Temas futuros de la investigación en educación matemática: una encuesta internacional antes y durante la pandemia
Tipo de documento
Autores
Lista de autores
Bakker, Arthur, Cai, Jinfa y Zenger, Linda
Resumen
Antes de la pandemia (2019), nos preguntamos: ¿En qué temas debería centrarse la investigación en educación matemática en la próxima década? Las 229 respuestas de 44 países condujeron a ocho temas más consideraciones sobre la investigación en educación matemática en sí. Los temas se pueden resumir como enfoques de enseñanza, objetivos, relaciones con prácticas fuera de la educación matemática, desarrollo profesional docente, tecnología, afecto, equidad y evaluación. Durante la pandemia (noviembre de 2020), preguntamos a los encuestados: ¿Ha cambiado la pandemia su opinión sobre los temas de la investigación en educación matemática para la próxima década? Si es así, ¿cómo? Varios de los 108 encuestados vieron reforzada la importancia de sus temas originales (45), especificaron sus respuestas iniciales (43) y/o agregaron temas (35) (estas categorías no eran mutuamente excluyentes). En general, parecían estar de acuerdo en que la pandemia funciona como una lupa en temas que ya se conocían, y varios encuestados señalaron la necesidad de pensar en el futuro sobre cómo organizar la educación cuando ya no fuera necesario hacerlo en línea. Terminamos con una lista de desafíos de investigación que se basan en los temas y las reflexiones de los encuestados sobre la investigación en educación matemática.
Fecha
2023
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Referencias
Akkerman, S. F., y Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435 Arendt, H. (1958/1998). The human condition (2nd ed.). University of Chicago Press. Backes, B., y Cowan, J. (2019). Is the pen mightier than the keyboard? The effect of online testing on measured student achievement. Economics of Education Review, 68, 89–103. https://doi. org/10.1016/j.econedurev. 2018.12.007 Bakkenes, I., Vermunt, J. D., y Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001 Bakker, A. (2019). What is worth publishing? A response to Niss. For the Learning of Mathematics, 39(3), 43–45. Bakker, A., y Gravemeijer, K. P. (2006). An historical phenomenology of mean and median. Educational Studies in Mathematics, 62(2), 149–168. https://doi.org/10.1007/s10649-006-7099-8 Bakx, A., Bakker, A., Koopman, M., y Beijaard, D. (2016). Boundary crossing by science teacher researchers in a PhD program. Teaching and Teacher Education, 60, 76–87. https://doi.org/10.1016/j. tate.2016.08.003 Battey, D. (2013). Access to mathematics: “A possessive investment in whiteness”. Curriculum Inquiry, 43(3), 332–359. Bawa, P. (2020). Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching. Computers and Education Open, 1, 100016. https:// doi.org/10.1016/j.caeo. 2020.100016 Beckers, D., y Beckers, A. (2019). ‘Newton was heel exact wetenschappelijk – ook in zijn chemische werk’. Nederlandse wetenschapsgeschiedenis in niet-wetenschapshistorische tijdschriften, 1977–2017. Studium, 12(4), 185–197. https://doi.org/10.18352/studium.10203 Bessot, A., y Ridgway, J. (Eds.). (2000). Education for mathematics in the workplace. Springer. 41 Educación MatEMática, vol. 35, núM. 2, agosto dE 2023 Bakker, Cai, Zenger Bickerton, R. T., y Sangwin, C. (2020). Practical online assessment of mathematical proof. arXiv preprint: 2006.01581. https://arxiv.org/pdf/2006.01581.pdf. Bikner-Ahsbahs, A., y Prediger, S. (Eds.). (2014). Networking of theories as a research practice in mathematics education. Springer. Bini, G., Robutti, O., y Bikner-Ahsbahs, A. (2020). Maths in the time of social media: Conceptualizing the Internet phenomenon of mathematical memes. International Journal of Mathematical Education in Science and Technology, 1–40. https://doi.org/10.1080/0020739x.2020.1807069 Bosch, M., Dreyfus, T., Primi, C., y Shiel, G. (2017, February). Solid findings in mathematics education: What are they and what are they good for? CERME 10. Ireland: Dublin https://hal./hal01849607 Bowker, G. C., y Star, S. L. (2000). Sorting things