International Journal of Science and Mathematics Education (Int J Sci Math Educ)

Publisher: Springer Verlag

Journal description

The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.

Current impact factor: 0.53

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 4.30
Immediacy index 0.05
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Science and Mathematics Education website
Other titles International journal of science and mathematics education (Online), IJSME
ISSN 1571-0068
OCLC 53191065
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as arXiv.org
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examines Swedish upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results showed that boys were significantly more often attributed to memorised reasoning and delimiting algorithmic reasoning. Girls were connected to gamiliar algorithmic reasoning, a reasoning type where you use standard method when solving a mathematical task. Creative mathematical founded reasoning, which is novel, plausible and founded in mathematical properties, was not considered gendered.
    International Journal of Science and Mathematics Education 03/2015; DOI:10.1007/s10763-015-9634-5
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    ABSTRACT: This paper presents the analysis of two teaching experiments carried out in the context of the mathematics laboratory in a primary school (grades 3 and 4) with the use of the pascaline Zero + 1, an arithmetical machine. The teaching experiments are analysed by coordinating two theoretical frameworks, i.e. the instrumental approach and the Theory of Semiotic Mediation. The paper focuses on the analysis of the semiotic potential of the pascaline and students’ instrumental genesis, on the functions of schemes and gestures of usage.
    International Journal of Science and Mathematics Education 03/2015; 13(1). DOI:10.1007/s10763-013-9493-x
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    ABSTRACT: This research study examined the effect of origami-based geometry instruction on spatial visualization, geometry achievement, and geometric reasoning of tenth-grade students in Turkey. The sample (n = 184) was chosen from a tenth-grade population of a public high school in Turkey. It was a quasi-experimental pretest/posttest design. A control group (94 students) received regular instruction during a geometry unit in a tenth-grade classroom whereas an experimental group (90 students) received origami-based instruction for 4 weeks. The Spatial Visualization Test (SVT) was used to measure students’ spatial visualization ability in this study. The SVT consists of the Card Rotation Test, Cube Comparison Test, and the Paper Folding Test which were originally developed by Ekstrom, French, Harman & Derman (1976) and translated into Turkish by Delialioğlu (1996). Besides, Geometry Achievement Test and Geometric Reasoning Test were developed by the researcher to measure geometry achievement level and geometric reasoning level of participants in key aspects of triangles. All tests had versions of pretest and posttest, and these tests were administered to both groups. A repeated-measures Analysis of Variance was used on each test scores to analyze data. The results indicated that origami-based instruction had significant effect on all dependent variables (spatial visualization, geometry achievement, and geometric reasoning). This suggested that origami might be integrated into high school geometry lessons to make geometry learning more effective.
    International Journal of Science and Mathematics Education 02/2015; 13(1). DOI:10.1007/s10763-013-9487-8
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    ABSTRACT: Most studies of students’ understanding of decimals have been conducted within Western cultural settings. The broad aim of the present research was to gain insight into Chinese Hong Kong grade 6 students’ general performance on a variety of decimals tasks. More specifically, the study aimed to explore students’ mathematical reasoning for their use of ‘rules’ and algorithms and to determine whether connections exist between students’ conceptual and procedural knowledge when completing decimals tasks. Results indicated that conceptual understanding for rules and procedures were built into the students’ knowledge system for most of the items concerned with place value in decimals—ordering decimals, translating fractions into decimals, the representation of place value in decimals, the concept of place value in decimals on number line and the concept of continuous quantity in decimals. However, the students were not able to provide such clear explanations for the use of algorithms for the multiplication and division items. The findings are discussed in the light of Chinese perspectives on procedural and conceptual understanding.
    International Journal of Science and Mathematics Education 02/2015; 13(1). DOI:10.1007/s10763-014-9531-3
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    ABSTRACT: This study examines the difference in effectiveness between two scientific inquiry programs—one with an emphasis on scientific reasoning and one without a scientific reasoning component—on students’ scientific concepts, scientific concept-dependent reasoning, and scientific inquiry. A mixed-method approach was used in which 115 grade 5 students were administered the scientific concept test, scientific concept-dependent reasoning test, and scientific inquiry test before, 1 week after, and 8 weeks after instruction. In addition, students’ scientific inquiry worksheets in the classroom were collected and evaluated. Results indicated that the experimental group outperformed the control group, regardless of scientific concept test, scientific concept-dependent reasoning test, and scientific inquiry test. Moreover, the classroom inquiry worksheets results demonstrated that the experimental group generated a significantly greater number of testable hypotheses, correct hypotheses, and correct evidence-based scientific explanations and a higher level of scientific reasoning than did the control group.
