OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 394 dari 34170, Total: 341698 data)
What You See Is What You Get? Sign Language in the Mathematics Classroom
klik untuk membaca file PDF
| Pengarang | : | Christina M. Krause |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 50 (No. 1) |
| Halaman | : | 84-97 |
| Abstrak | : | This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization. |
Solving Equations: Exploring Instructional Exchanges as Lenses to Understand Teaching and Its Resistance to Reform
| Pengarang | : | Orly Buchbinder, Daniel I. Chazan, and Michelle Capozzoli |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 50 (No. 1) |
| Halaman | : | 51-83 |
| Abstrak | : | Many research studies have sought to explain why NCTM's vision for mathematics classrooms has not had greater impact on everyday instruction, with teacher beliefs often identified as an explanatory variable. Using instructional exchanges as a theoretical construct, this study explores the influence of teachers' institutional positions on the solving of equations in algebra classrooms. The experimental design uses surveys with embedded rich-media representations of classroom interaction to surface how teachers appraise correct solutions to linear equations where some solutions follow suggested textbook procedures for solving linear equations and others do not. This paper illustrates the feasibility of studying teaching with rich-media surveys and suggests new ways to support changes in everyday mathematics teaching. |
Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates Knowledge for Teaching Mathematics
| Pengarang | : | James Hiebert, Dawn Berk, Emily Miller, Heather Gallivan, and Erin Meikle |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 50 (No. 1) |
| Halaman | : | 23-50 |
| Abstrak | : | We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation. |
Research Commentary: Critiques of the Common Core in Early Math: A Research-Based Response
| Pengarang | : | Douglas H. Clements, Karen C. Fuson, and Julie Sarama |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 50 (No. 1) |
| Halaman | : | 11-22 |
| Abstrak | : | We respond to a call to analyze issues of curriculum standards and to present alternative storylines by addressing criticisms of the Common Core State Standards in early childhood. We describe a storyline from multiple media and evaluate this storyline's criticisms, focusing on the criticism that the standards are developmentally inappropriate. We review research and conclude that the criticism is invalid and may reflect a historical belief in the primacy of development over learning rather than the research record. Misinterpreting or ignoring relevant research has equity consequences because it may particularly harm those children most in need of learning support in learning grade-level mathematics. Fortunately, theory and research illuminate learning trajectories that help all children meet these standards. |
Research Pathways That Connect Research and Practice
| Pengarang | : | Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 50 (No. 1) |
| Halaman | : | 2-10 |
| Abstrak | : | We concluded our November editorial (Cai et al., 2018b) with a promise to consider research paradigms that could bring us closer to the new world we have envisioned where research is intertwined with practice. We will call the paradigms we have in mind research pathways to avoid the range of complicated connotations often applied to the term paradigm. By research pathways in education, we mean the collection of assumptions that define the purposes of educational research, the principles that differentiate research from other educational activities, and the guidelines for how research should be conducted. |
An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 361-374 |
| Abstrak | : | Research has demonstrated that textbooks exert a considerable influence on students’ learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks. The results indicate that across the entire sample, nearly 15% of tasks incorporated technology, and of those, 21% used it as a reorganizer of students’ mathematical thinking; calculators were the predominant technology utilized. Investigative textbooks were not more likely to incorporate technology than conventional texts, but algebra 2 texts were more likely to include technology than geometry texts. Implications for instruction and teacher preparation are discussed. |
Emmas Negotiation of Number: Implicit Intensive Intervention
| Pengarang | : | Jessica Hunt and Juanita Silva |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 334-360 |
| Abstrak | : | We investigated the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child’s real-time negotiation of number over time: (a) initial “2s” and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child’s participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current “knowing.” The implications regarding a possible proof of concept toward implicit, intensive instruction are shared. |
Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone
| Pengarang | : | Douglas H. Clements, Julie Sarama, Carolyn Layzer, Fatih Unlu, and Lily Fesler |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 301-333 |
| Abstrak | : | Early education is replete with debates about “academic” versus “play” approaches. We evaluated 2 interventions, the Building Blocks (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster randomized trial with more than 1,000 children in 84 preschool classrooms across three districts (multiracial or multiethnic, low income, 27% English Language Learner). Impact estimates for BBSEF were mixed in sign, small in magnitude, and insignificant. Most impact estimates for BB were positive, but only a few were statistically significant, with more in the kindergarten year (delayed effects), including both mathematics achievement and executive function (EF) competencies. Gains in both mathematics and EF can be mutually supportive and thus resist the fade-out effect. |
Point Estimates of Test Sensitivity and Specificity from Sample Means and Variances
| Pengarang | : | Richard G. Spencer |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 71 (No. 1) |
| Halaman | : | 81-87 |
| Abstrak | : | In a wide variety of biomedical and clinical research studies, sample statistics from diagnostic marker measurements are presented as a means of distinguishing between two populations, such as with and without disease. Intuitively, a larger difference between the mean values of a marker for the two populations, and a smaller spread of values within each population, should lead to more reliable classification rules based on this marker. We formalize this intuitive notion by deriving practical, new, closed-form expressions for the sensitivity and specificity of three different discriminant tests defined in terms of the sample means and standard deviations of diagnostic marker measurements. The three discriminant tests evaluated are based, respectively, on the Euclidean distance and the Mahalanobis distance between means, and a likelihood ratio analysis. Expressions for the effects of measurement error are also presented. Our final expressions assume that the diagnostic markers follow independent normal distributions for the two populations, although it will be clear that other known distributions may be similarly analyzed. We then discuss applications drawn from the medical literature, although the formalism is clearly not restricted to that application. |
The Current Landscape of Teaching Analytics to Business Students at Institutions of Higher Education: Who is Teaching What?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 71 (No. 2) |
| Halaman | : | 155-161 |
| Abstrak | : | Business analytics continues to become increasingly important in business and therefore in business education. We surveyed faculty who teach statistics or whose institutions offer statistics to business students and conducted web searches of business analytics and data science programs that are offered by these faculties associated with schools of business. The intent of the survey and web searches was to gain insight on the current landscape of business analytics and how it may work synergistically with data science at institutions of higher education, as well as inform the role that statistics education plays in the era of big data. The study presents an analysis of subject areas (Statistics, Operations Research, Management Information Systems, Data Analytics, and Soft Skills) covered in courses offered by institutions with undergraduate degrees in business analytics or data science influencing statistics taught to business students. Given the notable contribution of statistics to the study of business analytics and data science and the importance of knowledge and skills acquired in statistics-based courses not only for students pursuing a major or minor in the discipline, but also for all business majors entering the current data-centric business environment, we present findings about who is teaching what in business statistics education. |