Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student...Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.展开更多
Screen technologies have been found to have adverse outcomes on people’s well-being and mental health if used excessively however findings have varied depending on the screen type being assessed. The impact of prolon...Screen technologies have been found to have adverse outcomes on people’s well-being and mental health if used excessively however findings have varied depending on the screen type being assessed. The impact of prolonged TV-watching on mental health has been well established, whereas the influence of computers, the internet, and mobile phones is still being debated. Research exploring total screen use in adults is surprisingly lacking. The current study examined the relationship between Screen Time and well-being in adults, including positive relationships, meaning, and loneliness. The study is possibly the first to investigate how much pleasure and meaning people feel during screen use and their mediating effects. Using a correlational study design, participants (N = 139) reported their hours spent on all screen devices per day, how much pleasure and meaning they experience during screen use on average, and their general well-being levels. Screen Time was not found to be significantly correlated with well-being;and screen use experiences did not mediate any of the screen time and well-being relationships. However, screen use meaning was positively associated with overall well-being and positive relationships. This finding prompts a review of the importance of screen time for well-being, suggesting that this may be a limited approach. Other factors related to screen quality may be equal if not more important for well-being. Limitations and implications for maintaining or enhancing well-being while using screen devices are discussed.展开更多
In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As...In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As novices to mathematical modelling, they needed to decide which of several possible models were both valid and practicable, and the errors in measurement that are likely to arise. Opportunities to construct and use paper models, as scale reductions of the real situation, and discussing their results in small groups were effective in moving forward the thinking of many students on the dimensions mentioned above. While students were less able to identify different sources of errors, many came to appreciate the need to learn trigonometric techniques that are more suitable in dealing with problems of this kind.展开更多
In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answe...In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answers for each of these three questions,probably because each person has their own understandings of the 3Ws.A possible explanation for the uncertain solution is that mathematics is considered as a cultural phenomenon.To understand such a cultural phenomenon,we may first need to know the relationship between culture and mathematics.展开更多
文摘Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.
文摘Screen technologies have been found to have adverse outcomes on people’s well-being and mental health if used excessively however findings have varied depending on the screen type being assessed. The impact of prolonged TV-watching on mental health has been well established, whereas the influence of computers, the internet, and mobile phones is still being debated. Research exploring total screen use in adults is surprisingly lacking. The current study examined the relationship between Screen Time and well-being in adults, including positive relationships, meaning, and loneliness. The study is possibly the first to investigate how much pleasure and meaning people feel during screen use and their mediating effects. Using a correlational study design, participants (N = 139) reported their hours spent on all screen devices per day, how much pleasure and meaning they experience during screen use on average, and their general well-being levels. Screen Time was not found to be significantly correlated with well-being;and screen use experiences did not mediate any of the screen time and well-being relationships. However, screen use meaning was positively associated with overall well-being and positive relationships. This finding prompts a review of the importance of screen time for well-being, suggesting that this may be a limited approach. Other factors related to screen quality may be equal if not more important for well-being. Limitations and implications for maintaining or enhancing well-being while using screen devices are discussed.
文摘In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As novices to mathematical modelling, they needed to decide which of several possible models were both valid and practicable, and the errors in measurement that are likely to arise. Opportunities to construct and use paper models, as scale reductions of the real situation, and discussing their results in small groups were effective in moving forward the thinking of many students on the dimensions mentioned above. While students were less able to identify different sources of errors, many came to appreciate the need to learn trigonometric techniques that are more suitable in dealing with problems of this kind.
基金supported by the EdUHK Dean's Research Fund(Ref.:DRF/IRS-7/18-19)FLASS Internationalization and Exchange Scheme(Ref.:FLASS/IE D03/18-19).
文摘In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answers for each of these three questions,probably because each person has their own understandings of the 3Ws.A possible explanation for the uncertain solution is that mathematics is considered as a cultural phenomenon.To understand such a cultural phenomenon,we may first need to know the relationship between culture and mathematics.
