Learning Mathematics through Programming
DEFF Research Database (Denmark)
Misfeldt, Morten; Ejsing-Duun, Stine
2015-01-01
In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students...... as producers of knowledge and artifacts, (2) support abstraction and encapsulation, and (3) promote thinking in algorithms. Programming is a topic that has recently gained interest in primary and lower secondary education levels in various countries, and hence a specific analysis of the potentials in relation...... to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics....
Levesque, Bonnie; And Others
This paper describes "The Huck Finn Experience," a high motivation interdisciplinary unit that takes students on a 6-week journey back to the life and times of Mark Twain through the fictional character of Huckleberry Finn. The unit described in the paper was designed for eighth-grade students but could be easily adapted to be successful with…
The Psychology of Learning Mathematics.
Skemp, Richard R.
This book deals with the teaching of mathematical concepts through the use of the psychology of human learning. In the first part of the book, the thought processes which people adopt when they do mathematics are analyzed psychologically. Interpersonal and emotional factors affecting the learning of mathematics are discussed. The second part of…
Prospective Mathematics Teachers' Attitudes Towards Learning Mathematics with Technology
Ipek, A. Sabri; Berigel, Muhammed; Albayrak, Mustafa
2007-01-01
Role of technology which is an important tool for new approaches in learning mathematics is rapidly increasing at focus point of learning mathematics with new designs. One of the biggest factors at learning and instructing technology based mathematic education is attitudes of mathematics teachers towards technology. At this study, attitudes of…
Transformative Learning: Personal Empowerment in Learning Mathematics
Hassi, Marja-Liisa; Laursen, Sandra L.
2015-01-01
This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…
Pontrjagin, Lev Semenovič
1984-01-01
Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge ometry in the plane and 3-dimensional space. Refin...
A Generative Model of Mathematics Learning
Wittrock, M. C.
1974-01-01
The learning of mathematics is presented as a cognitive process rather than as a behavioristic one. A generative model of mathematics learning is described. Learning with understanding can occur with discovery or reception treatments. Relevant empirical research is discussed and implications for teaching mathematics as a generative process are…
Learning over Time: Learning Trajectories in Mathematics Education
Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed.
2014-01-01
The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…
How Chinese learn mathematics perspectives from insiders
Ngai-Ying, Wong; Lianghuo, Fan; Shiqi, Li
2004-01-01
The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners.
Transition to abstract mathematics learning mathematical thinking and writing
Maddox, Randall
2008-01-01
Constructing concise and correct proofs is one of the most challenging aspects of learning to work with advanced mathematics. Meeting this challenge is a defining moment for those considering a career in mathematics or related fields. Mathematical Thinking and Writing teaches readers to construct proofs and communicate with the precision necessary for working with abstraction. It is based on two premises: composing clear and accurate mathematical arguments is critical in abstract mathematics, and that this skill requires development and support. Abstraction is the destination, not the starting
The motivation of lifelong mathematics learning
Hashim Ali, Siti Aishah
2013-04-01
As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.
Computer Aided Learning of Mathematics: Software Evaluation
Yushau, B.; Bokhari, M. A.; Wessels, D. C. J.
2004-01-01
Computer Aided Learning of Mathematics (CALM) has been in use for some time in the Prep-Year Mathematics Program at King Fahd University of Petroleum & Minerals. Different kinds of software (both locally designed and imported) have been used in the quest of optimizing the recitation/problem session hour of the mathematics classes. This paper…
Connecting mathematics learning through spatial reasoning
Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent
2017-07-01
Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.
Modelling and Optimizing Mathematics Learning in Children
Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus
2013-01-01
This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…
Motivating Pupils To Learn in Mathematics.
Ediger, Marlow
The mathematics teacher has a major responsibility in assisting pupils to learn in ongoing lessons and units of study. This paper discusses ways of motivating students in the mathematics classroom from the perspectives of different learning theories such as behaviorism, humanism, cognitive psychology, and constructivism. Guidelines for teaching…
Relationships between Learning Environment and Mathematics Anxiety
Taylor, Bret A.; Fraser, Barry J.
2013-01-01
We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is…
Methods of Validating Learning Hierarchies with Applications to Mathematics Learning.
Ekstrand, Judith M.
The relationship between mathematics tests and the theoretical learning process was explored using alternative statistical methods and models. Data for over 1300 students in grade 5 using the mathematics subscales from the National Longitudinal Study of Mathematical Abilities (NLSMA) were analyzed. Results indicated that Bloom's taxonomy is weakly…
Learning via problem solving in mathematics education
Piet Human
2009-01-01
Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form), mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningfu...
Productive Ambiguity in the Learning of Mathematics
Foster, Colin
2011-01-01
In this paper I take a positive view of ambiguity in the learning of mathematics. Following Grosholz (2007), I argue that it is not only the arts which exploit ambiguity for creative ends but science and mathematics too. By enabling the juxtaposition of multiple conflicting frames of reference, ambiguity allows novel connections to be made. I…
Effect of learning strategies and anxiety of learning mathematics
Directory of Open Access Journals (Sweden)
Rusmono
2015-01-01
Full Text Available The research is intended to discover the effect of instructional strategies and math anxiety on learning outcomes in mathematics. Factorial design 2 x 2 was employed in order to answer the research question how the effect of the instructional strategies and math anxiety on learning outcomes in mathematics. It implies that there is no single instructional strategy that gives better result on learning outcomes in mathematics for all students with the different math anxieties. Based on this research findings mathematics vocational teachers in the field of technology and industry should apply several instructional strategies to serve students with different math anxieties.
Mobile Learning and Early Age Mathematics
Peled, Shir; Schocken, Shimon
2014-01-01
The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how…
Creativity and Mathematics: Using Learning Journals
Coles, Alf; Banfield, Gemma
2012-01-01
Does the term "learning journal" readily conjure up an image of something that is part of the normal mathematics classroom? Personally, do you ever use a journal of some form to help you organise your thoughts? Or, put quite simply--what is a learning journal? It might be that you are unfamiliar with the label, but journals are one type of…
Creativity and Mathematics: Using Learning Journals
Coles, Alf; Banfield, Gemma
2012-01-01
Does the term "learning journal" readily conjure up an image of something that is part of the normal mathematics classroom? Personally, do you ever use a journal of some form to help you organise your thoughts? Or, put quite simply--what is a learning journal? It might be that you are unfamiliar with the label, but journals are one type of…
Students’ mathematical learning in modelling activities
DEFF Research Database (Denmark)
Kjeldsen, Tinne Hoff; Blomhøj, Morten
2013-01-01
Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts...... involved. We argue that progress in students’ conceptual learning needs to be conceptualised separately from that of progress in their modelling competency. Findings are that modelling activities open a window to the students’ images of the mathematical concepts involved; that modelling activities can...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....
Fennema, Elizabeth; Sherman, Julia A.
1976-01-01
Nine different attitude scales are briefly described. They cover attitude toward success in mathematics, mathematics as a male domain, mother's and father's attitude, teachers' attitudes, confidence in learning mathematics, mathematics anxiety, effectance motivation in mathematics, and mathematics usefulness. (DT)
Mathematical Competence, Teaching, and Learning
Kerry Lee
2016-01-01
In this commentary, I focus on the notion of competence and issues related to the distinction between knowing how mathematical problems are solved versus knowing how to teach mathematics. Although definitions of competence may necessarily be affected by value judgements and thus less amenable to factual answers, providing a defensible definition is important because it affects eligibility for intervention and treatment. One way to tackle this issue is to focus on the identification of prerequ...
Mathematical Competence, Teaching, and Learning
Directory of Open Access Journals (Sweden)
Kerry Lee
2016-04-01
Full Text Available In this commentary, I focus on the notion of competence and issues related to the distinction between knowing how mathematical problems are solved versus knowing how to teach mathematics. Although definitions of competence may necessarily be affected by value judgements and thus less amenable to factual answers, providing a defensible definition is important because it affects eligibility for intervention and treatment. One way to tackle this issue is to focus on the identification of prerequisite skills and concepts needed for particular domains of mathematics. Recent work on fraction and algebra has shown that long held assumptions may need to be re-examined. On knowledge versus application, some cautionary notes are made on the importance of not losing sight of translating our knowledge of processes involved in mathematical problem solving into better pedagogical practices. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10
School mathematical discourse in a learning landscape
DEFF Research Database (Denmark)
Valero, Paola; Meaney, Tamsin; Alrø, Helle
in multicultural settings, when adopting restricted perspectives on issues of bilingualism. In the paper we discuss the relationship between the learning landscape and school mathematical discourse. We then use these notions to analyse two case studies in Danish and New Zealand schools. Our conclusion raises...... possibilities about how these notions can be used when researching mathematics education in multicultural settings....
"Huck Finn" in Context: A Teaching Guide.
Schulten, Katherine
This guide contains a detailed, six-section curriculum that frames the debate over Mark Twain's novel "Huck Finn," asks students to think critically about it, and helps them to see the novel in a richer historical and literary context. The first section introduces students to the history of the controversy surrounding "Huck Finn" and touches on…
Opportunity to learn first year mathematics in teacher training ...
African Journals Online (AJOL)
Opportunity to learn first year mathematics in teacher training colleges in Ghana. ... Open Access DOWNLOAD FULL TEXT ... Attempts should be made to integrate the discovery approach into teaching and learning difficult mathematics topics.
Hipatia: a hypermedia learning environment in mathematics
Directory of Open Access Journals (Sweden)
Marisol Cueli
2016-01-01
Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.
Fractions Learning in Children with Mathematics Difficulties
Tian, Jing; Siegler, Robert S.
2016-01-01
Learning of fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind TA peers in…
Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806
Directory of Open Access Journals (Sweden)
Yinghui Lai
Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
Romanticism in The Adventures of Huckleberry Finn
Institute of Scientific and Technical Information of China (English)
李琳
2013-01-01
The Adventures of Huckleberry Finn has been studied as a realistic work widely. Although The Adventures of Huckle⁃berry Finn mainly work for the realism, there are also spark notes of romanticism in the book. So this essay discusses the romanticism from its source and its conception, and the third part of this essay analyzes which parts and which points in the book show the romanticism, and analyzes the romanticism in the book from the general following as⁃pects:description of the environment, the friendship between the main characters, the plots, and themes. At last, the author con⁃cludes the indelible artistic value in The Adventures of Huckleberry Finn.
