Submit to Education Sciences Review for Education Sciences Edit a Special Issue

Journal Menu

Journal Browser

► Journal Browser

Special Issue "Models and Tools for Math Education"

Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 6323

Share This Special Issue

Special Issue Editors

Prof. Dr. Pascual D. Diago Nebot

E-Mail Website
Guest Editor

Department of Didactics of Mathematics, University of Valencia, 46022 Valencia, Spain
Interests: problem solving; early mathematics education; educational robotics; ICT and education
Special Issues, Collections and Topics in MDPI journals

Dr. Dionisio F. Yáñez

E-Mail Website
Guest Editor

Department of Didactics of Mathematics, University of Valencia, 46100 Burjassot, Spain
Interests: image compression; applied mathematics; numerical analysis; mathematics education; educational robotics; ICT and education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In their attempt to uncover the complexity of the teaching–learning processes of mathematics, education researchers have been looking for cognitive and instructional models from the first half of the twentieth century. The historical underpinnings of mathematics education research have resulted in different approaches ranging from the scientific disciplines of mathematics to psychology.

This Special Issue is devoted to discussing models and tools to explore mathematical thinking in educational contexts. Thus, empirical research involving innovative tools in all aspects of teaching and learning, theoretical models of mathematics education or instructional approaches based on technology and digital environments for mathematics teaching and learning are welcome. Discussions about models and tools (new or revisited) addressed at mathematics education, including cognitive, emotional, language-related, curriculum, and social dimensions of teaching and learning in educational contexts are also included in the scope of this issue.

Prof. Dr. Pascual D. Diago Nebot
Dr. Dionisio F. Yáñez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

ICT
theoretical review
teaching and learning
mathematics education
mathematics didactics
psychological approaches in mathematics education
digital environments in mathematics education, technological environments in mathematics education
models on mathematics education

Published Papers (7 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

Open AccessArticle

Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course

Adrián Pérez-Suay

Ricardo Ferrís-Castell

Steven Van Vaerenbergh

and

Ana B. Pascual-Venteo

Educ. Sci. 2023, 13(6), 555; https://doi.org/10.3390/educsci13060555 - 28 May 2023

Viewed by 294

Abstract

In recent years, most educational institutions have integrated digital technologies into their teaching–learning processes. Learning Management Systems (LMS) have gained increasing popularity, particularly in higher education, due to their ability to manage teacher–student interactions. These systems store valuable information which describes students’ behaviour throughout a course. These data can be utilised to construct statistical models that represent learner behaviour within an online LMS platform. In this study, we aim to compare different sources of information and, more ambitiously, to provide insights into which source of information is most valuable for inferring student performance. The considered sets of information come from (i) the Moodle LMS; (ii) socio-economic data about students acquired from a survey; and (iii) subject marks achieved throughout the course. To determine the relevance of the incorporated information, we use artificial intelligence (AI) methods, and we report the importance measures of four state-of-the-art methods. Our findings indicate that the selected methodology is suitable for making inferences about student performance while also shedding light on model decisions through explainability. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

An Approach to the Teacher Educator’s Pedagogical Content Knowledge for the Development of Professional Noticing in Pre-Service Teacher Education

Andrés Pérez-Montilla

and

Mónica Arnal-Palacián

Educ. Sci. 2023, 13(6), 544; https://doi.org/10.3390/educsci13060544 - 25 May 2023

Viewed by 290

Abstract

This study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of professional growth for MTEs. To achieve this, a professional task was administered to 38 prospective secondary teachers from two Spanish public universities to explore their level of development in professional noticing. Specifically, the study focused on their skill of attending to children’s strategies in relation to transformations between semiotic representations as well as their awareness of the role of the semiotic register in task design. Drawing from the responses provided for the task, we offer a range of insights regarding expected or desirable Pedagogical Content Knowledge (MTEPCK) aimed at fostering the development of professional noticing, such as several challenges to be overcome by pre-service teachers or the identification of three potential levels of progression in their skill to attend to children’s strategies. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

