Experimental Study of Social Dimensions of Pedagogical Content Knowledge in Mathematics Education

Document Type : Research Paper

Author

a

Abstract

This article aims to identify the impact of contextual and symbolic locations on adolescents' success in mathematics learning as a result of the teaching process. The theoretical approach of this research is the integrated and multidimensional view of "pedagogical content knowledge". In this approach, the role of contextual conditions, especially social variables in all aspects of education and learning is key; and the socio-cultural nature of this process is quite prominent. In fact, educational goals will be achieved in the light of identifying social and cultural conditions, and how they affect the educational process. The research method, according to the facilities and nature of the research, is social measurement; and most of the research report is based on survey results. The research samples, including 398 adolescents, were from six different high schools in Alborz province. The research results, with the ability to explain 57% of the changes in students' math scores, reveal how the research hypotheses have been confirmed. The results of multivariate regression analysis suggest that classroom conditions, as the most important symbolic place in mathematics and physics education, play the most reinforcing role in obtaining a mathematical score. In addition, it is clear that the moral and disciplinary conditions of the respondents are the most important contextual variables that guarantee the .educational and learning conditions of the learners

Keywords

References

چلبی، مسعود (1385). مطالعة پیمایشی اخلاق کار در سه شهر ایران. در مسعود چلبی، 1385، تحلیل اجتماعی در فضای کنش، تهران: نشر نی (صص 165- 188).
شعبانی، حسن (1395). مهارت­های آموزشی و پرورشی: روش­ها و فنون. چاپ بیست و نهم، تهران: انتشارات سمت.
نقدی، وحید (1391). بررسی تأثیر هنجارهای اخلاقی و تربیتی بر خشونت جوانان. پژوهش‌های انتظام اجتماعی، 4(3)، 40-7.
نقدی، وحید (1392). مطالعة تطبیقی تمایل افراد جامعه نسبت به رعایت اخلاق: با تأکید بر رعایت هنجار انصاف در سطح جامعه. تحلیل اجتماعی، 4(65)، 95-35.
نقدی، وحید (1393). تدریس علوم تحلیلی: با تأکید بر بُعد اجتماعی و تربیتی تدریس فیزیک. در پانزدهمین کنفرانس آموزش فیزیک در ایران و پنجمین کنفرانس فیزیک و آزمایشگاه، در شهریور 1393، شماره ثبت: 300/6؛ 08/06/1393.ن.
نقدی، وحید (1395). تحلیل تجربی اخلاق عملی با تأکید بر تعهد تعمیم­یافته به­مثابة وجه عملی اخلاق اجتماعی. تحلیل اجتماعی، 8(2)، 36-1.
وزارت علوم، تحقیقات و فناوری (1394). برنامة درسی دوره: کارشناسی پیوسته رشتة آموزش علوم اجتماعی (خاص دانشگاه فرهنگیان). گروه برنامه‌ریزی تربیت معلم.

Abramovich, S. (2017). Diversifying mathematics teaching: Advanced educational content and methods for prospective elementary teachers. World Scientific.