Mathematics Self-Efficacy and Mistake-Handling Learning as Predictors of Mathematics Anxiety
Aksu, Zeki; Ozkaya, Merve; Gedik, Solmaz Damla; Konyalioglu, Alper Cihan
2016-01-01
This study aims to analyze the relationship between secondary school seventh grade students' perception of mathematical self-efficacy, mistake-handling learning awareness, and mathematical anxiety; and to define the power of mistake-handling learning and self-efficacy in predicting mathematical anxiety. In this study, relational model was used and…
Reid, Anna; Wood, Leigh N.; Smith, Geoff H.; Petocz, Peter
2005-01-01
In this paper, we describe and investigate three aspects of learning mathematics: intention, approach and outcome. These aspects have emerged from interviews with students where their experience of learning mathematics, their understanding of mathematics as a discipline field, and their perception of work as a mathematician were the objects of…
Rabab'h, Belal; Veloo, Arsaythamby
2015-01-01
Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…
Teaching "Huck Finn" in a Multiethnic Classroom.
Lew, Ann
1993-01-01
Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)
Learning via problem solving in mathematics education
Directory of Open Access Journals (Sweden)
Piet Human
2009-09-01
Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproﬁciency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the
Forming Positive Identities to Enhance Mathematics Learning among Adolescents
Mkhize, Duduzile Rosemary
2017-01-01
Learners' participation in mathematics decreases during their transition from primary to high school. This is despite adolescents' cognitive growth equipping them with enhanced cognitive ability; to learn mathematics. Hence low participation in mathematics does not result from cognitive deficiency. Rather, lack of motivation to learn mathematics…
Communicational Perspectives on Learning and Teaching Mathematics: Prologue
Tabach, Michal; Nachlieli, Talli
2016-01-01
This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework--commognition. Within this framework, learning mathematics is defined as a change in one's mathematical discourse, that is, in the form of communication known as mathematical. Teaching…
Using Game Theory to Increase Students' Motivation to Learn Mathematics
2005-01-01
This paper reports an attempt to teach game theory in order to increase students' motivation to learn mathematics. A course in game theory was created in order to introduce students to new mathematical content presented in a different way.
Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective
Lewis, Gareth
2015-01-01
In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…
Lin, Su-Wei; Tai, Wen-Chun
2015-01-01
This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…
Creating opportunities to learn in mathematics education: a sociocultural perspective
Goos, Merrilyn
2014-09-01
The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.
Shin, Mikyung; Bryant, Diane Pedrotty
2015-01-01
The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary
Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.
2015-01-01
Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary
Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.
2015-01-01
Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…
Campbell, Matthew P.; Lee, Hollylynne Stohl
2017-01-01
To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support…
Rhetorical ways of thinking Vygotskian theory and mathematical learning
Albert, Lillie R; Macadino, Vittoria
2012-01-01
Combining Vygotskian theory with current teaching and learning practices, this volume focuses on how the co-construction of learning models the interpretation of a mathematical situation, providing educationalists with a valuable practical methodology.
Paterson, Judy; Sneddon, Jamie
2011-01-01
This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…
The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?
Ernest, Paul
2015-01-01
Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school…
EDThoughts: What We Know about Mathematics Teaching and Learning.
Sutton, John, Ed.; Krueger, Alice, Ed.
This volume, part of the EDThoughts series, was authored by mathematics education specialists from across the United States. It addresses approximately 50 questions of interest to mathematics educators, including "How does integrated instruction in mathematics affect teaching and learning?" and "What factors contribute most strongly to students'…
Mathematics Anxiety: What Have We Learned in 60 Years?
Dowker, Ann; Sarkar, Amar; Looi, Chung Yen
2016-01-01
The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned. PMID:27199789
Mathematics anxiety: what have we learned in 60 years?
Directory of Open Access Journals (Sweden)
Ann eDowker
2016-04-01
Full Text Available The construct of mathematics anxiety has been an important topic of study at least since the concept of 'number anxiety' was introduced by Dreger & Aiken (1957, and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
Mathematics Anxiety: What Have We Learned in 60 Years?
Dowker, Ann; Sarkar, Amar; Looi, Chung Yen
2016-01-01
The construct of mathematics anxiety has been an important topic of study at least since the concept of "number anxiety" was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
Intention and Significance in the Teaching and Learning of Mathematics.
Brown, Tony
1996-01-01
Discusses the role of language in mathematical understanding, focusing on a classic debate between two leading writers in hermeneutics, Gadamer and Habermas. Suggests that personal learning of mathematics is inseparable from the social practices within which learning occurs. (Author/MKR)
Challenging Assumptions: Mobile Learning for Mathematics Project in South Africa
Roberts, Nicky; Vanska, Riitta
2011-01-01
This article introduces the Nokia Mobile Learning for Mathematics Project in South Africa, which made use of mobile technology to support mathematics learning at 30 public secondary schools. It draws on the evaluation of this project from January to June 2010. The article discusses learner access to mobile devices, learner and teacher uptake and…
Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher
Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen
2016-01-01
Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…
Influence of Demographic Factors on Students' Beliefs in Learning Mathematics
Tahir, Izah Mohd; Bakar, Nor Mazlina Abu
2009-01-01
Learning mathematics has been recognized by many as important. It does not only develop students' ability to think in quantitative terms but can also enhance skills such as analytical and problem solving skills. However, to enable us to tell our students how important mathematics is we have to understand students' beliefs in learning mathematics…
Review of Mathematics Interventions for Secondary Students with Learning Disabilities
Marita, Samantha; Hord, Casey
2017-01-01
Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…
Expanding Notions of "Learning Trajectories" in Mathematics Education
Weber, Eric; Walkington, Candace; McGalliard, William
2015-01-01
Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories…
The Effect of Blended Learning in Mathematics Course
Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui
2017-01-01
With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…
The Effect of Blended Learning in Mathematics Course
Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui
2017-01-01
With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…
The mathematics of the tables of learning
Directory of Open Access Journals (Sweden)
Emilio Ambrisi
2015-06-01
Full Text Available The "learning tables" for mathematics are an interpretation of the National Guidelines for the Licei and the Guidelines for Technical and Professional Institutes which is consistent with their scientific and regulatory principles. They are the result of a collective work performed in connection with two projects launched by the Ministry of Education and are the real novelty of the transformations taking place in the Italian educational system since 1997. In particular, they are the real educational innovation in doing mathematics. La matematica delle tavole degli apprendimenti Le tavole di apprendimento per la matematica costituiscono una interpretazione delle Indicazioni Nazionali per i Licei e delle Linee Guida per gli Istituti Tecnici e Professionali che è coerente con i loro principi scientifici e normativi. Esse sono frutto di un lavoro collettivo eseguito nell’ambito di due progetti varati dal MIUR e rappresentano la vera novità delle trasformazioni in atto nel sistema scolastico italiano dal 1997. In particolare, la vera innovazione didattica nel fare matematica. Parole Chiave: didattica, matematica, lista
Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.
2016-02-01
This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.
Narrative assessment: making mathematics learning visible in early childhood settings
Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel
2015-09-01
Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.
The Adventures of Huckleberry Finn Literature Analysis
Institute of Scientific and Technical Information of China (English)
陈媛
2008-01-01
Mark Twain is one of the greatest writers of American in 19 century.The Adventures of Huckleberry Finn is his best work.It show us a lot social problem through Jim Huck'adventure in Mississippi river.Mark Twain applies humor in the various episodes throughout the book,his literature explored questions of freedom,independence,and identity.
"The Adventures of Huckleberry Finn". [Lesson Plan].
Donley, Nancy R.
Based on Mark Twain's novel "The Adventures of Huckleberry Finn," this lesson plan presents activities designed to help students understand that identifying and thinking about a key quotation or symbol in a novel can help a reader extract greater meaning from the work; and that a paper analyzing literature should follow a logical organization. The…
Huck Finn, Moral Language and Moral Education
Schinkel, Anders
2011-01-01
The aim of this article is twofold. Against the traditional interpretation of "the conscience of Huckleberry Finn" (for which Jonathan Bennett's article with this title is the locus classicus) as a conflict between conscience and sympathy, I propose a new interpretation of Huck's inner conflict, in terms of Huck's mastery of (the) moral language…
Historicism, "Huckleberry Finn," and Howard Beach.
Puttock, Kay
1990-01-01
Argues for the effectiveness of Mark Twain's "Huckleberry Finn" as a tool for increasing racial understanding. Suggests that class discussion of the book can make Black students feel as though they have valuable insights to contribute. Concludes that students' emotional reactions to Twain's novel demonstrate the continuing relevance of…
Historicism, "Huckleberry Finn," and Howard Beach.
Puttock, Kay
1990-01-01
Argues for the effectiveness of Mark Twain's "Huckleberry Finn" as a tool for increasing racial understanding. Suggests that class discussion of the book can make Black students feel as though they have valuable insights to contribute. Concludes that students' emotional reactions to Twain's novel demonstrate the continuing relevance of…
On the Adventure of Huckleberry Finn
Institute of Scientific and Technical Information of China (English)
张蒙蒙
2014-01-01
The Adventure of Huckleberry Finn, one of Mark Twain’s masterpieces, is a story about a little child who pursues free-dom together with his friend;however, if readers take it as easy as a fairy tale they will not really understand it. When exploring it deeply it is noticed that the book reveals profound social problems and interpersonal relationships.
Rationality and Belief in Learning Mathematics
Brown, Tony
2016-01-01
This paper argues that rationality and belief are mutually formative dimensions of school mathematics, where each term is more politically embedded than often depicted in the field of mathematics education research. School mathematics then presents not so much rational mathematical thought distorted by irrational beliefs but rather a particular…
Rationality and Belief in Learning Mathematics
Brown, Tony
2016-01-01
This paper argues that rationality and belief are mutually formative dimensions of school mathematics, where each term is more politically embedded than often depicted in the field of mathematics education research. School mathematics then presents not so much rational mathematical thought distorted by irrational beliefs but rather a particular…
Opportunities and challenges of mobile learning for promoting mathematical literacy
2016-01-01
Mathematical literacy plays an important role in supporting individuals to fulfil their professional roles in modern society. The affordances of mobile technologies as well as the emergence of new theories in mobile learning have the potential to promote mathematical literacy. However, implementation of mobile learning in Indonesian society faces challenges related to perceived ethical and learning issues in curriculum-based educational settings. This study aims to investigate the preparednes...
Concept mapping learning strategy to enhance students' mathematical connection ability
Hafiz, M.; Kadir, Fatra, Maifalinda
2017-05-01
The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.
