BSHM Bulletin

February 18, 2009 / Reidar Mosvold / Leave a comment

Journal of the British Society for the History of Mathematics has published issue 1 of 2009. The issue contains several articles that might be of interest, if you are interested in the history of mathematics. Here is a list of the feature articles in this issue of the BSHM Bulletin:

The hunt for the lost cities of Ptolemy, by Daniel Mintz
A puzzle rhyme from 1782, by Kristin Bjarnadottir
International mathematical journals published in Poland between the Wars, by Malgorzata Przenioslo
The contribution of M H A Newman and his mathematicians to the creation of the Manchester ‘Baby’, by David Anderson

Free journal article

February 18, 2009 / Reidar Mosvold / Leave a comment

Springer has decided to make several articles in Early Childhood Education Journal available for free (till March 31, 2009). One of these articles is a very interesting article about mathematics education: Educating the Young Mathematician: The Twentieth Century and Beyond, by Olivia N. Saracho and Bernard Spodek. Here is the abstract of this article:

Educational programs for young children emerged reasonably early in the history of the United States of America. The movements of Child-Centered Education, the Nursery School, the Project Method, Curriculum Reform, and contemporary research have all influenced mathematics in early childhood education. The Froebelian kindergarten and the Montessori Casa die Bambini (Children’s House) included approaches to teaching mathematics. This article reviews the history of mathematics education in relation to the history of early childhood education from the turn of the twentieth century. It also discusses how research in mathematics education attempted to gain its own identity. Throughout history, researchers have identified mathematics issues and addressed them, defining the field, and generating a cadre of mathematics researchers.

Hidden lessons

February 17, 2009 / Reidar Mosvold / Leave a comment

Amy B. Ellis and Paul Grinstead have written an article that was published in The Journal of Mathematical Behavior last week. The article is entitled Hidden lessons: How a focus on slope-like properties of quadratic functions encouraged unexpected generalizations. Here is a copy of their article abstract:

This article presents secondary students’ generalizations about the connections between algebraic and graphical representations of quadratic functions, focusing specifically on the roles of the parameters a, b, and c in the general form of a quadratic function, y = ax² + bx + c. Students’ generalizations about these connections led to a surprising finding: two-thirds of the students interviewed identified the parameter a as the “slope” of the parabola. Analysis of qualitative data from interviews and classroom observations led to the development of three focusing phenomena in the classroom environment that inadvertently supported a focus on slope-like properties of quadratic functions: (a) the use of linear analogies, (b) the rise over run method, and (c) viewing a as dynamic rather than static.

IJMEST, issue 1, 2009

February 17, 2009 / Reidar Mosvold / Leave a comment

Issue 1 of International Journal of Mathematical Education in Science and Technology has been published. The issue contains several articles that I find really interesting! Here is a list of all the articles in this issue:

Original Articles
	Some reasons for change in undergraduate mathematics enrolments 3 – 15 Authors: Derek Holton; Eric Muller; Juha Oikkonen; Oscar Adolfo Sanchez Valenzuela; Ren Zizhao DOI: 10.1080/00207390802597621
	Mathematical sciences in Australia 17 – 26 Authors: Jan Thomas; Michelle Muchatuta; Leigh Wood DOI: 10.1080/00207390802597654
	Recruitment and retention of mathematics students in Canadian universities 27 – 41 Authors: Laura Fenwick-Sehl; Marcella Fioroni; Miroslav Lovric DOI: 10.1080/00207390802568192
	The rise and fall of mathematical enrolments in the French educational system: a case study 43 – 57 Authors: Pierre Arnoux; Daniel Duverney; Derek Holton DOI: 10.1080/00207390802586145
	Status of mathematics teaching and learning in Malaysia 59 – 72 Authors: Hong Kian Sam; Ting Lang Ngiik; Hasbee Hj Usop DOI: 10.1080/00207390802514519
	New numbers in mathematics in South Africa 73 – 86 Authors: Johann Engelbrecht; Ansie Harding DOI: 10.1080/00207390802597738
	Mathematics education in Argentina 87 – 100 Authors: Cristina Varsavsky; Marta Anaya DOI: 10.1080/00207390802514543
	The mathematical needs of secondary teachers: data from three countries 101 – 108 Authors: B. Barton; L. Sheryn DOI: 10.1080/00207390802576807
	Recruitment and retention of students-an integrated and holistic vision of mathematics support 109 – 125 Authors: A. C. Croft; M. C. Harrison; C. L. Robinson DOI: 10.1080/00207390802542395
	Ideas and results in teaching beginning maths students 127 – 138 Author: Juha Oikkonen DOI: 10.1080/00207390802582961
	Systemic integration of evolving technologies in undergraduate mathematics education and its impact on student retention 139 – 155 Authors: Eric Muller; Chantal Buteau; Mihly Klincsik; Ildik Perjsi-Hmori; Csaba Srvri DOI: 10.1080/00207390802551602
	The professional development of graduate mathematics teaching assistants 157 – 172 Authors: Gary Harris; Jason Froman; James Surles DOI: 10.1080/00207390802514493