Ball, D. L. (2001). Teaching, With Respect to Mathematics and Students. In Wood, T., Scott, B. N., Warfield, J., Beyond classical pedagogy: Teaching elementary school mathematics, Lawrence Erlbaum Associates, Inc. (pp.1-25).
Barnes, M. B., & Barnes, L. W. (2005). Using inquiry processes to investigate knowledge, skills, and perceptions of diverse learners: An approach to working with prospective and current science teachers. In Rodriguez, A. J., Kitchen, R. S., Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy, Lawrence Erlbaum Associates, Inc. (pp. 61-86).
Barton, A. C., Tan, E., & Rivert, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68–103.
Bishop, A., Clarke, B., Corrigan, D., & Gunston, D. (2006). Values in mathematics and science education: researchers’ and teachers’ views on the similarities and differences. For the Learning of Mathematics, 26(1), 7–11.
Bulmer, M. (2010). Challenges for Social Measurement. In Bulmer, M., Gibbs, J. & Hyman, L.,  Social measurement through social survey: An applied approach, MPG books Group, UK, (pp. 215-227).
Cobb, P. (1996). Sociological and Anthropological Perspectives on Mathematics Learning. in Steffe P. L. & Nesher, P. (general Eds.), Cobb, P., Goldin, G., A., & Greer, B. (second Eds.), Theories of mathematical learning, Lawrence Erlbaum Association Publishers, part 1 (pp. 1-177).
Cobb, P. (1999). Individual and collective mathematical development: The case of statistical data analysis. Mathematical Thinking and Learning, 3(1): 5-43.
Cobb, P., & Bauersfeld, H. (Eds.) (1995). Emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cobb, P., & Yackel, E. (1996). Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research. Educational Psychologist, 4(13), 175-190.
Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as Learning Environments for Teachers and Researchers. Davis, R., Maher, C. & Noddings, N. (Eds.), Constructivist views on the teaching and learning of mathematics. National Council of Teachers of Mathematics (pp. 125-146).
Cobb, P., Wood, T., Yackel, E. & Wheatley, G. (1993a). Introduction: Background of the research. in Wood, T., Cobb, P., Yackel, E. & Dillon, D. (Eds.), Rethinking elementary school mathematics: Insights and issues. National Council of Teachers of Mathematics (pp. 1-4).
Cobb, P., Yackel, E. & McClain, K. (2000). Symbolizing and Communicating in Mathematics Classrooms_ Perspectives on Discourse, Tools, and Instructional Design. Routledge.
Cobb, P., Yackel, E., & Wood, T. (1993b). Learning mathematics: Multiple perspectives, theoretical orientation. In Wood, T., Cobb, P., Yackel, E. & Dillon, D. (Eds.) Rethinking elementary school mathematics: Insights and issues. National Council of Teachers of Mathematics (pp. 21-32).
Curren, R. (2005). Cultivating the intellectual and moral virtues. In Carr, D. & Steutel, J., Virtue ethics and moral education. Taylor & Francis (pp. 69-83).
Franke, M. L., & Kazemi, E. (2001). Teaching as Learning within a Community of Practice: Characterizing Generative Growth. In Wood, T., Scott N. B. & Warfield, J. (Eds.), Beyond Classical Pedagogy: Teaching elementary school mathematics. Lawrence Erlbaum Associates, Inc. (pp. 47-74).
Gamoran, S. M. (2001). Developing a Professional Vision of Classroom Events. In Wood, T., Scott N. B., & Warfield, J. (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics. Lawrence Erlbaum Associates, Inc. (pp. 75-94).
Garii, B., & Rule, A. C. (2009). Integrating social justice with mathematics and science: An analysis of student teacher lessons, Teaching and teacher education, 5(25), 490–499.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
Gu, F., Huang, R., & Gu, L. (2017). Theory and development of teaching through variation in mathematics in China. In Huang, R. & Li, Y. (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets western theories. Sense Publishers (pp. 13-42).
Gutstein, E. (2007). And that’s just how it starts: Teaching mathematics and developing student agency. Teachers College Record, 109(2), 420–448.
Handelsman, J., Miller, S., Pfund, C. (2007). Scientific teaching. Roberts & Company Publishers.