Geary, David C
2011-04-01
The goals of the review are threefold: (a) to highlight the educational and employment consequences of poorly developed mathematical competencies; (b) overview the characteristics of children with mathematical learning disability (MLD) and with persistently low achievement (LA) in mathematics; and (c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, ∼ 7% of children and adolescents have MLD and another 10% show persistent LA in mathematics, despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence but are related to working memory deficits for children with MLD, but not LA children. These individuals have identifiable number and memory delays and deficits that seem to be specific to mathematics learning. Interventions that target these cognitive deficits are in development and preliminary results are promising.
Mokmin, Nur Azlina Mohamed; Masood, Mona
2015-12-01
Many students, especially the low achievers, find that mathematics is a difficult subject. Various studies found that student achievement in mathematics can be increased by attuning to students' learning styles. This study focused on the development of four differentiated learning materials for learning mathematics. The effectiveness of the developed learning materials was tested on 309 Malaysian polytechnic students. The result shows that the learning achievement of the students significantly increased when they learned using the learning material that was mapped with their preferred learning styles
A Low-Achiever's Learning Process in Mathematics: Shirley's Fraction Learning
Keijzer, Ronald; Terwel, Jan
2004-01-01
Research in mathematics education offers a considerable body of evidence that both high and low-achievers can benefit from learning mathematics in meaningful contexts. This case study offers an in-depth analysis of the learning process of a low-achieving student in the context of Realistic Mathematics Education (RME). The focus is on the use of…
Utilizing Microsoft Mathematics In Teaching And Learning Calculus
Directory of Open Access Journals (Sweden)
Rina Oktaviyanthi
2015-10-01
Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.
Digital games and learning mathematics: Student, teacher and parent perspectives
Directory of Open Access Journals (Sweden)
Su Ting Yong
2016-12-01
Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy.
SelMa - Self-guided Learning in Teaching Mathematics
Directory of Open Access Journals (Sweden)
Wolfgang WEBER
2004-04-01
Full Text Available In the project ``Self-guided Learning in Teaching Mathematics - SEC II'' (SelMa, five authoring schools are working out scenarios, media and materials for phases of self-guided learning, which will be tested systematically by 10 trial schools with regard to their everyday suitability. In this paper three approaches to such learning arrangements (independent learning centre, jigsaw classroom and learning at stations are being outlined and relevant experiences are being made available. Learning diaries prove to be useful for the learners' reflection of their learning process. The development as well as the management of such learning arrangements does place new demands on the teachers.
Engaging Students in Mathematical Modeling through Service-Learning
Carducci, Olivia M.
2014-01-01
I have included a service-learning project in my mathematical modeling course for the last 6 years. This article describes my experience with service-learning in this course. The article includes a description of the course and the service-learning projects. There is a discussion of how to connect with community partners and identify…
Some Aspects of Mathematical Model of Collaborative Learning
Nakamura, Yasuyuki; Yasutake, Koichi; Yamakawa, Osamu
2012-01-01
There are some mathematical learning models of collaborative learning, with which we can learn how students obtain knowledge and we expect to design effective education. We put together those models and classify into three categories; model by differential equations, so-called Ising spin and a stochastic process equation. Some of the models do not…
Research Trends in the Use of Mobile Learning in Mathematics
Crompton, Helen; Burke, Diane
2015-01-01
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings…
The Effects of Self-Paced Blended Learning of Mathematics
Balentyne, Phoebe; Varga, Mary Alice
2016-01-01
As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…
Research Trends in the Use of Mobile Learning in Mathematics
Crompton, Helen; Burke, Diane
2015-01-01
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings…
Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
Bartell, Tonya Gau
2013-01-01
This article describes teachers' collective work aimed at learning to teach mathematics for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals.…
Biza, Irene; Nardi, Elena; Joel, Gareth
2015-01-01
In this paper we present the results from a study in which 21 mathematics trainee teachers engage with two practice-based tasks in which classroom management interferes with mathematical learning. We investigate the trainees' considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the…
Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
Bartell, Tonya Gau
2013-01-01
This article describes teachers' collective work aimed at learning to teach mathematics for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals.…
Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
Bartell, Tonya Gau
2013-01-01
This article describes teachers' collective work aimed at learning to teach mathematics for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice…
UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS
Rina Oktaviyanthi; Yani Supriani
2015-01-01
The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya wer...
Utilization of Information and Communication Technologies in Mathematics Learning
Directory of Open Access Journals (Sweden)
Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.
Wardono; Mariani, S.; Hendikawati, P.; Ikayani
2017-04-01
Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are
Learning Mathematics in the Mobile Phone Environment: Students' Emotions
Daher, Wajeeh
2011-01-01
Researchers point at the importance of emotions and its study in mathematics education. This research examines middle school students' emotions during learning mathematics outdoors using the mobile phone. The constant comparison method was used to analyze 30 middle school students' emotions while carrying out 15 outdoor activities using the mobile…
Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus
Oktaviyanthi, Rina; Supriani, Yani
2015-01-01
The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…
Utilizing Microsoft Mathematics in Teaching and Learning Calculus
Oktaviyanthi, Rina; Supriani, Yani
2015-01-01
The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…
A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics
Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q.
2017-01-01
We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…
Effect of Using Scientific Calculators in Learning Mathematics by ...
African Journals Online (AJOL)
Effect of Using Scientific Calculators in Learning Mathematics by Secondary School Students in Embu District in Kenya. ... The sample size was 370 students. The instrument used was Attitude Questionnaire for students and a teacher's Questionnaire, the ... and the calculators should be maintained in the mathematics class.
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning
Shield, Malcolm; Dole, Shelley
2013-01-01
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…
Evaluation of Computer Games for Learning about Mathematical Functions
Tüzün, Hakan; Arkun, Selay; Bayirtepe-Yagiz, Ezgi; Kurt, Funda; Yermeydan-Ugur, Benlihan
2008-01-01
In this study, researchers evaluated the usability of game environments for teaching and learning about mathematical functions. A 3-Dimensional multi-user computer game called as "Quest Atlantis" has been used, and an educational game about mathematical functions has been developed in parallel to the Quest Atlantis' technical and…
Using Sport to Engage and Motivate Students to Learn Mathematics
Robinson, Carol L.
2012-01-01
This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…
Mathematics in Student-Centred Inquiry Learning: Student Engagement
Calder, Nigel
2013-01-01
This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…
Student-Made Games to Learn the History of Mathematics
Huntley, Mary Ann; Flores, Alfinio
2011-01-01
In this article, the authors describe how prospective secondary mathematics teachers designed their own adaptations of popular board and computer games to learn the history of mathematics. They begin the article by describing some of the games students designed and used, and follow this with a discussion of factors for successful use of games in…
Working for Learning: Teaching Assistants Developing Mathematics for Teaching
Drake, Pat
2009-01-01
This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken…
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities
Passolunghi, Maria Chiara
2011-01-01
Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…
Learning Mathematics in the Mobile Phone Environment: Students' Emotions
Daher, Wajeeh
2011-01-01
Researchers point at the importance of emotions and its study in mathematics education. This research examines middle school students' emotions during learning mathematics outdoors using the mobile phone. The constant comparison method was used to analyze 30 middle school students' emotions while carrying out 15 outdoor activities using the mobile…
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning
Shield, Malcolm; Dole, Shelley
2013-01-01
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…
Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities
Judge, Sharon; Watson, Silvana M. R.
2011-01-01
Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…
Teaching Mathematics in Open Distance Learning (ODL): Does it ...
African Journals Online (AJOL)
Huria: Journal of the Open University of Tanzania ... Teaching mathematics through open distance learning (ODL) has been a challenge to mathematics educators due to the nature of communication with ... It was believed by the researcher that current modes of module delivery were not adequate enough to prepare ...
The Psychology of Mathematics Learning: Past and Present.
Education and Urban Society, 1985
1985-01-01
Reviews trends in applying psychology to mathematics learning. Discusses the influence of behaviorism and other functionalist theories, Gestalt theory, Piagetian theory, and the "new functionalism" evident in computer-oriented theories of information processing. (GC)
Using Student-Made Games to Learn Mathematics
Gallegos, Irene; Flores, Alfinio
2010-01-01
First-year university students design and play their own games, including board, computer, and other kinds of games, to learn mathematical concepts and practice procedures for their pre-calculus and calculus courses. (Contains 2 tables and 8 figures.)
Opportunity to learn English and mathematics in Ghanaian primary ...
African Journals Online (AJOL)
Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... that teachers are not only exposed sufficiently to OTL standards but also the strategies that they can be adopted to ...
UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS
Directory of Open Access Journals (Sweden)
Rina Oktaviyanthi
2015-01-01
Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.Keywords: Calculus, Educational Technology, Mathematics Education, Microsoft Mathematics, Technology Application DOI: dx.doi.org/10.22342/jme.61.63
Mathematics learning opportunities when playing a Tower Defense Game
Directory of Open Access Journals (Sweden)
Aura Hernàndez-Sabaté
2015-12-01
Full Text Available A qualitative research study is presented herein with the purpose of identifying mathematics learning opportunities in a commercial version of a Tower Defense game. These learning opportunities are understood as mathematicisable moments of the game and involve the establishment of relationships between the game and mathematical problem solving. Based on the analysis of the nature of these mathematicisable moments, we present several design options that are being implemented in a didactic version of a Tower Defense game.
Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar
2017-08-01
This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.
Head mathematics teachers' beliefs about the learning and teaching of mathematics
Perry, Bob; Tracey, Danielle; Howard, Peter
1999-04-01
This paper reports on an investigation of teacher beliefs concerning the nature of mathematics and the learning and teaching of mathematics. The focus is on the espoused beliefs of 40 Head Mathematics Teachers in Australian secondary schools. These beliefs are compared with the espoused beliefs of classroom mathematics teachers in the same schools and with recent mathematics education reform documents from Australia and USA. A confirmatory factor analysis of responses from a specifically constructed survey identified two factors (child-centredness and transmission) which form the basis for the comparative analysis. Interviews with eight of the Head Mathematics Teachers who responded to the survey provide further detail for these comparisons. The ramifications of the similarities and differences in espoused beliefs of the different groups of teachers and the reform documents are discussed.
Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics
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Amalija Zakelj
2014-06-01
Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.
Special Issue on Digital Games for Learning Mathematics
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Alessandro De Gloria
2015-02-01
Full Text Available Given the huge relevance of mathematics, for both reasoning and applications, it is important to develop more engaging and effective methods that can be used to enhance children’s conceptual understanding of mathematics, develop mathematical thinking processes and improve arithmetical skills. Digital games provide interesting possibilities to support these goals and one can easily find great deal of online games and apps targeted for learning mathematics. This spoecial issue is devoted to present leading-edge research and perspectives in the field.
