Table 1 Initial set manuscripts and number of publications retained after Iteration 1(I-1) and 2(I-2) snowballing
Topic | Initial set of manuscripts | Summary | Number of references cited | Publications retained | |
|---|---|---|---|---|---|
I-1 | I-2 | ||||
Mathematics in physics | Pospiech, G. (2019). Framework of mathematization in physics from a teaching perspective. In G. Pospiech, M. Michelini, & B. Eylon (Eds.), Mathematics in physics education (pp. 1-33). | The chapter summarizes the roles of mathematics in physics and reviews mathematical modeling and mathematics as a language of physics. | 124 | 13 | 3 |
Mathematics in chemistry | Bain, K., Rodriguez, J. M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086-2096. | The paper reviews frameworks that can guide research of mathematics in chemical contexts. | 104 | 13 | 1 |
Mathematics in biology | Schuchardt, A. M. (2016). Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports (Order No. 10298845). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1847567134). | The dissertation introduces a framework developed from a literature review categorizing the ways mathematics is included in science classrooms. Studies are presented on students’ learning of mathematics in biology. | 163 | 10 | 0 |
Science sensemaking | Odden, T. O. B., & Russ, R. S. (2019). Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education, 103(1), 187-205. | The paper summarizes existing approaches to describing sensemaking in science education, defines science sensemaking and distinguishes sensemaking from other activities in science education. | 79 | 2 | 0 |
Mathematics sensemaking | Rittle-Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge of mathematics. In Kadosh, R. C., & Dowker, A. (Eds.) Oxford Handbook of Numerical Cognition (pp.1118-1134). Oxford, United Kingdom: Oxford University Press. | The chapter reviews studies on the definitions of and relations between two types of mathematical knowledge, procedural and conceptual. | 100 | 12 | 4 |
Total | Â | Â | Â | 50 | 8 |