Journal of Mathematics Education at Teachers College
https://journals.library.columbia.edu/index.php/jmetc
The JMETC is intended to provide dissemination opportunities for writers of practice-based or research contributions to the general field of Mathematics Education.Columbia University Librariesen-USJournal of Mathematics Education at Teachers College2156-1400JMETC S24 Notes Preface
https://journals.library.columbia.edu/index.php/jmetc/article/view/12841
<p>Notes Preface</p>James GiffEmma LaPlace
Copyright (c) 2024 James Giff
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2024-06-252024-06-25151313110.52214/jmetc.v15i1.12841Manipulatives in a Mathematics Classroom: The Case of Frankards
https://journals.library.columbia.edu/index.php/jmetc/article/view/10699
<p>There are variety of ways on how to teach mathematics effectively. One of these effective strategies is the use of manipulatives in discussing abstract concepts of mathematics. In this short report, a discussion on the use of a manipulative in a mathematics classroom shall be presented and discussed through illustrative examples. Additionally, feedback from teachers and students about their perceptions and experiences with the manipulatives will also be presented. In general, this short report aims to provide a hands-on experience of teachers and students with manipulatives and how to use it effectively.</p>Frankie FranCatherine Vistro-Yu
Copyright (c) 2024 Frankie Fran, Catherine Vistro-Yu
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2024-06-252024-06-25151333610.52214/jmetc.v15i1.10699A Problem-based Curriculum to Conceptually Develop the Multiplication Principle for Counting
https://journals.library.columbia.edu/index.php/jmetc/article/view/11949
<p>Counting exercises are difficult (e.g., Batanero et al., 1997; Hadar & Hadass, 1981). As a case in point, although multiplication is a relatively simple concept, students often use multiplication incorrectly on counting problems (Batanero et al., 1997). To address this issue, this paper develops a problem-based curriculum to help students learn about the multiplication principle (MP) for counting. In this paper, we outline the important mathematical issues and nuances associated with the MP in our proposed exercise set, and discuss how mathematics educators could implement this sequence of exercises to develop students’ conceptual understanding of the MP. We conclude by discussing how our exercise set aligns with a broader theory of learning – variation theory.</p>Lioubov PogorelovaStephanie Sheehan-BraineAnthony JohnNicholas Wasserman
Copyright (c) 2024 Lioubov Pogorelova, Stephanie Sheehan-Braine, Anthony John, Nicholas Wasserman
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2024-06-252024-06-25151374310.52214/jmetc.v15i1.11949JMETC S24 Preface
https://journals.library.columbia.edu/index.php/jmetc/article/view/12838
James GiffEmma LaPlace
Copyright (c) 2024 James Giff
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2024-06-252024-06-25151iiii10.52214/jmetc.v15i1.12838Acknowledgements
https://journals.library.columbia.edu/index.php/jmetc/article/view/12839
Journal Editor
Copyright (c) 2024 Emma LaPlace
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2024-06-252024-06-25151444610.52214/jmetc.v15i1.12839Effect of Mathematical Games on Senior Secondary School Students’ Achievement in Mathematics According to Gender
https://journals.library.columbia.edu/index.php/jmetc/article/view/12474
<p>Playing mathematical games helps many senior secondary school students—especially girls—acquire basic mathematical skills, but it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects secondary school students' performance. The design of the study was quasi-experimental. Purposively, a sample of fifty senior secondary school students from the Federal Capital Territory (FCT) of Nigeria's Abuja Council Area was chosen. Using a coin toss, the researcher randomly allocated intact classes to the experimental and control groups. An algebraic achievement test administered before and after the treatment determined the students' achievement level. T-tests, means, and standard deviation were used to analyze the data. According to the study, among students who played mathematics games, female students had a higher mean score than male students. The findings imply that mathematical games enhance mathematics teaching and learning and should thus be encouraged and used by teachers to introduce concepts in mathematics to students at different levels, irrespective of their gender.</p>Olajumoke SalamiErica Dorethea Spangenberg
Copyright (c) 2024 OLAJUMOKE SALAMI, Erica Dorethea Spangenberg
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2024-06-252024-06-2515111210.52214/jmetc.v15i1.12474Considering Opportunities for Mathematical Magic
https://journals.library.columbia.edu/index.php/jmetc/article/view/12284
<p>Mathematical <em>magic</em>, or experiences of beauty and creativity for K-12 mathematics students, can contribute to deepened content understanding. However, creating opportunities for mathematical <em>magic. </em>in mathematics classrooms has been a challenge for classroom practitioners. To support development of these experiences in classrooms, we deployed a bi-directional support program between a college-level mathematician and an early-career secondary teacher. Based on data collected from this project, we have identified four principles that will promote mathematical <em>magic. </em>We conclude that mathematicians and early career teachers can work together to a) leverage understandings of the nature of mathematics, b) apply meta-mathematical reasoning, c) share knowledge of content and students across contexts, and d) recognize students’ mathematical development to design learning experiences for mathematical <em>magic.</em></p>Miriam GatesLillie Albrt
Copyright (c) 2024 Miriam Gates, Dr. Albert
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2024-06-252024-06-25151132210.52214/jmetc.v15i1.12284Three Ghanaian pre-service teachers’ conceptions of assessment literacy
https://journals.library.columbia.edu/index.php/jmetc/article/view/10612
<p>Assessment literacy is the knowledge and skills one needs to develop and practice in order to investigate what students know and can do, interpret the results of assessment, and use such results to decide how to improve learning effectively. This study explored pre-service teachers’ assessment literacy and the implications thereof for the teaching and learning of mathematics. Three second year pre-service teachers enrolled for Diploma in education consented to participate in the study. Data were generated through semi-structured interviews and analysed using thematic analysis. Findings revealed while pre-service teachers’ conceive assessment as an ongoing process aimed at gathering information about students’ learning their conception is more grounded on assessment being summative. While the study only focused on pre-service teachers’ conception, we recommend that pre-service teachers’ classroom assessment practice should be investigated, to ascertain how their knowledge of assessment informs their classroom practices.</p>Justice EnuZanele Ngcobo
Copyright (c) 2024 Justice Enu, Zanele Ngcobo
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2024-06-252024-06-25151233010.52214/jmetc.v15i1.10612JMETC S24 Back Cover
https://journals.library.columbia.edu/index.php/jmetc/article/view/12843
Journal Editor
Copyright (c) 2024 James Giff
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2024-06-252024-06-2515110.52214/jmetc.v15i1.12843JMETC S24 Front Cover
https://journals.library.columbia.edu/index.php/jmetc/article/view/12842
Journal Editor
Copyright (c) 2024 James Giff
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2024-06-252024-06-2515110.52214/jmetc.v15i1.12842