Editorial Board
Editor-in-Chief
Dr Colin Foster – Reader in Mathematics Education, Department of Mathematics Education, Schofield Building, Loughborough
University, Loughborough LE11 3TU
Email: [email protected]
Associate Editors
Dr. M. McCartney – School of Computing and Mathematics, University of Ulster, UK
Professor G. Oates – School of Education, University of Tasmania, Australia
Communications Editor
Dr. Katherine Seaton – La Trobe University, Australia
Editorial Advisory Board
Professor S. Abramovich – School of Education and Professional Studies, State University of New York, USA
Dr Ayla Ata Baran – Eskişehir Osmangazi University, Faculty of Education, Turkey
Professor B. Bradie – Department of Mathematics, Christopher Newport University, USA
Dr Cornelia Connolly – School of Education, University of Galway, Ireland
Professor T. Dana-Picard – Applied Mathematics, Jerusalem College of Technology, Israel
Professor Ömür Deveci – Department of Mathematics, Kafkas University, Turkey
Dr Peter Dunn – Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Australia
Dr Ulises Xolocotzin Eligio – Department of Educational Mathematics, Cinvestav, IPN, Mexico
Professor J. Engelbrecht – Department of Mathematics and Applied Mathematics, University of Pretoria, South Africa
Dr Katie Evans – College of Engineering and Science, Louisiana Tech University, USA
Dr Martin Griffiths – Department of Mathematical Sciences, University of Essex, UK
Dr Vesife Hatisaru – School of Education, Edith Cowan University, Australia
Dr Suzanne E. Hiller – College of Education, Hood College, USA
Assoc. Professor A. Kajander – Faculty of Education, Lakehead University, USA
Dr Igor’ Kontorovich – Faculty of Science, University of Auckland, New Zealand
Professor B. Loch – College of Science, Health and Engineering, La Trobe University, Australia
Dr. Elizabeth Lugosi – Department of Mathematics, Statistics, and Data Science, Montgomery College, Maryland, USA
Dr. Andrea Maffia – Department of Mathematics, University of Bologna, Italy
Associate Professor M. F. Mammana – Department of Mathematics and Computer Sciences, University of Catania, Italy
Assistant Professor W. Maciejewski – Department of Mathematics and Statistics, San José State University, USA
Dr. Alan McCarthy – School of Arts & Sciences, The University of Notre Dame Australia, Sydney, Australia
Professor Keiichi Nishimura – Mathematics Education, Tokyo Gakugei University, Japan
Dr L. Rylands – School of Mathematics, Western Sydney University, Australia
Professor A. G. Shannon – Faculty of Engineering & IT, University of Technology, Australia
Dr Giovanni Vincenzi – Department of Mathematics, University of Salerno, Italy
Professor Extraordinaire M. D. de Villiers – Mathematics Education, University of Stellenbosch, South Africa
Professor L. Wood – Faculty of Business and Economics, Macquarie University, Australia
Professor R. Zazkis – Faculty of Education, Simon Fraser University, Canada
Founding Editors
Avi C. Bajpai OBE and W. T. Martin
Immediate Past-Editor
Martin Harrison
Aims and Scope
Mathematics pervades every area of our modern world, bringing ever more sharply into focus the responsibilities placed on those who to teach it. Prominent among these is the challenge of developing an interdisciplinary approach, so that each professional group benefits from the expertise of others.
The International Journal of Mathematical Education in Science and Technology provides a forum in which a wide range of peer-reviewed research in mathematics education can be presented, assimilated and eventually adapted to everyday needs in schools, colleges, universities, industry and commerce. The journal is especially interested in facilitating communication between researchers and practitioners, and contributions are welcome from researchers, lecturers, teachers and users of mathematics at all levels regarding the contents of courses and pedagogical approaches across all areas of STEAM (Science, Technology, Engineering, Arts and Mathematics) education. We are always delighted to receive submissions from as diverse and international a range of contributors as possible, including teachers and early-career academics.
Increasing use of technology is being made in the teaching, learning, assessment and presentation of mathematics today, and original and interesting contributions in this rapidly developing area are especially welcome. Mathematical models arising from real situations, the use of computers, digital assistants and software, new teaching aids and techniques are also an important feature. Discussion is encouraged on methods of widening applications throughout science and technology and supporting students in problem solving. We particularly welcome contributions addressing pedagogy in Biology, Chemistry, Computer science, Business, Economics and Finance, Data science, Engineering, and Physics, in addition to Mathematics itself.
Please note that the link to education/pedagogy is critical for IJMEST, and we do not publish articles which merely discuss mathematics.
A distinctive feature of the journal is the Classroom Notes section. This section is for shorter, peer-reviewed articles which are not research articles, and are often new ideas for the mathematics teacher to use in teaching.
We would be glad to receive proposals at any time for special issues in relevant areas.
Readership
Mathematicians and mathematics educators in schools, colleges, and universities.
Peer Review Policy
All submitted manuscripts are subject to initial appraisal by the Editor. If found suitable for further consideration, papers are
subject to peer review by independent, anonymous expert referees. All peer review is double blind and submissions can be
made online at http://mc.manuscriptcentral.com/tmes.
Submitting to International Journal of Mathematical Education in Science and Technology
For more information about the journal and guidance on how to submit, please see www.tandfonline.com/tmes
International Journal of Mathematical Education in Science and Technology
Volume 55 Number 7 July 2024
CONTENTS
Articles
1535 Approaching Euclidean proofs through explorations with manipulative and digital artifacts
Giovanna Valori, Belén Giacomone, Veronica Albanese and Natividad Adamuz-Povedano
1567 Clash of cultures? Exploring students’ perceptions of differences between secondary and tertiary mathematics education
Helena Johansson, Magnus Österholm, Liselott Flodén and Pia Heidtmann
1597 Level-spanning proof-production strategies to enhance students’ understanding of the proof structure in school mathematics
Mikio Miyazaki, Taro Fujita, Koji Iwata and Keith Jones
1619 Different intuitive rules in mathematical thinking
Ali Barahmand
1637 Study visits as a part of mathematical project work in Finnish basic education
Elina Viro
1654 Mathematics teacher education’s missing component: developing pre-service teachers’ appreciation of the utility-value of mathematics
Niamh O’Meara and Olivia Fitzmaurice
1681 Formulating a conjecture through an identification of robust invariants with a dynamic geometry system
Lathiful Anwar, Angeliki Mali and Martin Goedhart
1704 From informal to formal understandings: analysing the development of proportional reasoning and its retention
Rukiye Ayan-Civak, Mine Işıksal-Bostan and Seçil Yemen-Karpuzcu
1727 Evaluating the effect of a blended collaborative/game-based learning strategy for skill reinforcement on undergraduate engineering
Sulma Paola Vera-Monroy, Sandra Rodriguez and Manuel Alfredo Figueredo
Classroom Notes
1744 The problem and geometric application of infinite sequences formed from three given numbers by calculating their pairwise means
Victor Oxman and Moshe Stupel
1753 An example showing that the sum of two normal random variables may not be normal
Takahiko Fujita and Naohiro Yoshida