out: Classification and its consequences. MIT Press. https:// doi.org/10.7551/mitpress/6352.001.0001 Burkhardt, H. (2019). Improving policy and practice. Educational Designer, 3(12) http://www. educationaldesigner.org/ed/volume3/issue12/article46/ Cai, J., y Hwang, S. (2019). Constructing and employing theoretical frameworks in (mathematics) education research. For the Learning of Mathematics, 39(3), 44–47. Cai, J., y Jiang, C. (2017). An analysis of problem-posing tasks in Chinese and U.S. elementary mathematics textbooks. International Journal of Science and Mathematics Education, 15(8), 1521–1540. https://doi.org/ 10.1007/s10763-016-9758-2 Cai, J., y Leikin, R. (2020). Affect in mathematical problem posing: Conceptualization, advances, and future directions for research. Educational Studies in Mathematics, 105, 287–301. https://doi. org/10.1007/s10649020-10008-x Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., … Hiebert, J. (2020). Improving the impact of research on practice: Capitalizing on technological advances for research. Journal for Research in Mathematics Education, 51(5), 518–529 https://pubs.nctm.org/view/journals/ jrme/51/5/article-p518.xml Chronaki, A. (2019). Affective bodying of mathematics, children and difference: Choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education. ZDM-Mathematics Education, 51(2), 319–330. https://doi.org/10.1007/s11858-019-01045-9 Civil, M., y Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(3), 309–330. https://doi. org/10.1207/ s15327833mtl0803_6 Cobb, P., Gresalfi, M., y Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68 https:// pubs.nctm.org/view/journals/jrme/40/1/article-p40.xml Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33. https://doi.org/10.1007/s10649-016-9696-5 Educación MatEMática, vol. 35, núM. 2, agosto dE 2023 42 Temas futuros de la investigación en educación matemática... de Abreu, G., Bishop, A., y Presmeg, N. C. (Eds.). (2006). Transitions between contexts of mathematical practices. Kluwer. de Freitas, E., Ferrara, F., y Ferrari, G. (2019). The coordinated movements of collaborative mathematical tasks: The role of affect in transindividual sympathy. ZDM-Mathematics Education, 51(2), 305–318. https://doi. org/10.1007/s11858-018-1007-4 Deng, Z. (2018). Contemporary curriculum theorizing: Crisis and resolution. Journal of Curriculum Studies, 50(6), 691–710. https://doi.org/10.1080/00220272.2018.1537376 Dobie, T. E., y Sherin, B. (2021). The language of mathematics teaching: A text mining approach to explore the zeitgeist of US mathematics education. Educational Studies in Mathematics, 107, 159-188. https://doi.org/10.1007/s10649020-10019-8 Eames, C., y Eames, R. (1977). Powers of Ten [Film]. YouTube. https://www.youtube.com/watch?v=0fKBhvDjuy0 Engelbrecht, J., Borba, M. C., Llinares, S., y Kaiser, G. (2020). Will 2020 be remembered as the year in which education was changed? ZDM-Mathematics Education, 52(5), 821–824. https://doi. org/10.1007/s11858020-01185-3 English, L. (2008). Setting an agenda for international research in mathematics education. En L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 3–19). Routledge. Ernest, P. (2020). Unpicking the meaning of the deceptive mathematics behind the COVID alert levels. Philosophy of Mathematics Education Journal, 36 http://socialsciences.exeter.ac.uk/education/ research/ centres/stem/publications/pmej/pome36/index.html Freudenthal, H. (1986). Didactical phenomenology of mathematical structures. Springer. Gilmore, C., Göbel, S. M., y Inglis, M. (2018). An introduction to mathematical cognition. Routledge. Goos, M., y Beswick, K. (Eds.). (2021). The learning and development of mathematics teacher educators: International perspectives and challenges. Springer. https://doi.org/10.1007/978-3-03062408-8 Gorard, S. (Ed.). (2020). Getting evidence into education. Evaluating the routes to policy and practice. Routledge. Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., y Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105– 123. https://doi.org/10.1007/s10763-017-9814-6 Hannula, M. S. (2019). Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends. Educational Studies in Mathematics, 100(3), 309–316. https://doi.org/10.1007/ s10649-018-9865-9 Hilt, L. T. (2015). Included as excluded and excluded as included: Minority language pupils in Norwegian inclusion policy. International Journal of Inclusive Education, 19(2), 165–182. 43 Educación MatEMática, vol. 35, núM. 2, agosto dE 2023 Bakker, Cai, Zenger Hodgen, J., Taylor, B., Jacques, L., Tereshchenko, A., Kwok, R., y Cockerill, M. (2020). Remote mathematics teaching during COVID-19: Intentions, practices and equity. UCL Institute of Education https://discovery.ucl.ac.uk/id/eprint/10110311/ Horn, I. S. (2017). Motivated: Designing math classrooms where students want to join in. Heinemann. Hoyles, C., Noss, R., y Pozzi, S. (2001). Proportional reasoning in nursing practice. Journal for Research in Mathematics Education, 32(1), 4–27. https://doi.org/10.2307/749619 Ito, M., Martin, C., Pfister, R. C., Rafalow, M. H., Salen, K., y Wortman, A. (2018). Affinity online: How connection and shared interest fuel learning. NYU Press. Jackson, K. (2011). Approaching participation in school-based mathematics as a cross-setting phenomenon. The Journal of the Learning Sciences, 20(1), 111–150. https://doi.org/10.1080/10508 406.2011.528319 Jansen, A., Herbel-Eisenmann, B., y Smith III, J. P. (2012). Detecting students’ experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. Mathematical Thinking and Learning, 14(4), 285–309. https://doi.org/10.10 80/10986065.2012.717379 Johnson, L. F., Smith, R. S., Smythe, J. T., y Varon, R. K. (2009). Challenge-based learning: An approach for our time (pp. 1–38). The New Media Consortium https://www.learntechlib.org/p/182083 Jullien, F. (2018). Living off landscape: Or the unthought-of in reason. Rowman y Littlefield. Kazima, M. (2019). What is proven to work in successful countries should be implemented in other countries: The case of Malawi and Zambia. En M. Graven, H. Venkat, A. A. Essien, y P. Vale (Eds.), Proceedings of the 43rd conference of the international group for the Psychology of Mathematics Education (Vol. 1, pp. 73–78). PME. Kim, H. (2019). Ask again, “why should we implement what works in successful countries?” En M. Graven, H. Venkat, A. A. Essien, y P. Vale (Eds.), Proceedings of the 43rd conference of the international group for the Psychology of Mathematics Education (Vol. 1, pp. 79–82). PME. Kolovou, A., Van Den Heuvel-Panhuizen, M., y Bakker, A. (2009). Non-routine problem solving tasks in primary school mathematics textbooks-a needle in a haystack. Mediterranean Journal for Research in Mathematics Education, 8(2), 29–66. Kwon, O. N., Han, C., Lee, C., Lee, K., Kim, K., Jo, G., y Yoon, G. (2021). Graphs in the COVID-19 news: A mathematics audit of newspapers in Korea. Educational Studies in Mathematics, 108, 183-200. https://doi.org/10.1007/ s10649-021-10029-0 Lefebvre, H. (2004). Rhythmanalysis: Space, time and everyday life (Original 1992; Translation by S. Elden y G. Moore). Bloomsbury Academic. https://doi.org/10.5040/9781472547385. Li, Y. (2019). Should what works in successful countries be implemented in other countries? En M. Graven, H. Venkat, A. A. Essien, y P. Vale (Eds.), Proceedings of the 43rd conference of the international group for the Psychology of Mathematics Education (Vol. 1, pp. 67–72). PME. Educación MatEMática, vol. 35, núM. 2, agosto dE 2023 44 Temas futuros de la investigación en educación matemática... Martin, D., Gholson, M., y Leonard, J. (2010). Mathematics as gatekeeper: Power and privilege in the production of power. Journal of Urban Mathematics Education, 3(2), 12–24. Masschelein, J., y Simons, M. (2019). Bringing more ‘school’ into our educational institutions. Reclaiming school as pedagogic form. En A. Bikner-Ahsbahs y M. Peters (Eds.), Unterrichtsentwicklung macht Schule (pp. 11–26). Springer. https://doi.org/10.1007/978-3-658-20487-7_2 Meeter, M., Bele, T., den Hartogh, C., Bakker, T., de Vries, R. E., y Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. https://psyarxiv.com. Nemirovsky, R., Kelton, M. L., y