Mathematical modelling of exponential growth as a rich learning environment for mathematics classrooms [0.03%]
指数增长的数学建模作为数学课堂丰富学习环境的一种方法
Hans-Stefan Siller,Hans-Jürgen Elschenbroich,Gilbert Greefrath et al.
Hans-Stefan Siller et al.
Mathematical concepts are regularly used in media reports concerning the Covid-19 pandemic. These include growth models, which attempt to explain or predict the effectiveness of interventions and developments, as well as the reproductive fa...
Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown-the student perspective [0.03%]
新冠疫情封锁期间 Flemish、德国和荷兰的远程数学教育-学生视角
Daniel Thurm,Ellen Vandervieren,Filip Moons et al.
Daniel Thurm et al.
In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did th...
The impact of COVID-19 on the format and nature of academic conferences in mathematics education [0.03%]
COVID-19对数学教育学术会议的形式和性质的影响
Johann Engelbrecht,Oh Nam Kwon,Marcelo C Borba et al.
Johann Engelbrecht et al.
The global COVID-19 pandemic has provided an opportunity to re-examine the possibility of organising virtual conferences in mathematics education, in which the social needs of participants can also be addressed. In this study we investigate...
Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19 [0.03%]
南非教师实施的策略确保在COVID-19期间数学教育的连续性
Pamela Vale,Mellony Graven
Pamela Vale
The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at hom...
Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media [0.03%]
疫情下的未来教学技术作用：活动、主动性以及以人为主的媒体环境
Jhony Alexander Villa-Ochoa,Juan Fernando Molina-Toro,Marcelo C Borba
Jhony Alexander Villa-Ochoa
Research literature on the role of mathematics teachers during the COVID-19 crisis shows that teacher preparation for emergency situations is required. In reporting on this exploratory study, we present and analyse lesson plans created by s...
Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers [0.03%]
利用具身理论从疫情前到疫情后的教学演变——以南非数学教师为例
Ronel Callaghan,Jody Joubert,Johann Engelbrecht
Ronel Callaghan
The Covid-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. During this time, a group of teachers wer...
Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics [0.03%]
与“他者”进行批判性对话中的学习——准教师与数学历史对话
Luis Radford,George Santi
Luis Radford
In this paper, drawing on the philosophy of dialectical materialism, we present an elaboration of two concepts that tend to remain backstage in debates in the field of history in mathematics education, namely, the concept of mathematics lea...
Perspectives on mathematics competitions and their relationship with mathematics education [0.03%]
从数学竞赛与数学教育关系谈起
María Falk de Losada,Peter James Taylor
María Falk de Losada
The nature of the area of mathematical competitions as a design science is considered, historical roots of mathematical problem-solving competitions are traced, the complementary aspects of mathematics as theory building and as problem solv...
Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a Crisis [0.03%]
后疫情时代数学教师教育的未来：危机面前的教学适应性和责任感
Bill Atweh,Berinderjeet Kaur,Gladys Nivera et al.
Bill Atweh et al.
COVID-19 has caused unprecedented disruption to mathematics teacher education worldwide. This paper is anchored in our learnings from the experiences of teacher educators at four major universities from the Association of Southeast Asian Na...
Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign [0.03%]
替代品是一样的吗？从不同的等号关系观念为中心的教学中学习
Andrea Marquardt Donovan,Ana Stephens,Burcu Alapala et al.
Andrea Marquardt Donovan et al.
Understanding of the equal sign is associated with early algebraic competence in the elementary grades and equation-solving success in middle school. Thus, it is important to find ways to build foundational understanding of the equal sign a...