3138783 documents found, page 313873 of 313879

Inferencias y modelo condicional en el diálogo entre estudiantes sobre tareas m...

En este trabajo exploramos, con un estudio de caso, cómo se construyen los modelos mentales de los razonamientos condicionales (Modus Ponens, Modus Tollens y sus falacias asociadas) mediante significados que los estudiantes dan a los objetos y relaciones matemáticos de las premisas. Estas inferencias se presentan en tareas matemáticas planteadas en registros gráfico y coloquial. Se analiza el protocolo de una e...

Teacher knowledge and its sources: Perceptions of lower secondary teachers of m...

Understanding what knowledge domains teachers perceive as the basis for teaching mathematics is important because teachers’ perceptions (or beliefs or attitudes) can influence the way they approach teacher development and what they learn from it. The interest of this study is mathematics teachers’ perceptions of knowledge needed for tea­ching mathematics and its sources. Six lower secondary teachers of mathemat...

Preservice teachers’ mathematics-related values and expectancy in the transitio...

Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully under­stood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic...

Who benefits from modelling tasks combined with experiments? Effects of student...

Modelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational ...

A method for meta-reviews of research unfolding the unavoidable systemic nature...

This paper can be considered a methodological contribution for qualitative meta-reviews of research published in the field of affect in mathematics education. We apply this method to a Special Issue and to an ICMI Book, in order to test whether affect emerges in its systemic nature, or whether single affective variables are considered in each paper under consideration. Different types of cases emerged in our in...

Competências matemáticas e a mútua fertilização de teorias

Mexican secondary students’ image of mathematics

This article aims to understand Mexican students’ images of mathematics. The image of mathematics is defined as a mental representation of mathematics and in order to identify it four focal points were established: (1) descriptions of the mathematics learning process; (2) beliefs about the nature of mathematics, (3) appraisals of mathematics, and (4) emotions. Drawings were used as a data collection tool. A gro...

Changing mathematical beliefs and achievement: The synergies of mindset ideas a...

This paper reviews research showing the importance of changing students’ mindsets and mathematical beliefs, and the promising research that has shown the impact of infusing mindset ideas through the teaching of mathematics. Previous research has demonstrated increased motivation and brain activity in learners with a growth mindset when facing mathematics problems. This paper proposes a shift in focusing solely ...

Valores no ensino e na aprendizagem da matemática: Os aspetos mais valorizados ...

Este artigo apresenta o primeiro estudo alargado realizado em Portugal onde se identificam e discutem aspetos que os professores de matemática mais valorizam no ensino e na aprendizagem desta disciplina. O estudo seguiu uma metodologia qualitativa e recorreu a uma análise de conteúdo para categorizar as respostas dos participantes, obtidas através de um questionário eletrónico. Foram inquiridos 113 professores ...

Towards the construction of a mathematical identity through a reflective role-p...

In this paper we present the design of a role-play in problem-solving, aimed at promoting the construction of students’ mathematical identity. On one hand, there is a role-play on the cognitive functions identified as pivotal of the mathematical identity. On the other hand, there is a role-play concerning the group engagement: actors, who solve the problem; onlookers, who observe and take notes on how the cogni...