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Published By Springer-Verlag

1863-9704, 1863-9690

ZDM ◽  
2022 ◽  
Author(s):  
Markku S. Hannula ◽  
Eeva Haataja ◽  
Erika Löfström ◽  
Enrique Garcia Moreno-Esteva ◽  
Jessica F. A. Salminen-Saari ◽  
...  

AbstractIn this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants’ security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants’ visual attention in detail and its role in learning. Both settings could provide tools for teachers’ professional development by showing them aspects of classroom interactions that would otherwise remain hidden.


ZDM ◽  
2021 ◽  
Author(s):  
Chronis Kynigos ◽  
Dimitris Diamantidis
Keyword(s):  

ZDM ◽  
2021 ◽  
Author(s):  
Xiaoli Lu ◽  
Gabriele Kaiser

AbstractCreativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students’ ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing.


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