Four-digit numbers which are squared sums

February 14, 2009 / Reidar Mosvold / Leave a comment

Heather Coughlin and Brian Jue have written an article called Four-digit numbers which are squared sums. The article was recently published online in International Journal of Mathematical Education in Science and Technology. Here is the article abstract:

There is a very natural way to divide a four-digit number into 2 two-digit numbers. Applying an algorithm to this pair of numbers, determine how often the original four-digit number reappears.

Diagrams in problem solving

February 13, 2009 / Reidar Mosvold / Leave a comment

Marilena Pantziara, Athanasios Gagatsis and Iliada Elia have written an article entitled Using diagrams as tools for the solution of non-routine mathematical problems. The article has recently been published online in Educational Studies in Mathematics. Here is the abstract of their article:

The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems. Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’ structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix, which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings and provide suggestions for the efficient use of diagrams in the problem solving situation.

Teachers’ motivation for fractions

February 13, 2009 / Reidar Mosvold / Leave a comment

Kristie Jones Newton has written an article that was published in Journal of Mathematics Teacher Education on Wednesday. The article is entitled Instructional practices related to prospective elementary school teachers’ motivation for fractions. Here is Newton’s article abstract:

This study was undertaken in order to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught. Three levels of teacher data were collected to understand instructional practices. Students’ ratings of the importance and usefulness of fractions (value), self-concept of ability, and anxiety were near the center of the scale at pre-test, with only value in the desired direction. At posttest, value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, reform-oriented practices, such as engaging students in high-level discourse, seemed to be associated with lowered anxiety.

Journal of Curriculum Studies

February 12, 2009 / Reidar Mosvold / Leave a comment

There are lots of scientific journals related to education out there, and not all of them include articles related to mathematics education (at least not in all issues). Journal of Curriculum Studies is a very interesting journal, and it has now released the first issue of 2009. No articles in this issue are directly related to mathematics education, but there are several interesting articles about teaching and education in general. The issue also includes an essay that was written by John Dewey, and first published in 1922! (If you’re interested in more of Dewey’s writings, you should take a look at this link!)

Assessing science students’ attitudes

February 9, 2009 / Reidar Mosvold / Leave a comment

A new article has recently been published in International Journal of Mathematical Education in Science and Technology. The article is entitled Assessing science students’ attitudes to mathematics: A case study on a modelling project with mathematical software, and it is written by L. L. Lim, T. -Y. Tso and F. L. Lin. Here is the abstract of their article:

This article reports the attitudes of students towards mathematics after they had participated in an applied mathematical modelling project that was part of an Applied Mathematics course. The students were majoring in Earth Science at the National Taiwan Normal University. Twenty-six students took part in the project. It was the first time a mathematical modelling project had been incorporated into the Applied Mathematics course for such students at this University. This was also the first time the students experienced applied mathematical modelling and used the mathematical software. The main aim of this modelling project was to assess whether the students’ attitudes toward mathematics changed after participating in the project. We used two questionnaires and interviews to assess the students. The results were encouraging especially the attitude of enjoyment. Hence the approach of the modelling project seems to be an effective method for Earth Science students.

JMTE, February 2009

February 8, 2009 / Reidar Mosvold / Leave a comment

Journal of Mathematics Teacher Education has published their first issue this year. The issue contains some interesting articles:

Article

Bringing enthusiasm into the mathematics classroom

Anne D. Cockburn

PDF (94.6 KB)HTML

1-5

Article

A primary teacher’s mathematics teaching: the development of beliefs and practice in different “supportive” contexts

Despina Potari and Barbara Georgiadou–Kabouridis

PDF (228.1 KB)HTML

7-25

Article

Contextualising the notion of ‘belief enactment’

Jeppe Skott

PDF (268.6 KB)HTML

27-46

Article

A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs

Susan L. Swars, Stephanie Z. Smith, Marvin E. Smith and Lynn C. Hart

PDF (248.0 KB)HTML

47-66

Article

Working for learning: teaching assistants developing mathematics for teaching

Pat Drake

PDF (165.7 KB)HTML

67-82

Reidar Mosvold

Mathematics teacher educator and researcher

journal-articles