Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation

This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5–10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students’ work with a reasoning-and-proving task. Their reports included an identification of the levels the students’ written argumentation reached, based on Balacheff’s taxonomy of proofs. The course assignment’s instructions were expanded for the 2019-cohort. Comparing in-service teachers’ proof level identifications to the researchers’ by statistical analyses, indicated an improvement of the general quality from 2018 to 2019. A higher consensus in 2019 included identifying generic arguments and an understanding that there might be examples falling outside of the taxonomy levels. Qualitative content analysis of the two cohorts’ justifications of their identifications revealed an improved understanding of what is considered generic argumentation. The results encourage and contribute to further developments of the concept.publishedVersio

Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison

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Self-efficacy and approaches to learning mathematics among engineering students : empirical evidence for potential causal relations

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Calculus Self-Efficacy Inventory : Its Development and Relationship with Approaches to Learning

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Erratum to:On the moments of Cochran's Q statistic under the null hypothesis, with application to the meta-analysis of risk difference (Res Syn Meth., (2011), 2, (254-270), 10.1002/jrsm.54)

This article was published in Volume 2, Issue 4, December 2011 of Research Synthesis Methods (Kulinskaya et al.1). Supporting information files were added. The online version of this article has been corrected

Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison

publishedVersio

Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation

This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5–10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students’ work with a reasoning-and-proving task. Their reports included an identification of the levels the students’ written argumentation reached, based on Balacheff’s taxonomy of proofs. The course assignment’s instructions were expanded for the 2019-cohort. Comparing in-service teachers’ proof level identifications to the researchers’ by statistical analyses, indicated an improvement of the general quality from 2018 to 2019. A higher consensus in 2019 included identifying generic arguments and an understanding that there might be examples falling outside of the taxonomy levels. Qualitative content analysis of the two cohorts’ justifications of their identifications revealed an improved understanding of what is considered generic argumentation. The results encourage and contribute to further developments of the concept