    International Journal of Science and Mathematics Education 02/2015; 13(1). DOI:10.1007/s10763-013-9508-7
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    ABSTRACT: There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical problem solving in assessment is that the skills involved are difficult to define and assess objectively. We present two studies that test a method called comparative judgement (CJ) that might be well suited to assessing mathematical problem solving. CJ is an alternative to traditional scoring that is based on collective expert judgements of students’ work rather than item-by-item scoring schemes. In study 1, we used CJ to assess traditional mathematics tests and found it performed validly and reliably. In study 2, we used CJ to assess mathematical problem-solving tasks and again found it performed validly and reliably. We discuss the implications of the results for further research and the implications of CJ for the design of mathematical problem-solving tasks.
    International Journal of Science and Mathematics Education 02/2015; 13(1). DOI:10.1007/s10763-013-9497-6
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    ABSTRACT: Before science can be completely understood, one of the fundamental skills that must be developed is observation. Improving descriptive writing and investigating students’ observational skills in the classroom is the purpose of this study. The study was designed to determine if such skills, practiced through modeling activities, serve as a way to improve students’ descriptive directional writing skills. Participating in this study were two groups of seventh (N = 12) and eighth graders (N = 12) at a middle school in the Midwest, USA. The students participating in the study each received a set of materials to construct an item (a 3D object) in an isolated area within the room for privacy. After constructing the item, the student was to write a set of directions on how to construct the item that they had made. A second student was then given the same set of materials along with the first student’s instructions on how to construct it. This activity was repeated four times over a 4-week period. Results indicated that over time students made a significant improvement in their descriptive writing skills and observational skills. Implications of the findings are discussed in terms of the characteristics of middle school students’ skills and knowledge of descriptive writing and observation.
    International Journal of Science and Mathematics Education 02/2015; 13(1). DOI:10.1007/s10763-013-9456-2
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    ABSTRACT: Teachers’ subject-specific cognition is seen as an important factor for the quality of instruction and, accordingly, student learning. However, in-depth research on these relations can only be carried out if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and—in the case of a quantitative research approach—corresponding measures are available. The subject-specific cognition can be modeled as basic professional knowledge (BK) complemented by two further components of reflective competence (RC) and action-related competence (AC) with a close connection to professional demands. In order to implement these subject-specific demands rigorously, we developed innovative standardized measures for primary mathematics teachers. In particular, we argue that video-based items that are implemented in a speed condition and rated as holistic observations are well suited to realize the assessment of action-related competence. This article gives a detailed insight into the test development as well as the coding and scoring procedure and focuses on validation efforts. The study is based on the data of 85 in-service primary mathematics teachers and shows the viability of the approach. Classical scale analyses as well as confirmatory factor analyses and the comparison of different models as well as teacher groups (mathematics certified vs. non-mathematics certified teachers) give evidence for the validity and reliability of the measures.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9608-z
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    ABSTRACT: The purpose of this study was to investigate the relationship between both 9th-grade and 1st-year undergraduate students’ use of “look back” strategies and problem solving performance in multiple solution methods, the difference in their use of look back strategies and problem solving performance in multiple solution methods, and the role of look back strategies in problem solving in multiple solution methods. Data for this study were comprised of 30 9th-grade and 30 1st-year undergraduate students’ problem solving scores in multiple solution methods and their think-aloud protocols. Based on and expanded from Polya’s (1973) ideas, “look back” in the present study means “examination of what was done or learned previously.” The results of this study indicated that both the 9th-grade and 1st-year undergraduate students who looked back more frequently tended to perform better in multiple solution methods, the 1st-year undergraduate students tended to look back more frequently and perform better than the 9th-grade students in multiple solution methods, and both the 9th-grade and 1st-year undergraduate students tended to review and to compare multiple solution methods in their use of look back strategies.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9599-9
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    ABSTRACT: This study addresses the relation of pre-school teachers’ mathematics content knowledge and their performance—how they perceive mathematical learning situations and whether they are able to plan adequate actions that foster children’s learning—in the informal settings of pre-schools. It thus addresses a serious gap in teacher research that has so far mostly been focussed on the formal settings of primary and secondary schools. The paper presents the instruments used to assess the knowledge (a paper–pencil test) and the performance (a video-based assessment), as well as the results of a study involving 354 prospective pre-school teachers. The results indicate that mathematical content knowledge is a significant predictor of the pre-school teachers’ ability to perceive learning situations and to plan educational actions to foster learning. Such evidence not only supports the validity of the knowledge test, but it is also relevant for policy makers because it leads to conclusions about the important opportunities to learn that need to be provided during pre-school teacher training.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9596-z