Huang, R., & Leung, F. K. S. (2017). Teaching geometrical concepts through variation: A case study of a shanghai lesson. In Huang, R. & Li, Y. (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets western theories. Sense Publishers, (pp. 151-168).
Huskey, J. (2010). Introduction to measuring. In Bulmer, M., Gibbs, J. & Hy-man L. (Eds.), Social measurement through social survey: An applied approach. MPG books Group, UK (pp. 1-9).
Kaput, J. J., & Blanton, M. L. (2005). A teacher-centered approach to algebrafying Elementary Mathematics. In Romberg, T., Carpenter, T. P. & Dremock, F. (Eds.), Understanding mathematics and science matters. Lawrence Erlbaum Associates, Publishers, (pp. 99-126).
Leming, J. S. (2008). Research and practice in moral and character education: Loosely coupled phenomena. In Nucci, L. p. & Narvaez, D., Handbook of moral and character education. Routledge, (pp. 134-157).
Mahajan, S. (2010). Street-fighting mathematics: The art of educated guessing and opportunistic problem solving. MIT Press, Cambridge, Massachusetts.
Marbach-Ad, G., Egan, L. C., & Thompson, K. V. (2015). A discipline-based teaching and learning center: A model for professional development. Springer International Publishing Switzerland.
Mukhopadhyay, S., & Greer, B. (2017). How many deaths? Education for statistical empathy. The Montana Mathematics Enthusiast, Monograph, 1(12), 119–135.
Narlikar, J. V. (2017). Relativistic paths: A feynman problem. In Bagla, J. S. & Engineer, S., Gravity and the quantum: Pedagogical essays on cosmology, astrophysics, and quantum gravity. Springer International Publishing, (pp. 317-338).
Nemirovsky, R., Barros, A., Noble, T., Schnepp, M., & Solomon, J. (2005). Learning mathematics in high school: Symbolic places and family resemblances. In Romberg, T. A., Carpenter, T. P.,  Dremock, F., Understanding mathematics and science matters. Lawrence Erlbaum Associates, Publishers (pp. 185-207).
QCA. (2007). Mathematics programme of study: Key stage 3. London: Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.
Richardson, V. (2001) constructivist mathematics instruction and current trends in research on teaching. In Wood, T., Scott N. B. & Warfield, J. (Eds.), Beyond classical pedagogy: teaching elementary school mathematics. Lawrence Erlbaum Associates, Inc. (pp. 275-294).
Rodriguez, A. J., & Kitchen, R. S. (2005). Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy. Lawrence Erlbaum Associates, Inc.
Rosenhead, L. (1961). the teaching of mathematics in schools: A criticism of the english educational system. The Mathematical Gazette, 45(354), 279-287.
Rosi, T., Malgieri, M., Oss, S., & Onorato, P. (2018). Quantitative measurements of RGB and CMYK colours with a homemade spectrophotomete. In Sokołowska, D. & Michelini, M., The Role of laboratory work in improving physics teaching and learning. Springer (pp. 269-278).
Roth, W. M. (2007). Toward a dialectical notion and praxis of scientific literacy. Curriculum Studies, 39(4), 377–398.
Schulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In Wittrock, M., Handbook of research on teaching, Third Edition, A Project of the American Educational Research Association. Macmilan Publishing Company. (pp. 3-36).
Scott, N. V. (2001). Constructing facilitative teaching. In Wood, T., Scott N. B. & Warfield, J. (Eds.), Beyond classical pedagogy: teaching elementary school mathematics. Lawrence Erlbaum Associates, Inc. (pp. 251-274).
Simon, M. A. (2001). Two intertwined bodies work: conducting research on mathematics teacher development and elaborating theory of mathematics teaching/learning. In Wood, T., Scott N. B. & Warfield, J. (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics. Lawrence Erlbaum Associates, Inc.(pp. 157-170).
Wood, T., Cobb, P. Yackel, E., & Dillon, D. (Eds.) (1993) Rethinking Elementary School Mathematics: Insights and issues. Monograph Reston, VA: National Council of Teachers of Mathematics.
Yackel, E., & Cobb, P. (1996) Sociomathematical norms, argumentation, and autonomy in mathematics. Research in Mathematics Education, 27(4): 458- 477.
Yackel, E., Gravemeijer, K., & Sfard, A. (2011) A journey in mathematics education research: insights from the work of Paul Cobb. Springer Science Business.

Files

Share

How to cite

Statistics