Vkljucevanje otrok v matematicne aktivnosti, ki vkljucujejo razlicne reprezentacije: trikotniki, vzorci in stetje

This paper synthesises research from three separate studies, analysing how different representations of a mathematical concept may affect young children’s engagement with mathematical activities. Children between five and seven years old engaged in counting objects, identifying triangles and completing repeating patterns. The implementation of three counting principles were investigated: the one-to-one principle, the stable-order principle and the cardinal principal. Children’s reasoning when identifying triangles was analysed in terms of visual, critical and non-critical attribute reasoning. With regard to repeating patterns, we analyse children’s references to the minimal unit of repeat of the pattern. Results are discussed in terms of three functions of multiple external representations: to complement, to constrain and to construct. (DIPF/Orig.

To be or not to be an inflection point

International audienc

Can x=3 be the solution of an inequality? A study of Italian and Israeli students

This paper describes a study regarding Israeli and Italian students’ solutions to algebraic inequalities. The findings presented here show similarities in students’ correct and incorrect solutions, in both countries. Fischbein’s notions of algorithmic, intuitive and formal knowledge are used co analyze the data. The findings indicate that students generally worked in an algorithmic manner, intuitively drawing analogies to the solutions of related equations. We conclude by suggesting some educational implications

CAN YOU DO IT IN A DIFFERENT WAY?

Let us start with a story about two kindergarten children, Nir and Jonathan, who were engaged in the Create an Equal Number (CEN) task. In this task, a child sat in a quiet corner of the kindergarten with an adult. He was presented with two distinct sets of bottle caps -three bottle caps were placed on one side of the table and five bottle caps were placed on the other (se

Shedding light on preschool teachers’ self-efficacy for teaching patterning

International audienceAs teacher educators, we recognize the importance of considering teachers’ self-efficacy for teaching mathematics. In this study, we investigate preschool teachers’ self-efficacy for teaching repeating patterns, both before and after participating in a professional development program. Findings from questionnaires indicated that self-efficacy related to subject-matter knowledge changed little, while self-efficacy related to pedagogical-content knowledge, increased. Interviews with teachers shed light on these findings

The effects of an intervention on adults' beliefs and self-efficacy for implementing numerical tasks with young children

International audienceThis paper describes a course attended by 30 graduate students in mathematics education, nonpreschool teachers, that aimed to promote participants' knowledge of young children's development of numerical competencies. Prior to the course, participants held high positive beliefs towards children's engagement with numerical activities, but their self-efficacy was low. Findings indicated that mastery experience, mostly by repeatedly analyzing videos, and repeatedly designing tasks, afforded participants a chance to see how they were progressing and increased their self-efficacy

Noticing aspects of example use in the classroom: Analysis of a case

International audienceThis paper investigates promoting knowledge of example use in mathematics education by way of analyzing a case using theoretical tools. Participants were both prospective and practicing teachers attending a university course. An event taken from a tenth grade geometry class was analyzed in terms of example use, and then discussed. Participants related to the type of example given, the timing of the example, agency, what the example was an example of, and the aim of giving the example

Geometrické znalosti a vnímaná vlastní účinnost v geometrii (self-efficacy) mezi zneužívanými a zanedbávanými dětmi z mateřské školy

Cílem studie je zkoumat geometrické znalosti a vnímanou vlastní účinnost v geometrii (self-efficacy) u dětí z mateřské školy, včetně dětí zneužívaných a zanedbávaných. Bylo provedeno 141 individuálních rozhovorů s dětmi ve věku 5-6 let, z nichž bylo 69 diagnostikováno místním sociálním odborem jako zneužívané a zanedbávané. Výsledky ukazují, že obě skupiny dětí mají vysokou míru vnímané vlastní účinnosti spojené s identifikováním geometrických obrazců, ale nebyla zjištěna významná souvislost s jejich znalostmi. Navíc byly mezi oběma skupinami nalezeny signifikantní rozdíly ve znalostech