Directory of Open Access Journals (Sweden)
Kürşat YENİLMEZ
2013-06-01
Full Text Available Purpose: There are mathematical behaviors in all levels from the preschool education to higher education programs. These behaviors are in mathematics curriculum as objectives. Elementary Mathematics (6-8th grades curriculum was developed in 2005 at last and applied gradually from the 6th grade in 2006-2007 academic year. Thematic approach was considered in regulating context in new mathematics curriculum and determined learning domains and sub learning domains. Some subjects were taken out and some new subjects were added in developing program studies. Patterns and relations in integers, translation, tessellations, structural drawings, transformation geometry, fractals, geometric movements, histogram, kinds of probability, standard deviation, combination, perspective drawings, intersections of objects, polyhedral objects, symmetries of geometric objects are some new subjects in mathematics (6-8th grades curriculum. Patterns and relations in integers and special number patterns are in Patterns and Relations in Algebra learning domain, translation, reflection, rotation, geometric movements and symmetries of geometric objects, tessellations and fractal, structural drawings, intersections of objects and polyhedral objects are in Geometry learning domain, histogram, kinds of probability, standard deviation, combination are in Probability and Statistics learning domain. The purpose of this study was to determine mathematics teachers’ opinions and qualifications about new sub learning domains in elementary mathematics (6-8th grades curriculum. The descriptive survey method was used in the study. The work group of the study consists of 27 mathematics teachers from primary schools in Tekirdağ. Data were collected by a questionnaire which has been developed by the researchers. The questionnaire has 9 open-ended and 17 close-ended questions. Open-ended questions were used to determine mathematics teachers’ views about new sub learning domains were
iSTEM: Learning Mathematics through Minecraft
Bos, Beth; Wilder, Lucy; Cook, Marcelina; O'Donnell, Ryan
2014-01-01
The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K-grade 6 classrooms.
Mathematics Learning and the Sexes: A Review.
Fennema, Elizabeth
The purpose of this paper was to explore the literature to see what differences, if any, exist between the sexes in mathematics achievement from pre-school through high school levels. Thirty-three studies were reported. Findings showed that there were no significant differences between boys' and girls' mathematics achievement in pre-school or…
Learning and Teaching Engineering Mathematics for the Knowledge Society
Booth, S.
2008-01-01
This paper addresses the issue of teaching and learning engineering mathematics in order to support a future of life-long learning in the knowledge society, based on a form of understanding that goes beyond facts, theorems and algorithms. Drawing on three research studies, the importance is shown of students' experience of reflection on study,…
Learning to Teach Mathematics with Reasoning and Sense Making
Nebesniak, Amy L.
2012-01-01
This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research…
University students' approaches to learning first-year mathematics.
Alkhateeb, Haitham M
2003-12-01
This study assessed reliability and validity of the Approaches to earning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated -.2 with the latter subscale scores.
Problem based learning to improve proportional reasoning of students in mathematics learning
Misnasanti, Utami, Ratna Widianti; Suwanto, Fevi Rahmawati
2017-08-01
This paper reviews about the using of Problem Based Learning (PBL) to improve proportional reasoning of students in mathematics learning. Mathematics is one of the subjects at school which generally has a goal to help students preparing themselves in this growth century. To achieve the goal of mathematics learning, student's good reasoning is needed as the base of mathematics itself. This reasoning is an ability to think through logic ideas about mathematics concept. One of reasoning mathematics ability is the proportional reasoning. Proportional reasoning is knowing the multiplicative relationship between the base ratio and the proportional situation to which it's applied. Proportional reasoning is important to have by students in learning mathematics. Many topics within the school mathematics require knowledge and understanding of ratio and proportion, for examples problem solving and calculation activities in domains involving scale, probability, percent, rate, trigonometry, equivalence, measurement, the geometry of plane shapes, algebra are assisted through ratio and proportion knowledge. But, the mastership of proportional reasoning ability, of course, can't be apart from teacher's role. In learning, a teacher has to choose and apply the right model so that it can improve the proportional reasoning ability of students. One of the alternative ways which could be applied to improve proportional reasoning ability of students is by applying PBL Model. Applying PBL which based on problem indirectly has trained students to solve every problem in front of them. Thus, applying PBL can improve mathematics proportional reasoning of students in mathematics learning.
Taanlane Finn Poulsen saab Eesti lasteteatri preemia / Finn Poulsen ; interv. Marian Männi
Poulsen, Finn
2008-01-01
Rootsis tegutsev lavastaja Finn Poulsen pälvib Salme Reegi preemia Emajõe Suveteatris lavastatud "Romeo ja Signe" eest. Preemia andmisel võttis žürii arvesse ka tema varasemaid töid Vanemuises kui ka nukuteatris
Taanlane Finn Poulsen saab Eesti lasteteatri preemia / Finn Poulsen ; interv. Marian Männi
Poulsen, Finn
2008-01-01
Rootsis tegutsev lavastaja Finn Poulsen pälvib Salme Reegi preemia Emajõe Suveteatris lavastatud "Romeo ja Signe" eest. Preemia andmisel võttis žürii arvesse ka tema varasemaid töid Vanemuises kui ka nukuteatris
UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING
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Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-147
Lai, Shu-Ling; Repman, Judith L.
1996-01-01
Purposes of this study were to determine: (1) if analogies and elaboration and placement of the analogies help novices learning a computer-programming language; (2) if students' mathematics ability influences programming learning; and (3) the interaction effects between analogy and mathematics ability. Subjects were 156 college students. Results…
McDonel, Jennifer S.
2013-01-01
The purpose of this study was to examine children's musical and mathematical behaviors as they participated in an interdisciplinary pre-K curriculum. Research questions were: 1. What connections--if any--do young children make between music learning and mathematics learning? 2. Is there a relationship between young children's emergent rhythm…
When Words Fail Us: Reexamining the Conscience of Huckleberry Finn
Prusak, Bernard G.
2011-01-01
The present paper, as the subtitle indicates, reexamines the conscience of Huckleberry Finn, which means both that the author provides a close reading of key chapters of Mark Twain's great novel and that he engages Jonathan Bennett's well-known and oft-cited paper, "The Conscience of Huckleberry Finn." Bennett says that an episode in chapter 16 of…
Huck Finn: 100 Years of Durn Fool Problems.
Stanek, Lou Willett
1985-01-01
Discusses the censorship of Mark Twain's "Huckleberry Finn" since it was first published in 1885. Highlights include Twain's public image, viewpoints of censors, the banning of the book and school censorship cases, and the celebration of the centennial of "Huckleberry Finn." Nine references are cited. (EJS)
Peer learning in mathematics forum on Facebook: A case study
Biton, Yaniv; Hershkovitz, Sara; Hoch, Maureen
2015-01-01
International audience; To help students prepare for the resit exam of the mathematics Bagrut (Israeli matriculation) of 2013, the Center for Educational Technology established a virtual review session using Facebook, for four days before the exam. 614 students and 16 teachers participated. We examined three central questions, each about using Facebook to prepare for the mathematics Bagrut: What opportunities for learning were created? What are the students' opinions? What are the teachers' o...
Prospective Teachers. Conceptions about Mathematics and its Teaching and Learning
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Marcos Augusto Zapata
2009-12-01
Full Text Available Teachers' thinking and their activity in class constitute a means of understanding teaching. The interpretation of this thinking is one of the bases for designing education proposals in centres of initial and continuing teacher education. The work presented describes a study conducted with prospective teachers specializing in Mathematics and Physics in the Education Faculty of the University of Piura, Peru. The objective of the study was to identify their conceptions about mathematics and its teaching and learning.
Students’ Perceptions of Learning Mathematics With Cellular Phones and Applets
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Wajeeh M. Daher
2009-03-01
Full Text Available This paper describes the perceptions of middle school students regarding learning mathematics with cellular phones and web applets, their perceptions regarding the differences between these two electronic devices and their preferences regarding using the devices in learning mathematics. To analyze these perceptions I used the grounded theory approach which involves: open coding, axial coding, and selective coding, where the unit of analysis was the sentence in each of the interviews. The research findings imply that the participants perceived different aspects of both of the electronic devices: the availability of the device, the collaboration aspect, the communication aspect, the size of the device, and the swiftness of working with the device. These aspects influenced the participants’ decisions when, where and how to use each of the devices for the learning of mathematics. More participants preferred the cellular phone over the applet primarily for its small size which makes easy its portability as well as for its communication facilities.
Mathematics and Science Learning Opportunities in Preschool Classrooms
Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine
2014-01-01
Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205
Using Digital Games to Learn Mathematics – What students think?
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Su Ting Yong
2016-06-01
Full Text Available The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study. The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games. It was found that most of the university foundation students liked to play different types of digital games. Males preferred playing digital games in more traditional male genres namely sport, racing, shooter, action adventure, role play and strategy games. As for females, they generally preferred playing puzzle and simulation games. Astonishingly, the foundation students were not very positive towards the use of digital games in learning mathematics, and their attitude was essentially influenced by their mathematics interest. Students with greater interest in mathematics were more likely to support the use of digital games in learning.
Inversion in Mathematical Thinking and Learning
Greer, Brian
2012-01-01
Inversion is a fundamental relational building block both within mathematics as the study of structures and within people's physical and social experience, linked to many other key elements such as equilibrium, invariance, reversal, compensation, symmetry, and balance. Within purely formal arithmetic, the inverse relationships between addition and…
Connecting Mathematics Teaching with Vocational Learning
Dalby, Diane; Noyes, Andrew
2015-01-01
For many vocational students in England, mathematics is now a compulsory part of their programme, yet the inclusion of an academic subject within a vocational course presents challenges. In this paper, an analysis of a series of case studies of vocational student groups in Further Education colleges in England shows how contrasting practices in…
Bilingualism and Mathematics Learning: Another Perspective.
Clarkson, Philip C.; Galbraith, Peter
1992-01-01
The influence of English, the language used in the schooling of 227 sixth graders from Papua New Guinea, as well as the influence of their native language, Pidgin, were both found to have a significant impact upon their mathematical performance. (41 references) (JJK)
A Study on the Role of Drama in Learning Mathematics
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Elahe Masoum
2013-08-01
Full Text Available Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, recommendations and strength-weakness points through the different drama. This study is looking to investigate the role of drama so that have a better understanding of mathematical concepts in Zahedan's girly elementary students (2011-12. This research is used on 36 three grade students through quasi-experiment method. The emerging results clearly showed that using drama in mathematics education has been better results against the traditional teaching. Then it seems that cited method is suitable for elementary students to learn mathematical concepts.
Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers
Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto
2017-04-01
Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively
A Journey of Freedom-seeking-A Character Analysis of The Adventure of Huckleberry Finn
Institute of Scientific and Technical Information of China (English)
谭险峰
2013-01-01
The thesis analyzes and comments on the two main characters in The Adventure of Huckleberry Finn so as to reveal the truth that to win both physical and psychological freedom in the society, we must learn to stand on ourselves. It begins with a brief introduction to the author, the novel and the paper thesis. Then, the author discloses the freedom-fighting process of the two main characters and the functions of Mississippi River and the raft in The Adventure of Huckleberry Finn: On the hegira, Huck realizes the cruelty, greed, murder, trickery, hypocrisy, racism, and a general lack of morality of the society;Jim, with his in-telligence and compassion, wins his freedom;the Mississippi River and the raft are symbols of freedom. Finally, the author reveals that to win both physical and psychological freedom, one must rely on his or her own efforts.
Understanding Mathematics and Science Matters. Studies in Mathematical Thinking and Learning Series
Romberg, Thomas A., Ed.; Carpenter, Thomas P., Ed.; Dremock, Fae, Ed.
2005-01-01
The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics…
The Use of Concrete Learning Objects Taken from the History of Mathematics in Mathematics Education
Bütüner, Suphi Önder
2016-01-01
This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25.…
Communication in teaching and learning mathematics: Teachers' perspective
Rahman, Noor Aida Affida Abdul; Lee, Mohd Faizal Nizam
2014-07-01
The aim of this study was to obtain the perceptions of the teachers regarding communication in teaching and learning Mathematics. This study was conducted in Balik Pulau involving thirty-six mathematics teachers from nine primary schools. This study focused on three aspects of teachers' perceptions on communication in: (1) teaching and learning mathematics; (2) understanding mathematical topics; and (3) planning lesson according to the pupils level of understanding. Result for (1) showed that 86% of the teachers agreed that communication occurs in teaching and learning mathematics when both teacher and pupils were communicating and listening to each other. Findings for (2) showed that 39% of the teachers agreed that pupils were able to understand the lesson carried out by the teacher and were also able to solve moderate levelled questions given to them while 36% of the teachers agreed that pupils were able to understand but they were to be guided by the teacher in solving moderate levelled questions given to them. For (3), the findings showed that 31% of the teachers agreed that teachers can communicate well when they were using suitable teaching aids, employing language that easy to understand and encourage pupils to participate in the group discussion or arguments. Besides that, teacher also need to use simple words in their communication for pupils to understand better.
Active Learning to Improve Fifth Grade Mathematics Achievement in Banten
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Andri Suherman
2011-12-01
Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten
Amongst mathematicians teaching and learning mathematics at university level
Nardi, Elena
2008-01-01
"Amongst Mathematicians" offers a unique perspective on the ways in which mathematicians perceive their students' learning, the way they teach and reflect on those teaching practices. Elena Nardi employs fictional characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focus groups comprised of mathematicians and mathematics education.This book further develops analyses of the data and demonstrates the pedagogical potential that lies in collaborative research that engages educators, researchers, and students in undergraduate mathematics education. Nardi also addresses the need for action in undergraduate mathematics education by creating discourse for reform and demonstrating the feasibility and potential of collaboration between mathematicians and researchers. "Amongst Mathematicians" is of interest to the entire mathematics community including teacher educators, undergraduate and ...
[Mathematical models of decision making and learning].
Ito, Makoto; Doya, Kenji
2008-07-01
Computational models of reinforcement learning have recently been applied to analysis of brain imaging and neural recording data to identity neural correlates of specific processes of decision making, such as valuation of action candidates and parameters of value learning. However, for such model-based analysis paradigms, selecting an appropriate model is crucial. In this study we analyze the process of choice learning in rats using stochastic rewards. We show that "Q-learning," which is a standard reinforcement learning algorithm, does not adequately reflect the features of choice behaviors. Thus, we propose a generalized reinforcement learning (GRL) algorithm that incorporates the negative reward effect of reward loss and forgetting of values of actions not chosen. Using the Bayesian estimation method for time-varying parameters, we demonstrated that the GRL algorithm can predict an animal's choice behaviors as efficiently as the best Markov model. The results suggest the usefulness of the GRL for the model-based analysis of neural processes involved in decision making.
Cooperative Learning and Adaptive Instruction in a Mathematics Curriculum.
Terwel, Jan; And Others
1994-01-01
Maintains that current research suggests that heterogeneous grouping is preferable. Reports on a study of a new mathematics curriculum using 600 students in 6 Dutch schools. Finds that students in heterogeneous classes taught with cooperative-learning techniques achieved more than students in traditional ability-grouped classrooms. (CFR)
Revealing Significant Learning Moments with Interactive Whiteboards in Mathematics
Bruce, Catherine D.; McPherson, Richard; Sabeti, Farhad Mordy; Flynn, Tara
2011-01-01
The aim of this study was to identify when and how the interactive whiteboard (IWB) functioned as a productive tool that impacted student learning in mathematics. Using video data, field notes, and interview transcripts from 1 school year in two optimal case study classrooms, we were able to examine the unique opportunities afforded by the size of…
Children's mathematics 4-15 learning from errors and misconceptions
Ryan, Julie
2007-01-01
Develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics. This book offers guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. It transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching.
Designing Opportunities to Learn Mathematics Theory-Building Practices
Bass, Hyman
2017-01-01
Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…
Hand Gesture and Mathematics Learning: Lessons from an Avatar
Cook, Susan Wagner; Friedman, Howard S.; Duggan, Katherine A.; Cui, Jian; Popescu, Voicu
2017-01-01
A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture…
Developing Critical Thinking Skills of Students in Mathematics Learning
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Firdaus Firdaus
2015-08-01
Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts; the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.
Teaching and Learning Mathematics from Primary Historical Sources
Barnett, Janet Heine; Lodder, Jerry; Pengelley, David
2016-01-01
Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…
Programed Learning and Mathematical Education, A CEM Study.
May, Kenneth O.
This study reports on the position of programed learning in the teaching of college mathematics. A historical survey is given describing the following programing styles: Skinner, Crowder, eclectic, hybrid, Pressey, and problem. Conclusions based on research are given to claims about the benefits of programing including those of: providing for…
Mathematical Critical Thinking Ability through Contextual Teaching and Learning Approach
Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang
2015-01-01
This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university…
Cooperative learning and Mathematics Education: A happy Marriage?
Terwel, J.
2011-01-01
One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a comp
Differential Effects of Learning Games on Mathematics Proficiency
Chang, Mido; Evans, Michael A.; Kim, Sunha; Norton, Anderson; Samur, Yavuz
2015-01-01
This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6-8, from two schools in rural southwest Virginia. Over a nine-week period, [The Math App] was deployed as an intervention for investigation. Students were assigned…
Teaching Mathematics to Mixed Ability Classes: A Mastery Learning Approach.
Herrington, Anthony J.; Wolff, Marj
1985-01-01
Describes the development, implementation, advantages, and disadvantages of a mastery learning program for teaching mathematics to mixed ability classes. Indicates that the strategy provides a successful approach while taking account of the realities of group-based instruction, a fixed curriculum with fixed time, use of a textbook, and grading.…
Learning mathematics through inquiry: a large scale evaluation
Jong, de T.; Hendrikse, H.P.; Meij, van der H.
2010-01-01
Mathematics education is changing from a procedure-oriented approach to one in which concepts and their relations take a central place. Inquiry environments offer students the opportunity to investigate a domain and to focus on conceptual aspects. In this chapter, we describe a learning arrangement
Smith, Thomas J.; McKenna, Cornelius M.; Hines, Ellen
2014-01-01
This study examined a large, nationally-representative sample of eighth-grade students in the US to assess how the frequency of group learning activity in mathematics classrooms was associated with mathematics achievement and three measures of attitudes toward mathematics. Results showed that moderate amounts of group work in class had positive…
Morality in Mark Twain’ s The Adventure of Huckleberry Finn
Institute of Scientific and Technical Information of China (English)
2015-01-01
In this paper, the issue of morality will be discussed from three characters in The Adventure of Huckleberry Finn: Huckleberry Finn, Jim, and Tom Sawyer.Their moral values are related to the three themes of this book:ra-cial discrimination, freedom and constraint, adventure and trick.In Huckleber-ry Finn, moral value of freedom and constraint come from the community, and his own experiences; in Jim, the moral value of racial discrimination is influ-enced by the community and his own experiences;and Tom Sawyer’ s moral val-ue of adventure and trick is influenced by his own experiences.
How to Feel about and Learn Mathematics: Therapeutic Intervention and Attentiveness
Namukasa, Immaculate; Gadanidis, George; Cordy, Michelle
2009-01-01
In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre-service elementary school…
Jones, Keith
2000-01-01
A sociocultural analysis suggests that pedagogical artifacts employed in the teaching and learning of mathematics both enable and constrain learning. This paper summarises three classroom studies of mathematics learning that have utilised a sociocultural approach. Each of the studies indicates how insight can be gained into the ways in which students attempt to make sense of the mathematics they encounter.
Parity of Provision? Learning Support for English and Mathematics in Irish Primary Schools
Surgenor, Paul; Shiel, Gerry
2008-01-01
This article examines the differences in learning support provision for English and mathematics in Irish primary schools. Questionnaires were completed by 172 learning support teachers in Irish primary schools, as part of a national assessment of English and mathematics. Few respondents (3%) provide learning support for mathematics only, over…
Özdemir, Burçin Gökkurt
2017-01-01
The purpose of the study is to identify the classroom mathematical practices developed within a learning environment designed by Realistic Mathematics Education for teaching cone and pyramid to preservice teachers. A teaching experiment including five-week instructional sequence by a hypothetical learning trajectory about the solids of cone and…
Mathematical disposition of junior high school students viewed from learning styles
Putra, Arief Karunia; Budiyono, Slamet, Isnandar
2017-08-01
The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.
Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri
2017-08-01
SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.