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    ABSTRACT: The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation and structuring of content) are important dimensions of instructional quality. While classroom management is considered as a mainly noncontent-specific aspect of instructional quality, learning support in science classrooms is content-specific. The aim of the current study was to investigate whether professional vision is a general ability of teachers, or a two-dimensional ability which depends on the specific focus of instructional quality considered. In a sample of both 241 German student teachers from different universities and in-service teachers from primary science classes, two video-based instruments were used for assessing professional vision of classroom management and professional vision of learning support. A structural equation model revealed a two-dimensional structure with a high correlation between professional vision of classroom management and of learning support.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9607-0
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    ABSTRACT: The present study explores reasoning and argumentation in Greek mathematics and physics texts in specific topics related to the notion of periodicity. In our study, argumentation is taken as the sequence of the modes of reasoning (MsoR) that an author develops in a text when organizing and presenting new knowledge. Inductive content analysis was applied on 71 thematic units taken from 4 mathematics and 4 physics textbooks, and a coding system of categories and subcategories of MsoR was produced. Our analysis discerned 4 main categories of MsoR: empirical, logical-empirical, nomological, and mathematical; we argue that each mode of reasoning (MoR) plays a different role in conceptualizing aspects of periodicity. Analysis of the sequence of MsoR in two thematic units raised pragmatic considerations on the text understanding in relation to the scientific argumentation discourse and highlights ontological differences in the two subjects when ascending from observations to generalizations. Educational implications of the findings are discussed.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9609-y
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    ABSTRACT: Formative assessment practices, including eliciting a broad range of student ideas, noticing the nuances in students' ideas, using these ideas to guide instruction, and promoting student self-regulation of learning are key components of expert teaching. Given the inherent dialogical nature of formative assessment in the classroom, video can provide a powerful tool for capturing and analyzing teachers' formative assessment interactions with students. In this study, we provide a framework for examining expertise in formative assessment and use this framework to quantitatively and qualitatively analyze the practices of 13 mathematics and science teachers. While we only saw a few instances of true expertise in formative assessment practices in our examination of videos, our findings indicate that teachers with more expertise in formative assessment let students' ideas guide their teaching. This leads to higher correlations among the dimensions of practice that we articulate in our framework for expert teachers. However, because many of the instructional decisions that teachers make are not visible on video, video alone may not provide enough information to judge expertise in formative assessment.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-015-9623-8
  • International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-014-9606-1
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    ABSTRACT: This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-015-9631-8
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    ABSTRACT: Many studies in the field of chemical education have emphasized the fact that students at secondary level have considerable difficulties in mastering organic chemistry contents. As a result, they choose to learn these contents in a “rote” way. Taking this fact into consideration, the first aim of our study was to help students in overcoming the aforementioned difficulties by applying new instructional tools—systemic synthesis questions [SSynQs]. To achieve the aim of our research, an experiment with two parallel groups was conducted. The experimental group was taught using [SSynQs] and the control group was taught using a traditional approach. The study included 65 students, 41 males, and 24 females, aged between 17 – 18 years. All the students attended the same high school and were taught by the instructions of the same teacher. The results showed that students from the experimental group achieved higher scores on the final testing than students from the control group. This confirmed the fact that application of [SSynQs] in the educational process improves students’ meaningful learning in organic chemistry domain. Additionally, after conducting an exploratory factor analysis of the obtained data, [SSynQs] were characterized as highly effective tools for assessing students’ meaningful understanding. Furthermore, our study has highlighted and connected two applications of [SSynQs] in the chemistry educational process. Firstly as an instructional tool and secondly as an assessment tool. The important task for future research would be to evaluate a third application of [SSynQs] as a diagnostic tool.
    International Journal of Science and Mathematics Education 01/2015; DOI:10.1007/s10763-015-9620-y