Civil, M. (2017). Toward a vibrant and socially significant informal mathematics education. En J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 968– 979). National Council of Teachers of Mathematics. Niss, M. (2019). The very multi-faceted nature of mathematics education research. For the Learning of Mathematics, 39(2), 2–7. OECD. (2020). Back to the Future of Education: Four OECD Scenarios for Schooling. Educational Research and Innovation. OECD Publishing. https://doi.org/10.1787/20769679 Potari, D., Psycharis, G., Sakonidis, C., y Zachariades, T. (2019). Collaborative design of a reform-oriented mathematics curriculum: Contradictions and boundaries across teaching, research, and policy. Educational Studies in Mathematics, 102(3), 417–434. https://doi.org/10.1007/s10649-0189834-3 Proulx, J., y Maheux, J. F. (2019). Effect sizes, epistemological issues, and identity of mathematics education research: A commentary on editorial 102(1). Educational Studies in Mathematics, 102(2), 299–302. https:// doi.org/10.1007/s10649-019-09913-7 Roos, H. (2019). Inclusion in mathematics education: An ideology, A way of teaching, or both? Educational Studies in Mathematics, 100(1), 25–41. https://doi.org/10.1007/s10649-018-9854-z Saenz, M., Medina, A., y Urbine Holguin, B. (2020). Colombia: La prender al onda (to turn on the wave). Education continuity stories series. OECD Publishing https://oecdedutoday.com/wp-content/uploads/2020/ 12/Colombia-a-prender-la-onda.pdf Schindler, M., y Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: A case study. Educational Studies in Mathematics, 105, 303–324. https://doi.org/10.1007/ s10649-020-09973-0 Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4–14. https://doi.org/10.3102/0013189x028007004 Schukajlow, S., Rakoczy, K., y Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM-Mathematics Education, 49(3), 307–322. https://doi.org/10.1007/s11858-017-0864-6 Sfard, A. (2005). What could be more practical than good research? Educational Studies in Mathematics, 58(3), 393–413. https://doi.org/10.1007/s10649-005-4818-5 45 Educación MatEMática, vol. 35, núM. 2, agosto dE 2023 Bakker, Cai, Zenger Shimizu, Y., y Vithal, R. (Eds.). (2019). ICMI Study 24 Conference Proceedings. School mathematics curriculum reforms: Challenges, changes and opportunities. ICMI: University of Tsukuba y ICMI http:// www.human.tsukuba.ac.jp/~icmi24/ Sierpinska, A. (1990). Some remarks on understanding in mathematics. For the Learning of Mathematics, 10(3), 24–41. Stephan, M. L., Chval, K. B., Wanko, J. J., Civil, M., Fish, M. C., Herbel-Eisenmann, B., … Wilkerson, T. L. (2015). Grand challenges and opportunities in mathematics education research. Journal for Research in Mathematics Education, 46(2), 134–146. https://doi.org/10.5951/jresematheduc.46.2.0134 Suazo-Flores, E., Alyami, H., Walker, W. S., Aqazade, M., y Kastberg, S. E. (2021). A call for exploring mathematics education researchers’ interdisciplinary research practices. Mathematics Education Research Journal, 1–10. https://doi.org/10.1007/s13394-021-00371-0 Svensson, P., Meaney, T., y Norén, E. (2014). Immigrant students’ perceptions of their possibilities to learn mathematics: The case of homework. For the Learning of Mathematics, 34(3), 32–37. UNESCO. (2015). Teacher policy development guide. UNESCO, International Task Force on Teachers for Education 2030. https://teachertaskforce.org/sites/default/files/2020-09/370966eng_0_1.pdf. Van den Heuvel-Panhuizen, M. (2005). Can scientific research answer the ‘what’ question of mathematics education? Cambridge Journal of Education, 35(1), 35–53. https://doi. org/10.1080/0305764042000332489 Wittmann, E. C. (1995). Mathematics education as a ‘design science’. Educational Studies in Mathematics, 29(4), 355–374. Yoon, H., Byerley, C. O. N., Joshua, S., Moore, K., Park, M. S., Musgrave, S., Valaas, L., y Drimalla, J. (2021). United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data. The Journal of Mathematical Behavior, 62, 100865. https://doi.org/10.1016/j. jmathb.2021.100865.
Proyectos
Cantidad de páginas
38