Taani kunsti kuldaeg / Finn Termann Frederiksen ; interv. Kadi Polli
Frederiksen, Finn Termann
1999-01-01
Eesti Kunstimuuseumis näitus "Kuldajast modernismini : Taani maalikunst 1830-1930". Randersi kunstimuuseumi direktor Finn Terman Frederiksen muuseumi kogudest, taani kuldaja kunstist, silmapaistvamatest kunstnikest, kirjanduskriitik Georg Brandesi rollist taani kunstis jm
Taani kunsti kuldaeg / Finn Termann Frederiksen ; interv. Kadi Polli
Frederiksen, Finn Termann
1999-01-01
Eesti Kunstimuuseumis näitus "Kuldajast modernismini : Taani maalikunst 1830-1930". Randersi kunstimuuseumi direktor Finn Terman Frederiksen muuseumi kogudest, taani kuldaja kunstist, silmapaistvamatest kunstnikest, kirjanduskriitik Georg Brandesi rollist taani kunstis jm
Meie ajastu saaga "Suur ime" / Finn Poulsen ; interv. Triin Voorel
Poulsen, Finn
2002-01-01
Riiklikus Nukuteatris etendus korraga Nukuteatri ja Rootsi teatri Länsteatern i Örebro etendus, Anders Byströmi "Suur ime", lavastaja Finn Poulsen. Esietendus 19. oktoobril. Ka lühiintervjuu autoriga
Meie ajastu saaga "Suur ime" / Finn Poulsen ; interv. Triin Voorel
Poulsen, Finn
2002-01-01
Riiklikus Nukuteatris etendus korraga Nukuteatri ja Rootsi teatri Länsteatern i Örebro etendus, Anders Byströmi "Suur ime", lavastaja Finn Poulsen. Esietendus 19. oktoobril. Ka lühiintervjuu autoriga
Assessing effects of technology usage on mathematics learning
Lynch, Julianne
2006-12-01
Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for `evidence-based' policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.
Directory of Open Access Journals (Sweden)
Widodo Dwi Riyanto
2017-04-01
Full Text Available The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1 develop interactive learning multimedia of power point, and (2 examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%. This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License
Shape and space activities for children with mathematical learning difficulties
Lever, Mel
2013-01-01
This short series of three books - "Number", "Shape and Space" and "Measures and Handling Data" - gives teachers and parents a range of ideas to help children with mathematical learning difficulties get to grip with mathematics. In order to help these children effectively, statements and teaching points need to be rephrased and produced in a variety of ways, using concrete and pictorial aids. The activities in these books aim to help teachers to offer children a wide-ranging mathematical vocabulary - adding meaning to the words children already use rather than just adding words to their repertoire. These activities are flexible and can be used in order with children of a range of ages and ability levels. Activities focusing on shape and space include: symmetry; shapes and patterns; properties of shapes; points of the compass; angle and turn; measurement of angles and use of compass and protractor; and coordinates.
Problem-based learning and teacher training in mathematics
Cazzola, Marina
2008-01-01
Problem-based learning (PBL) is a constructivist learner-centered instructional approach based on the analysis, resolution and discussion of a given problem. It can be applied to any subject, indeed it is especially useful for the teaching of mathematics. When compared to ``traditional'' teaching, the PBL approach requires increased responsibility for the teachers (in addition to the presentation of mathematical knowledge, they need to engage students in gathering information and using their knowledge to solve given problems). It thus become crucial that the future teachers become aware of its effectiveness. One of the main obstacle to this awareness lies usually on the fact that future teachers did not find this methodology in their own pre-service training. In this paper we will describe the attempt to introduce PBL in University courses so to have future maths teacher ``experience mathematics'' themselves.
Cognitive and mathematical profiles for different forms of learning difficulties.
Cirino, Paul T; Fuchs, Lynn S; Elias, John T; Powell, Sarah R; Schumacher, Robin F
2015-01-01
The purpose of this study was to compare subgroups of students with various forms of learning difficulties (language) and on mathematics measures of foundational numerical competencies, computation, and problem solving. Results revealed expected level differences among groups in both domains: NoLD outperformed RD, and MD outperformed MDRD. Profile differences were noted among pairs of subgroups on cognitive measures. On mathematics measures, profile differences were noted between RD and other subgroups, but not between MD and MDRD subgroups. The most discriminating cognitive measures were processing speed and language; the most discriminating mathematics measures depended on the subgroups being compared. Results were further evaluated according to more severe (< 10th percentile) criteria for MD and RD, which generally affected level differences more than the profile patterns. Results have implications for understanding comorbid MD and RD and for conceptualizing core deficits in MD.
Can peer assisted learning be effective in undergraduate mathematics?
Duah, Francis; Croft, Tony; Inglis, Matthew
2014-05-01
We report the implementation and evaluation of a 'peer assisted learning' (PAL) scheme designed to reduce the so-called 'cooling off' phenomenon in undergraduate mathematics. 'Cooling off' occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels. We found that, despite concerns about the novel didactic contract inherent in PAL schemes, a majority of students chose to engage with the scheme, and that the student leaders of the PAL sessions were generally capable of implementing a student-centred pedagogy. Furthermore, we found that students who attended the PAL sessions had higher achievement in their final examinations, even after controlling for their lecture attendance and prior attainment. We conclude by arguing that PAL may provide a useful mechanism for reducing the prevalence of the 'cooling off' phenomenon in some - but not all - groups of mathematics students.
COMPUTER MATHEMATICS SYSTEMS IN STUDENTS’ LEARNING OF "INFORMATIСS"
Directory of Open Access Journals (Sweden)
Taras P. Kobylnyk
2014-04-01
Full Text Available The article describes the general characteristics of the most popular computer mathematics systems such as commercial (Maple, Mathematica, Matlab and open source (Scilab, Maxima, GRAN, Sage, as well as the conditions of use of these systems as means of fundamentalization of the educational process of bachelor of informatics. It is considered the role of CMS in bachelor of informatics training. It is identified the approaches of CMS pedagogical use while learning information and physics and mathematics disciplines. There are presented some tasks, in which we must carefully use the «responses» have been received using CMS. It is identified the promising directions of development of computer mathematics systems in high-tech environment.
The zone of proximal development in the learning of mathematics
Directory of Open Access Journals (Sweden)
Sibawu Siyepu
2013-01-01
Full Text Available South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in mathematics is shocking. This article highlights the high failure rate of mathematics in a South African context. It suggests possible causes of learners' poor performance based on the literature. The article brings a socio-cultural theory of learning focusing on the zone ofproximal development as a possible solution in the development of instructional practices. It makes recommendations on what should be done to tackle anticipated problems as suggested in the discussion.
Motivating Mathematics Learning through an Integrated Technology Enhanced Learning Environment
Samuels, Peter
2010-01-01
Many developed nations have a serious problem with a shortage in the supply of numerate graduates, fuelled by their school students' negative attitudes towards their future study of mathematics. At the same time, the smart phone and other personal sensing technological devices are becoming commonplace amongst students in schools and universities.…
MATHEMATICS ACHIEVEMENT, SELF-REGULATED LEARNING AND COGNITIVE STYLE
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Ángela Camargo Uribe
2012-12-01
Full Text Available In this paper the relationship among high school students’ mathematics achievement, use of self-regulated learning strategies and cognitive style in the field dependence-independence dimension is examined. Subjects were 128 tenth graders of a public school at Bogotá, Colombia. The MSLQ Questionnaire was used to assess students’ level of self-regulation and the EFT test was used to measure students’ field dependence-independence cognitive style. Mathematics achievement was indicated by the grades obtained by the students during the academic year. Results show that self-regulated learning and cognitive style are related to Math achievement, each one separately. Additionally, complex relations between self-regulation and field dependence-independence were found.
A study on cognition: invention, learning and Mathematical Instruction
Directory of Open Access Journals (Sweden)
Giovani Cammarota
2012-12-01
Full Text Available This paper proposes a dialogue between the notion of invention andmathematical instruction, mainly, the mathematics classroom. The discussion is based upon an episode of fi eld research, carried out in the Cartography method in a public school in Juiz de Fora/MG. Around this episode, two discourses are articulated about cognition and learning: the Conceptual Field Theory, by Gérard Vergnaud, andthe Semantic Field Model, by Rômulo Lins. The invention crosses both discourses transversally, creating possibilities of thinking learning as a co-production of self-world.
Evans, Michael A.; Pruett, Jordan; Chang, Mido; Nino, Miguel
2014-01-01
Middle school mathematics education is subject to ongoing reform based on advances in digital instructional technologies, especially learning games, leading to recent calls for investment in "personalized learning." Through an extensive literature review, this investigation identified three priority areas that should be taken into…
Martin, Taylor; Petrick Smith, Carmen; Forsgren, Nicole; Aghababyan, Ani; Janisiewicz, Philip; Baker, Stephanie
2015-01-01
The struggle with fraction learning in kindergarten through Grade 12 in the United States is a persistent problem and one of the major stumbling blocks to succeeding in higher mathematics. Research into this problem has identified several areas where students commonly struggle with fractions. While there are many theories of fraction learning,…
Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro
2014-01-01
In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…
The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes
Sumantri, Mohamad Syarif; Satriani, Retni
2016-01-01
The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…
Evans, Michael A.; Pruett, Jordan; Chang, Mido; Nino, Miguel
2014-01-01
Middle school mathematics education is subject to ongoing reform based on advances in digital instructional technologies, especially learning games, leading to recent calls for investment in "personalized learning." Through an extensive literature review, this investigation identified three priority areas that should be taken into…
The development of mathematics courseware for learning line and angle
Halim, Noor Dayana Abd; Han, Ong Boon; Abdullah, Zaleha; Yusup, Junaidah
2015-05-01
Learning software is a teaching aid which is often used in schools to increase students' motivation, attract students' attention and also improve the quality of teaching and learning process. However, the development of learning software should be followed the phases in Instructional Design (ID) Model, therefore the process can be carried out systematic and orderly. Thus, this concept paper describes the application of ADDIE model in the development of mathematics learning courseware for learning Line and Angle named CBL-Math. ADDIE model consists of five consecutive phases which are Analysis, Design, Development, Implementation and Evaluation. Each phase must be properly planned in order to achieve the objectives stated. Other than to describe the processes occurring in each phase, this paper also demonstrating how cognitive theory of multimedia learning principles are integrated in the developed courseware. The principles that applied in the courseware reduce the students' cognitive load while learning the topic of line and angle. With well prepared development process and the integration of appropriate principles, it is expected that the developed software can help students learn effectively and also increase students' achievement in the topic of Line and Angle.
Osmanoglu, Aslihan; Koc, Yusuf; Isiksal, Mine
2013-01-01
The purpose of this study was to explore pre-service and in-service mathematics teachers' analyses of student learning in a video case of mathematics instruction via an online learning forum. The study was conducted in the context of three different mathematics methods courses in a 4-year college in the Midwestern United States. Twenty-six…
Bufford, Carolyn A.; Mettler, Everett; Geller, Emma H.; Kellman, Philip J.
2014-01-01
Mathematics requires thinking but also pattern recognition. Recent research indicates that perceptual learning (PL) interventions facilitate discovery of structure and recognition of patterns in mathematical domains, as assessed by tests of mathematical competence. Here we sought direct evidence that a brief perceptual learning module (PLM)…
Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?
Fredua-Kwarteng, Eric; Ahia, Francis
2015-01-01
Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature…
Building Knowledge Structures by Testing Helps Children with Mathematical Learning Difficulty
Zhang, Yiyun; Zhou, Xinlin
2016-01-01
Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by…
Flevares, Lucia M; Schiff, Jamie R
2014-01-01
In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.
Fuson, Karen C.
2009-01-01
This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…
Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin
2011-01-01
The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains inventory…
Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin
2011-01-01
The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…
Learning to observe mathematical learning in lesson studies
DEFF Research Database (Denmark)
Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes
2016-01-01
This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....
E-Learning and Affective Student’s Profile in Mathematics
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Giovannina Albano
2008-12-01
Full Text Available This paper is concerned with the personalisation of teaching/learning paths in mathematics education. Such personalisation would exploit the research results on the connection between the affective experience of the student learning mathematics and his/her success or failure in mathematics, which produces the learner’s attitude towards mathematics. We present a model for the learner’s affective profile in mathematics, which would extend the current user profile in an e-learning platform taking into account the learner’s attitude, to be used in order to offer and manage a Unit of Learning in mathematics better tailored on the global student’ needs. Tools for the implementation of the model in an e-learning platform have been devised. Activities templates suitable to various attitudes towards mathematics have been designed and their experimentation is in progress.
Using video-case and on-line discussion to learn to "notice" mathematics teaching
Callejo de la Vega, María Luz; Llinares Ciscar, Salvador; Valls González, Julia
2008-01-01
This research report presents part of the findings of a research project whose goal was to characterize how prospective secondary mathematics teachers learn to notice mathematics teaching through the analysis of video-cases and the participation in online discussions. In this context, we understand to learn to “notice” when prospective secondary mathematics teacher link empirical evidence to theoretical information as a process of identifying relevant aspects in mathematics teaching and inter...
Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties
Directory of Open Access Journals (Sweden)
Steve Chinn
2016-04-01
Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10
Mathematics and metacognition in adolescents and adults with learning disabilities
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Annemie DESOETE
2009-10-01
Full Text Available A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n=101 and adults with combined mathematical and reading disabilities (n=130 solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings and to avoid imposing the researcher’s structures and assumptions. In our dataset the isolated group (MD did worse than the comorbid group (M+RD on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.
DiffGame: Game-based mathematics learning for physics
Pedersen, Mads Kock; Dohn, Niels Bonderup; Lieberoth, Andreas; Sherson, Jacob
2016-01-01
Differentiation is a mathematical skill applied throughout science in order to describe the change of a function with respect to a dependent variable. Thus, an intuitive understanding of differentiation is necessary to work with the mathematical frameworks used to describe physical systems in the higher levels of education. In order to obtain this intuition repeated practice is required. In this paper we present the development of DiffGame, which consists of a series of exercises that introduce the basic principles of differentiation for high-school students through game-like elements. DiffGame have been tested with 117 first-year students from a single Danish high school, who did not have any prior training in differentiation. The students' learning was assessed by the data obtained directly from DiffGame. The test demonstrated the efficacy of DiffGame, since students at all levels demonstrate a learning gain. In contrast to previous studies demonstrating most learning in the lower tier of students, we find ...
DEFF Research Database (Denmark)
Triantafyllou, Evangelia; Misfeldt, Morten; Timcenko, Olga
2016-01-01
This article explores student attitudes and preferences in learning and teaching of mathematics in engineering studies that transcend the division between technical, scientific and artistic disciplines. For observing such attitudes, we have developed a model that relates the attitude towards...... mathematics as a subject with the attitude towards mathematics learning and instruction. Data comes from a study at the Media technology educational program of Aalborg university. The study used attitude and preference questionnaires, and observations and interviews with students. The results show that media...
Active learning increases student performance in science, engineering, and mathematics.
Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-06-10
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
Active learning increases student performance in science, engineering, and mathematics
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-01-01
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756
Teaching and Learning of Knot Theory in School Mathematics
Kawauchi, Akio
2012-01-01
This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching
Mathematical beauty in service of deep approach to learning
DEFF Research Database (Denmark)
Karamehmedovic, Mirza
2015-01-01
In the fall of 2014 I taught ‘02601 Introduction to Numerical Algorithms’ to a class of 86 engineering students at Technical University of Denmark. The course employed basic calculus and linear algebra to elucidate and analyse canonical algorithms of scientific computing. A major part of the course...... was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...
Mathematical beauty in service of deep approach to learning
DEFF Research Database (Denmark)
Karamehmedovic, Mirza
2015-01-01
In the fall of 2014 I taught ‘02601 Introduction to Numerical Algorithms’ to a class of 86 engineering students at Technical University of Denmark. The course employed basic calculus and linear algebra to elucidate and analyse canonical algorithms of scientific computing. A major part of the course...... was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...
Perception of mathematics teachers on cooperative learning method in the 21st century
Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima
2017-05-01
Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.
Teachers’ interactions and mathematics learning within a virtual environment
Directory of Open Access Journals (Sweden)
Aline Terra Salles
2012-09-01
Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.
Visual technology for the autonomous learning of mathematics
Directory of Open Access Journals (Sweden)
Helmut Linneweber‐Lammerskitten
2010-07-01
Full Text Available This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
Esa, Suraya; Mohamed, Nurul Akmal
2017-05-01
This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.
McLoughlin, M. Padraig M. M.
2008-01-01
The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory…
Digital game based learning: A new method in teaching and learning mathematics
Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin
2017-05-01
Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.
M-Learning: A New Paradigm of Learning Mathematics in Malaysia
Mahamad, Saipunidzam; Taib, Shakirah Mohd; 10.5121/ijcsit.2010.2407
2010-01-01
M-Learning is a new learning paradigm of the new social structure with mobile and wireless technologies.Smart school is one of the four flagship applications for Multimedia Super Corridor (MSC) under Malaysian government initiative to improve education standard in the country. With the advances of mobile devices technologies, mobile learning could help the government in realizing the initiative. This paper discusses the prospect of implementing mobile learning for primary school students. It indicates significant and challenges and analysis of user perceptions on potential mobile applications through a survey done in primary school context. The authors propose the m-Learning for mathematics by allowing the extension of technology in the traditional classroom in term of learning and teaching.
M-Learning: A New Paradigm of Learning Mathematics in Malaysia
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Saipunidzam Mahamad
2010-09-01
Full Text Available M-Learning is a new learning paradigm of the new social structure with mobile and wireless technologies.Smart school is one of the four flagship applications for Multimedia Super Corridor (MSC underMalaysian government initiative to improve education standard in the country. With the advances ofmobile devices technologies, mobile learning could help the government in realizing the initiative. Thispaper discusses the prospect of implementing mobile learning for primary school students. It indicatessignificant and challenges and analysis of user perceptions on potential mobile applications through asurvey done in primary school context. The authors propose the m-Learning for mathematics by allowingthe extension of technology in the traditional classroom in term of learning and teaching
How Do Mathematicians Learn Math?: Resources and Acts for Constructing and Understanding Mathematics
Wilkerson-Jerde, Michelle H.; Wilensky, Uri J.
2011-01-01
In this paper, we present an analytic framework for investigating expert mathematical learning as the process of building a "network of mathematical resources" by establishing relationships between different components and properties of mathematical ideas. We then use this framework to analyze the reasoning of ten mathematicians and mathematics…
Examining the Impact of Writing and Literacy Connections on Mathematics Learning
Martin, Christie; Polly, Drew
2016-01-01
In this study, we examine how literacy connections with multiple step mathematics problems affected mathematics learning for 4th grade students. Three fourth grade teachers incorporated writing activities in their mathematics classroom for two weeks. The level of teacher scaffolding decreased as students progressed through the problems. The…
Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students
Remijan, Kelly W.
2017-01-01
This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing…
Rader, Laura
2009-01-01
The reality is that approximately 5-8% of school-age students have memory or other cognitive deficits that interfere with their ability to acquire, master, and apply mathematical concepts and skills (Geary, 2004). These students with Mathematical Learning Disabilities (MLD) are at risk for failure in middle school mathematics because they…
Hunt, Jessica H.; Hu, Bi Ying
2011-01-01
This introductory qualitative study sought to explain American and Chinese-born mothers' personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children's mathematical learning through expectancy-value and attribution theories. The…
Leung, Allen
2010-01-01
In this paper, a Hong Kong primary school lesson on area and perimeter is analysed with a perspective to discuss the meaning for students to have rich mathematical experiences and how pre-designed pedagogical tools could enrich mathematics classroom learning environment which promote re-shaping, shaping and even creation of mathematical knowledge.…
Yinghui Lai; Xiaoshuang Zhu; Yinghe Chen; Yanjun Li
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's ...
Open access web technology for mathematics learning in higher education
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Mari Carmen González-Videgaray
2016-05-01
Full Text Available Problems with mathematics learning, “math anxiety” or “statistics anxiety” among university students can be avoided by using teaching strategies and technological tools. Besides personal suffering, low achievement in mathematics reduces terminal efficiency and decreases enrollment in careers related to science, technology and mathematics. This paper has two main goals: 1 to offer an organized inventory of open access web resources for math learning in higher education, and 2 to explore to what extent these resources are currently known and used by students and teachers. The first goal was accomplished by running a search in Google and then classifying resources. For the second, we conducted a survey among a sample of students (n=487 and teachers (n=60 from mathematics and engineering within the largest public university in Mexico. We categorized 15 high-quality web resources. Most of them are interactive simulations and computer algebra systems. ResumenLos problemas en el aprendizaje de las matemáticas, como “ansiedad matemática” y “ansiedad estadística” pueden evitarse si se usan estrategias de enseñanza y herramientas tecnológicas. Además de un sufrimiento personal, el bajo rendimiento en matemáticas reduce la eficiencia terminal y decrementa la matrícula en carreras relacionadas con ciencia, tecnología y matemáticas. Este artículo tiene dos objetivos: 1 ofrecer un inventario organizado de recursos web de acceso abierto para aprender matemáticas en la universidad, y 2 explorar en qué medida estos recursos se usan actualmente entre alumnos y profesores. El primer objetivo se logró con un perfil de búsqueda en Google y una clasificación. Para el segundo, se condujo una encuesta en una muestra de estudiantes (n=487 y maestros (n=60 de matemáticas e ingeniería de la universidad más grande de México. Categorizamos 15 recursos web de alta calidad. La mayoría son simulaciones interactivas y
Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi
2017-01-01
This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…
Researching multicultural mathematics classroom through the lens of landscapes of learning
DEFF Research Database (Denmark)
Alrø, Helle; Skovsmose, Ole; Valero, Paola
Students' motives for learning mathematics cannot be understood by looking solely at mathematical classroom activities. We discuss this claim in a multicultural context using the notion of 'landscapes of learning'. This notion serves as a theoretical and methodological tool that both defines...
