ZDM-Mathematics EducationZDM-数学教育
ZDM-Mathematics Education(英文缩写 ZDM-MATH EDUC),ISSN 1863-9690,eISSN 1863-9704,中文译名:ZDM-数学教育 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 2.481 | Q2 |
| 2022 | 3.000 | Q2 |
| 2023 | 2.000 | Q2 |
| 2024 | 2.400 | Q1 |
| 2025 | 3.800 | Q1 |
ZDM-Mathematics Education 最新收录文献
-
1. Developing Pre-Service Teachers' Capacity for Lesson Planning with the Support of Curriculum Resources.
PMID:日期:2025-05-08This study investigates how pre-service mathematics teachers (PMTs) develop the capacity to plan mathematics lessons regarding reasoning and proving (R&P) at a time of curriculum change in Norway. Lesson planning poses challenges for both pre-service and experienced mathematics teachers. In this EU-funded intervention study, PMTs were led through iterative cycles of learning about different approaches to R&P; designing and refining R&P tasks from reform-oriented textbooks and other resources; developing lesson plans; implementing lessons in the classroom; reflecting on and revising their plans; engaging in peer discussions. The goal was to develop Grade 8 lesson plans that supported pupil reasoning. Using a case study approach, data were collected through multiple methods, including pre- and post-intervention interviews with PMTs; reflective texts; lesson plan iterations (several versions throughout the intervention); and observation field notes. Results from the Norwegian data showed that providing PMTs with commonly used reform-oriented textbooks or teacher guides is insufficient. Instead, PMTs require additional support in two key areas: (a) Understanding different types of R&P across various mathematical domains and tasks, and (b) Developing comprehensive lesson plans that address all key components, such as learning objectives, activities, assessment, pupil thinking and misconceptions, and the teacher's role. By framing curriculum design as part of teachers' lifelong professional learning, this study contributes to ongoing research on how PMTs develop curricular expertise with the support of curriculum resources.
-
2. Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students' assessments of the quality of their own learning and understanding?
PMID:日期:2024-03-20Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students' assessments of their own learning and understanding, and how students' perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students, obtained as part of the so-called "Pythagoras study" in the school year 2002/2003. The teachers were instructed to introduce the Pythagorean theorem in three lessons, which were videotaped. Using the videos, the experts assessed the instruction quality with respect to the goal of promoting a deep understanding of the theorem. The students completed the questionnaires assessing their understanding of the content, their learning process, and the general comprehension orientation of the teacher. The results showed significant and moderate correlations on the class level between expert-rated subject-specific teaching quality and students' perceptions of their own learning and understanding, as well as of the teacher's general comprehension orientation. Multilevel models revealed that subject-specific expert ratings are reflected in individual students' perceptions of their own learning and understanding. Student perceptions were also associated with achievement gains. The results suggest that the assessment of quality by students and experts is more closely linked if a distinction is made between the quality of the learning opportunities offered and their use and if subject-specific criteria are used instead of generic criteria. This study contributes to a more nuanced understanding of the validity of student perspective in assessing instructional quality. The online version contains supplementary material available at 10.1007/s11858-024-01561-3.
-
3. Equity in mathematics education.
PMID:日期:2023-06-15This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017-2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South.
-
4. Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator.
PMID:日期:2023-06-07We report on a group theory activity in which learners explored dihedral symmetries through a tangible geometric model. This approach has historical roots in the work of Felix Klein's Erlangen Program and his . We situate our study with respect to this history as well as current educational research in spatial visual reasoning, abstract algebra, and teacher knowledge. Our findings highlight opportunities that tangible geometric models can provide for fostering structural and interconnected understanding characteristic of teachers' .