Javier del Olmo-Muñoz

Andrea Bueno-Baquero

Ramón Cózar-Gutiérrez

and

José Antonio González-Calero

Educ. Sci. 2023, 13(5), 487; https://doi.org/10.3390/educsci13050487 - 11 May 2023

Viewed by 793

Abstract

The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

Dynamic and Multipurpose Teaching Models at the First International Exhibition of Mathematics Teaching Material

Josefa Dólera-Almaida

and

Dolores Carrillo-Gallego

Educ. Sci. 2023, 13(3), 265; https://doi.org/10.3390/educsci13030265 - 02 Mar 2023

Viewed by 761

Abstract

The International Commission for the Study and Improvement of Mathematical Education (1950) was interested in updating and developing teaching resources to address the pedagogical problems of mathematics teaching in the mid-1950s. As a result of this concern, the First International Exhibition of Mathematical Teaching Material was held in Spain in 1957, an event that had great international repercussions. This work is situated in the field of the history of mathematics education, so the research method used is historical. The aim is to study those mathematical didactic models which, due to their dynamic and multipurpose nature, stood out at the Exhibition. The results show that these materials contributed favorably to the teaching of mathematics, as they made it possible to work on a wide variety of topics and provided numerous advantages over traditional material. The use of these models meant that the mathematical notions or ideas generally arose from the action that the child carried out with the material; they also made the student the main protagonist of their learning. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

Introduction to Computational Mathematics Using the Historical Solutions of the “Hundred Fowls” Problem

Miguel Á. García-Moreno

Dionisio F. Yáñez

and

Pascual D. Diago

Educ. Sci. 2023, 13(1), 18; https://doi.org/10.3390/educsci13010018 - 23 Dec 2022

Viewed by 677

Abstract

Through programming tasks, the skills and abilities used to solve mathematical problems are developed and improved. In this article we present a programming teaching trajectory using the solutions presented throughout the history of the “hundred fowls” problem. The proposed itinerary is graduated, meaning [...] Read more.

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

Contextualized Mathematical Problems: Perspective of Teachers about Problem Posing

Gilberto Chavarría-Arroyo

and

Veronica Albanese

Educ. Sci. 2023, 13(1), 6; https://doi.org/10.3390/educsci13010006 - 21 Dec 2022

Viewed by 1037

Abstract

This research describes the perspective of secondary school teachers on the selection, elaboration, and implementation of contextualized mathematical problems in secondary education in Costa Rica. An exploratory and descriptive quantitative study is carried out, applying a questionnaire to 67 in-service secondary school mathematics teachers. The dimensions of the sources used by teachers, the difficulties encountered and the learners’ background considered for problem selection and elaboration are analyzed. In addition, the contexts present in the problems that teachers propose are classified. The results indicate that teachers use textbooks for the selection of mathematical problems. In addition, they give a favorable opinion regarding the use of realistic contexts in the creation of new problems. However, several of the proposed problems present fictitious or mathematical contexts. The highest percentage of the participants points out the need for training for the elaboration of contextualized mathematical problems. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Figure 1

Open AccessArticle

Approach to the Formulation of the Variable Change Theorem

Armando Morales Carballo

Edgardo Locia Espinoza

José M. Sigarreta Almira

and

Ismael G. Yero

Educ. Sci. 2021, 11(7), 357; https://doi.org/10.3390/educsci11070357 - 16 Jul 2021

Cited by 1 | Viewed by 1215

Abstract

This research proposes a didactic strategy to enrich the assimilation processes of the change of variable theorem in solving the definite integral. The theoretical foundations that support it are based on the contributions of social constructivism, problem solving, and treatment of theorems. The practical validation of the strategy is carried out with students of the Higher Technical Level in Applied Mathematics at the Autonomous University of Guerrero. Full article

(This article belongs to the Special Issue Models and Tools for Math Education)

► Show Figures

Journal Menu

Journal Browser

Special Issue "Models and Tools for Math Education"

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (7 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI