【直播】第九届杏坛ME会：京师数学教育研讨会
会议名称：
第九届杏坛ME会：京师数学教育研讨会
会议时间：
2022年12月3-4日
主办单位：
北京师范大学数学科学学院
直播通道
蔻享学术直播间 |
会议内容
结合具体研究实例，讨论SSCI高水平学术论文的选题、研究设计、数据分析与结果汇报、研究结论与启示的写作等内容。
会议日程
12月3日上午8:30-10:10
主持：刘晓婷 北京教育学院
8:30-8:40
报告人：曹一鸣（北京师范大学数学科学学院、北京师范大学国际数学教育研究中心）
内容：会议开幕致辞
8:40-9:25
报告人：赵京波（海南师范大学）
内容：Analysis on the linguistic features of conflict discourse in mathematical cooperation problem solving in China
9:25-10:10
报告人：武小鹏（东北师范大学）
内容：Cognitive model construction and Assessment of Data Analysis Ability Based on CDA
12月3日上午10:30-12:00
主持：陈鹏举 北京教育学院
10:30-11:15
报告人：徐筱雨（广州商学院）
内容：A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education
11:15-12:00
报告人：董连春（中央民族大学）
内容：Cultural differences in mindset beliefs regarding mathematics learning
12月3日下午14:00-15:30
主持：王重洋 北京师范大学
14:00-14:45
报告人：宋爽（首都师范大学）
内容：The Intelligence Quotient-math achievement link: evidence from behavioral and biological research
14:45-15:30
报告人：李欣莲（西南大学）
内容：Integrating problem posing into the mathematics classroom: current advances and future directions of research
12月3日下午15:50-17:20
主持：冯启磊 北京教育学院
15:50-16:35
报告人：赵文君（四川师范大学）
内容：What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms
16:35-17:20
交流与讨论（每人约5分钟）
12月4日上午8:30-10:00
主持：吴立宝 天津师范大学
8:30-9:15
报告人：王丽美（西南大学）
内容：Organizational support and job crafting with the new math teachers’ well-being: The mediating effect of basic psychological needs
9:15-10:00
报告人：蒋培杰（湖南师范大学）
内容：Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China
12月4日上午10:20-11:50
主持：王祎 北京师范大学
10:20-11:05
报告人：王立东（北京师范大学）
内容：课外学习效能评估系列研究
11:05-11:50
交流与讨论（每人约5分钟）
12月4日下午14:00-15:30
主持：何雅涵 首都师范大学
14:00-14:45
报告人：康玥媛（天津师范大学）
内容：An evidence-based study on the current status of Chinese secondary school mathematics teachers’ autonomous learning capacity across demographic and contextual factors
14:45-15:30
报告人：张舒（北京师范大学）
内容：Classroom interaction in mathematics: learning of mathematics and learning to participate
12月4日下午15:50-16:45
主持：董连春 中央民族大学
15:50-16:35
交流与讨论（每人约5分钟）
16:35-16:45
报告人：曹一鸣（北京师范大学数学科学学院、北京师范大学国际数学教育研究中心）
内容：会议闭幕致辞
摘要集
Analysis on the linguistic features of conflict discourse in mathematical cooperation problem solving in China
作者
Jingbo Zhao*, Tingting Song, Xiaoying Song and Yuanmeng Bai
论文摘要
Classroom teaching is a kind of social activity system. Thus, as a form of classroom learning, collaborative problem solving has a strong social attribute. It is extremely common to choose the conflict discourse in the context of cooperation. The verbal characteristics of the conflicting discourse level in cooperative mathematics problem solving directly affects the cooperative learning between students and the classroom teaching of teachers. This article focuses on the overall linguistic characteristics of conflict discourse in solving cooperative problems and the discourse style and language characteristics of the three stages of conflict discourse. The main research conclusions are as follows: (1) The classification of language features of conflict discourse includes extreme summaries, negation, discourse markers, and so on. Among them, the frequency of Indexical 2nd-person pronouns is the highest. (2) The language expressions at the “initial stage of conflict” include Explanatory statement Negative response, instruct refuse and Seditious inquiry Confrontational answer. The language shows the characteristics of using emphatic words or phrases, negative words, imperative sentences and so on. Meanwhile, rebuttal questions, direct responses, explanations, and negative avoidance are the main forms language expressions at the “conflict stage.” It also exhibits the verbal characteristics of rhetorical questions, negative comments, and direct negation. Lastly, topic-shifting, compromise, third-party intervention, and one-sided wins are the linguistic expressions at the “end of conflict.” The language features are the appearance of tone relaxation and language easing, and the conflict ending utterances reflect cooperation.
