service teacher ’ s self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students ’ mathematical thinking. In the field experience, pre-service teachers conducted FAIs with a pair of children and participated in MB sessions to hypothesize students ’ mathematical thinking. The findings suggest that although the pre-service teacher, Gloria, experienced some challenges, FAIs and MBs created a supportive medium for the pre-service teacher ’ s development of noticing student thinking and appreciating the value of this practice, which is important to gain in teacher

https://www.scimath.net/download/noticing-student-mathematical-thinking-self-contemplation-of-a-pre-service-teacher-11489.pdf

Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher

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