-
5. Conceptualizing teachers' interactions with resources in crossing languages and cultures.
PMID:日期:2023-05-05This paper introduces this special issue aiming to deepen and extend research on mathematics teachers' work, from a resource perspective, by taking language and culture into account, and exploring two questions: How are teachers' interactions with resources interpreted and modeled across contexts? And, What challenges and insights emerge through recent efforts to engage these models in cross-cultural (and linguistic) research? The fields of resources, language and culture in mathematics education are each extensive, and we do not attempt to survey comprehensively across them. We have chosen instead to propose three approaches on resources in mathematics teachers' work that developed somewhat contemporaneously from three different countries with differing linguistic, curricular, and social contexts, corresponding to the work of the three guest editors. The models developed through these approaches are driven by the educational, and so cultural and material conditions of the time and the location of each author, and allow us to propose preliminary answers to our two guiding questions. We then move to pull the threads from these models together, and discuss the contributions to this Special Issue. This results in more robust and nuanced responses to our questions, and in identifying two themes that emerge from research that sit at the convergence of studies of teachers' interactions with resources, languages, and cultures: an invisibility-visibility dialectic and a local-global tension. Finally, this study leads us to consider a new region of mathematics education research.
-
6. Empirical research on teacher competence in mathematics lesson planning: recent developments.
PMID:日期:2023-04-27Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.
-
7. Ways of thinking in STEM-based problem solving.
PMID:日期:2023-03-03This article proposes an interconnected framework, , which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry, systems thinking, and design-based thinking, which collectively contribute to adaptive and innovative thinking. It is argued that the pinnacle of this framework is learning innovation, involving the generation of powerful disciplinary knowledge and thinking processes that can be applied to subsequent problem challenges. Consideration is first given to STEM-based problem solving with a focus on mathematics. Mathematical and STEM-based problems are viewed here as goal-directed, multifaceted experiences that (1) demand core, facilitative ways of thinking, (2) require the development of productive and adaptive ways to navigate complexity, (3) enable multiple approaches and practices, (4) recruit interdisciplinary solution processes, and (5) facilitate the growth of learning innovation. The nature, role, and contributions of each way of thinking in STEM-based problem solving and learning are then explored, with their interactions highlighted. Examples from classroom-based research are presented, together with teaching implications.
-
8. Exponential behaviour and variational practices in Chilean newscasts: a socioepistemological view.
PMID:日期:2023-01-30The research on which we report in this paper was framed within the socioepistemological theory and dealt with the fundamental role of variational practices in the understanding of COVID-19 pandemic graphs. Given the proliferation of mathematical graphs related to the pandemic in the media, we proposed to analyse the variational practices in use in the interpretation of graphs of exponential behaviour that a Chilean newscast of high rating used to inform the population about the pandemic in Chile. For this purpose, a thematic analysis intertwined with documentary analysis techniques was carried out, in order to describe the types of graphs shown in the newscast, and a variational reference system was studied to analyse the use of variational practices. To obtain our results, the types of graphs most frequently shown in the newscast at the beginning of the pandemic were identified and the use of the variational practices of and in such graphs was analysed. In conclusion, the need is discussed for the conceptual evolution of the exponential function to be accompanied by a pragmatic evolution in school that favours the use and development of variational practices in the student body.
-
9. Emotions and motivation in mathematics education: Where we are today and where we need to go.
PMID:日期:2023-01-18Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students' emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on "Emotions and Motivation in Mathematics Education and Educational Psychology." Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.
-
10. Will we ever teach mathematics again in the way we used to before the pandemic?
PMID:日期:2023-01-13After about two years of emergency remote teaching during the pandemic, the teaching of mathematics is slowly returning to (what used to be called) . However, after the period of mostly teaching online, there is uncertainty about the extent to which we will return to the way we were teaching before. In this survey paper we attempt to give some background to the impact that emergency remote teaching may have had on teaching mathematics. We examine the possible social implications and then focus on the changing mathematics classroom, focusing on the actual mathematics curriculum, learning design and assessment, the role of collaborative activities and social media, educational videos, and the role of family and parents in future. There are indicators from the literature that educators may not return to the traditional way of teaching entirely, especially in secondary and higher education. We conclude with describing some possible new research areas that have developed through emergency remote teaching, including online education for younger learners, local learning ecosystems, the role of family and parents, instructional design, and the mathematics content of curricula.