Cognitive model construction and Assessment of Data Analysis Ability Based on CDA
作者
Xiaopeng Wu, Yi Zhang and Xiuxiu Tang
论文摘要
This study used cognitive diagnostic assessment (CDA) as the basic theory framework. First, five experts were recruited to construct the cognitive model of data analysis ability for junior high school students, which was used to build the ideal assessment model. Q-matrix was then constructed based on the ideal assessment model. Second, the assessment tool was designed based on the Q-matrix and its reliability was evaluated. Last, the data of 503 Chinese 9-th grade students were analyzed and the results suggested that the probability of mastering the attributed of interpretation and inference of data is relatively low, only 60% or so; the probabilities of the rest of attributes were evenly distributed with about 70%. According to the results, we explored the learning path and learning progression of students’ data analysis abilities, and three students with the same total score was analyzed and the personalized diagnosis information was obtained.
A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education
作者
Xiaoyu Xu, Qiaoping Zhang, and Jin Sun
论文摘要
Embracing a growth mindset is essential to students’ academic improvement. This paper aims to better understand existing literature on the role and effects of the growth mindset in mathematics teaching and learning. It provides an updated perspective on the research regarding the growth mindset in mathematics education. The dataset comprises 85 journal articles published from 2012 to 2022 retrieved from the Web of Science (WOS) and Scopus databases. The current study applies a methodology based on bibliometric analysis techniques. The analysis reveals and corroborates several patterns in the research trends, journals, countries, and authors that have significant impacts on the research field. The findings show that the USA, the UK, and Norway are the most productive countries in publishing research on the topic. Moreover, the results of the thematic analysis indicate that the topics discussed among most of the articles in the dataset include engagement, implementation, persistence, children, fluid intelligence, and skills. The longitudinal trends in research themes based on study keywords illustrate an evolution in the research from the concept of mindsets to implicit theories with the growth mindset alongside academic achievement. Lastly, this study also provides an overview of the conceptual structure underlying studies on the growth mindset, which offers valuable insights into potential research topics for academics and practitioners seeking to explore the growth mindset in the future.
Cultural differences in mindset beliefs regarding mathematics learning
作者
Lianchun Dong and Yueyuan Kang
论文摘要
Students typically have varying beliefs regarding the changeability of their own abilities in mathematics learning. A growth mindset is the belief that mathematics abilities can be developed, whereas a fixed mindset is the belief that mathematics abilities are unchangeable. Recent studies have highlighted that mindset beliefs regarding mathematics learning vary across cultures. This review summarizes cultural variations in students’ self-reported mindset beliefs, and how culture influences the roles of mindset beliefs in mathematics-learning outcomes, the development of mindset beliefs, and the effects of mindset interventions. Finally, we propose that future research should consider culture-specific factors in the development and measurement of students’ growth mindsets.
The Intelligence Quotient-math achievement link: evidence from behavioral and biological research
作者
Shuang Song, Mengmeng Su
论文摘要
Because of mathematics’ fundamental role in STEM-related achievements and occupations, the relationship between cognitive ability and mathematics attainment has attracted considerable attention. The present short paper draws on the latest literature on the relationship between mathematical performance and Intelligence Quotient (IQ). We also review recent genetics and neuroimaging findings to discuss the potential mechanisms underlying the link. Current data from behavioral studies provide solid evidence that IQ has shown its importance in mathematics learning. More research combining genetics and brain imaging is still expected to explore a potential ‘gene–brain–cognition–educational achievement’ pathway. Biological-level studies involving mathematics tutoring or reasoning training will guide educators to combine science with the art of teaching.
Integrating problem posing into the mathematics classroom: current advances and future directions of research
作者
Xinlian Li, Xiaojian Sun, Jinfa Cai
论文摘要
Providing students opportunities to engage in problem posing activities is advocated in the mathematics curriculum standards of many countries — for instance, China and the United States. This paper synthesizes research from the last two years that addresses how to integrate problem posing into the classroom so that students can gain more problem posing learning opportunities. We summarize current ideas about this topic from three closely related factors: textbooks and teaching materials, teachers, and students. We then propose future directions for research about integrating problem posing into the classroom based on these research findings. This review contributes to realizing the educational goals of effectively integrating problem posing into the classroom, promoting the development of problem posing tasks in textbooks and teaching materials, and expanding strategies to teach mathematics through problem posing.
What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms
作者
Wenjun Zhao, Jing Ma and Yiming Cao
论文摘要
Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a significantly lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog.
Organizational support and job crafting with the new math teachers’ well-being: The mediating effect of basic psychological needs
作者
Limei Wang, Fuqiang Peng and Naiqing Song
论文摘要
Enhancement of the teacher well-being level has grown into a general, pressing problem to be solved in the domain of education worldwide. Based on the theoretical perspective of the multi-level dynamically formed mechanical model of occupational well-being, this study initially constructed a mechanism model with the occupational well-being role of organizational support, job crafting, and the occupational well-being of new math teachers at primary and junior high schools, and conducted empirical research using structural equation modeling. The study found out that organizational support, job crafting and basic psychological needs have prominent and positive effects on the occupational well-being of the new math teachers in primary up to junior high schools. It also argues that basic psychological needs may mediate the correlation between organizational support, job crafting, and the occupational well-being of the new math teachers. To sum up, the study findings reveal the mechanisms of the role in organizational support and job crafting on the occupational well-being of new primary up to junior high school math teachers. Also, the findings may be conducive to extending the research on the factors that influence the teacher well-being, notably fostering the study on that in the math teachers in the primary up to junior high schools of China.
Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China
作者
Peijie Jiang, Yong Zhang, Yanyun Jiang and Bin Xiong
论文摘要
Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers.
An evidence-based study on the current status of Chinese secondary school mathematics teachers’ autonomous learning capacity across demographic and contextual factors
作者
Guangming Wang, Yueyuan Kang, Fengxian Li, Yiming Zhen, Xia Chen and Huixuan Huang
论文摘要
Autonomous learning capacity is a key competency that supports teachers’ professional development. In this study, a stratified sampling method was used to recruit 396 junior and senior high school mathematics teachers in T city, one of the provincial city in China. A questionnaire with high reliability and validity developed prior to the study by the researchers was employed to measure their autonomous learning capacity and differences across groups. Twelve teachers were then selected for interviews. The results showed satisfactory overall performance. By subdimension, teachers’ performance was the best in the development of study plans, followed by evaluation of learning outcomes, while they needed improvement in learning habit formation and proficiency in using learning methods. Furthermore, the analysis of differences across groups indicated that for autonomous learning capacity, female teachers were significantly better than their male peers; junior high school teachers were better compared to those in senior high school; teachers aged 41–50 underperformed those aged 51 and above; teachers who work in rural areas and townships did not perform worse than urban teachers; and those with doctoral degrees did not demonstrate considerable advantage over others. There were no significant differences in the overall autonomous learning capacity across years of teaching and job title groups. However, in the subdimensions, those with 21–30 years of teaching experience had lower proficiency in using learning methods and evaluation of learning outcomes, and teachers with senior titles did not demonstrate expected advantages in learning habit formation.
Classroom interaction in mathematics: learning of mathematics and learning to participate
作者
Shu Zhang, Yiming Cao
论文摘要
Over the last few decades, classroom interaction has become a main focus of educational studies. This paper reviews recent classroom interaction studies specifically for mathematics education, which provide multiple perspectives. Three lines of research are reviewed in this paper based on the study aims: studies examining how classroom interaction influences mathematics learning, studies contributing to understanding the relationship between classroom interaction and other social factors of learners, and studies done from perspectives that reveal cultural differences in classroom interactions. This review takes a top‐downtop–down perspective, starting with general aims and recent topics of empirical studies about a number of areas of mathematics rather than a specific one. This review connects classroom interaction with its function and outcomes in the teaching and learning of mathematics, providing implications for future investigations of classroom interaction.
课外学习效能评估
作者
王立东
论文摘要
在中国学习者悖论的争议下，作业与补习是我国数学教育实践中的两个核心主题。本报告主要讨论两个问题：第一、参加数学课外补习是否能够提升学生的数学学业成就？第二、大量的数学家庭作业是否能够提升学生的数学学业成就？针对两个问题，对相关ssci期刊研究进行综述。该领域未来的研究方向包括：补习教师，补习课程与教学，作业质量，统计方法的延拓等。
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