Warren, Elizabeth; Miller, Jodie
2015-01-01
In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics…
Zulkardi, Z.; Nieveen, N.M.
2001-01-01
CASCADE-IMEI is a learning environment in the form of a face-to-face course and a web site (www.cascadeimei.com) which aims to support student teachers in Indonesia to learn Realistic Mathematics Education (RME). RME is an instructional theory in mathematics education that was originally developed
Kolawole, E. B.
2008-01-01
This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…
Students' Beliefs about Learning Mathematics: Some Findings from the Solomon Islands
Kele, Andriane; Sharma, Sashi
2014-01-01
Students' beliefs and attitudes can impact on their mathematics learning and performance. Yet, there appears to be minimal literature that deals with the educational implications of this dimension. This paper focuses on the beliefs of Year 12 Solomon Islands students in mathematics learning. The students' beliefs are analysed and themes…
Polotskaia, Elena
2017-01-01
The main goal of this paper is to show how Vasily Davydov's powerful ideas about the nature of mathematical thinking and learning can transform the teaching and learning of additive word problem solving. The name Vasily Davydov is well known in the field of mathematics education in Russia. However, the transformative value of Davydov's theoretical…
Warren, Elizabeth; Miller, Jodie
2015-01-01
In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics…
Hossain, Md. Anowar; Tarmizi, Rohani Ahmad
2012-01-01
Problem Statement: Gender differences in the effects of group learning play a contested role in mathematics education. Several researchers concluded that male students perform better on mathematics than female students. Whilst on the other hand, others reported that female students perform best under the group learning setting whereas the male…
Apps for Mathematics Learning: A Review of "Educational" Apps from the iTunes App Store
Highfield, Kate; Goodwin, Kristy
2013-01-01
Increasingly iPads™ are being used in schools and prior-to-school settings, with a plethora of Apps available for mathematics learning. Despite the growing number of Apps available in the iTunes App Store, there has been limited systematic analysis of the pedagogic design of Apps designed for mathematics learning. This paper describes a content…
Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities
Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook
2017-01-01
Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…
Student Talk and Opportunities for Mathematical Learning in Small Group Interactions
Wood, Marcy B.; Kalinec, Crystal A.
2012-01-01
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…
Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities
Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook
2017-01-01
Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…
Winberg, Mikael T.; Hellgren, Jenny M.; Palm, Torulf
2014-01-01
The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics less...
Cho, Moon-Heum; Heron, Michele L.
2015-01-01
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…
Wood, Terry, Ed.; Nelson, Barbara Scott, Ed.; Warfield, Janet, Ed.
This book describes and analyzes the teaching that has evolved in mathematics classrooms of teachers who have been forerunners in the effort to implement the National Council of Teachers of Mathematics (NCTM) Standards in Elementary Mathematics. Research and insights from psychology, mathematics, and sociology are presented. Chapters include: (1)…
Desoete, Annemie; De Weerdt, Frauke
2013-01-01
Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
Bhagat, Kaushal Kumar; Chang, Cheng-Nan; Chang, Chun-Yen
2016-01-01
The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the…
Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program
Kleden, Maria Agustina
2015-01-01
Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…
Directory of Open Access Journals (Sweden)
Nadine Adams
2012-08-01
Full Text Available Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001. Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners.
Campbell, Stephen R.
2003-05-01
A challenging task in educational research today is to understand the implications of recent developments in computer-based learning environments. On the other hand, questions regarding learning and mathematical cognition have long been a central focus of research in mathematics education. Adding technology compounds an already complex problematic. Fortunately, computer-based technology also provides researchers with new ways of studying cognition and instruction. This paper introduces a new method for dynamically tracking learners' experiences in computer-based learning environments. Dynamic tracking is illustrated in both a classroom and a clinical setting by drawing on two studies with elementary preservice teachers working in computer-based mathematics learning environments.
Mathematical Competencies in Children with Different Types of Learning Difficulties
Andersson, Ulf
2008-01-01
The mathematical performance of 182 third and fourth graders in 8 different areas of mathematics was examined. The children belonged to 4 achievement groups: children with mathematic difficulties (MD only), children with both mathematic and reading difficulties (MD-RD), children with reading difficulties (RD only), and normally achieving children…
Learning Objects in the Study of Mathematical Topics
Macedo, Josué Antunes de; Nunes, Taise Costa de Souza; Voelzke, Marcos Rincon
2015-12-01
This work is the result of a survey that aimed to produce Applets(animations) using the GeoGebra software applied to the study of trigonometric functions. We opted for the choice of this software, because of its easy usability, have nice interface and is very didactic, allowing the realization of a simple graphic to complex constructions. The choice of the contents of trigonometric functions, was due to the concern of many students want to learn the appropriate behavior involving these functions, because in practice beyond the calculations, the students require two-dimensional images to construct the graphics, Therefore, the use of the GeoGebra software can assist in building and viewing these charts. We used a metodology qualiquantitative to collection and data analysis, based on the application of questionnaires and observations having as use of didactic engineering for the formulation of didactic sequences. To the application of this methodology, a minicurs was given, with twenty hours, to the Mathematic and Physic students at the Federal Institute of Education, Science and Technology in the North of Minas Gerais (IFNMG), Campus Januária. The results were found satisfactory, since the use of GeoGebra software provided a significant learning for the academics.
Agrippah Kandiero; Nelson Jagero
2014-01-01
Emerging Technologies have been put forward by many theorists and researchers in the field of education as the key to 21st century pedagogy alternative, with promise to address learning challenges and provide a platform for authentic learning. This paper reports on use of Emerging Technologies to address learning challenges and derive authentic learning in a Mathematics for Business undergraduate course at Africa University. The research was motivated by an authentic learning challenge based ...
Yeh, Cathery
2016-01-01
Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...
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Blaženka Divjak
2011-06-01
Full Text Available Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.
Making sense of movement in embodied design for mathematics learning.
Abrahamson, Dor; Bakker, Arthur
2016-01-01
movement ("-motor"). All three facets of movement must be considered in analyzing embodied learning processes. We demonstrate that indirect movement instruction enables students to develop new sensorimotor schemes including attentional anchors as idiosyncratic solutions to physical interaction problems. These schemes are, by necessity, grounded in students' own agentive relation to the world while also grounding target content such as mathematical notions.
Cohen, Sophia
2004-01-01
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more…
Passive microwave rainfall retrieval: A mathematical approach via sparse learning
Ebtehaj, M.; Lerman, G.; Foufoula-Georgiou, E.
2013-12-01
Detection and estimation of surface rainfall from spaceborne radiometric imaging is a challenging problem. The main challenges arise due to the nonlinear relationship of surface rainfall with its microwave multispectral signatures, the presence of noise, insufficient spatial resolution in observations, and the mixture of the earth surface and atmospheric radiations. A mathematical approach is presented for the detection and retrieval of surface rainfall from radiometric observations via supervised learning. In other words, we use a priori known libraries of high-resolution rainfall observations (e.g., obtained by an active radar) and their coincident spectral signatures (i.e., obtained by a radiometer) to design a mathematical model for rainfall retrieval. This model views the rainfall retrieval as a nonlinear inverse problem and relies on sparsity-promoting Bayesian inversion techniques. In this approach, we assume that small neighborhoods of the rainfall fields and their spectral signatures live on manifolds with similar local geometry and encode those neighborhoods in two joint libraries, the so-called rainfall and spectral dictionaries. We model rainfall passive microwave images by sparse linear combinations of the atoms of the spectral dictionary and then use the same representation coefficients to retrieve surface rain rates from the corresponding rainfall dictionary. The proposed methodology is examined by the use of spectral and rainfall dictionaries provided by the microwave imager (TMI) and precipitation radar (PR), aboard the Tropical Rainfall Measuring Mission (TRMM) satellite. Pros and cons of the presented approach are studied by extensive comparisons with the current operational rainfall algorithm of the TRMM satellite. Future extensions are also highlighted for potential application in the era of the Global Precipitation Measurement (GPM) mission. Comparing the retrieved rain rates for Hurricane Danielle 08/29/2010 (UTC 09:48:00). (Top panel) PR-2A
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Wannaree Pansiri
2016-12-01
Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.
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Pragashni Padayachee
2011-10-01
Full Text Available This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.
Chitera, N.
2011-01-01
Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in…
An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students
Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan
2011-01-01
This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…
The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course
Orhun, Nevin
2013-01-01
This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the success…
Student-Centred Learning in Mathematics--Constructivism in the Classroom
Zain, Sharifah Fauziah Hanim Syed; Rasidi, Farah Eliza Mohd; Abidin, Ismin Izwani Zainol
2012-01-01
Various techniques have been introduced among educators to relate concepts to application, from inductive learning, discovery learning, and student-centred learning (SCL). Mathematics has always been taught the traditional way--teacher is the main person to teach through lectures and activities, with students mostly in the passive receiver mode…
The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course
Orhun, Nevin
2013-01-01
This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the success…
Lexicography and Mathematics Learning: A Case Study of "Variable."
Frawley, William
1992-01-01
Lexicography is shown to offer some useful new tools to researchers in mathematics education. The paper examines the relationship between the sublanguage of mathematics and the acquisition of mathematical knowledge, and also the use of definitions in research and curriculum design. An Explanatory Combinatorial Dictionary is advocated for improving…
Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms
Sullivan, Peter; Mousley, Judith; Zevenbergen, Robyn
2006-01-01
The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and…
Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.
Lehigh County Community Coll., Schnecksville, PA.
In this document, detailed objectives for the following courses are listed: Algebra I, Algebra II, Geometry, Trigonometry, Analytic Geometry, Advanced Mathematics, Personal Business Mathematics, and Business Mathematics. Each objective is keyed to an expected level of achievement: awareness, knowledge, application, mastery, reinforcement, and…
Reflective Awareness in Mathematics Teachers' Learning and Teaching
Chapman, Olive
2015-01-01
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…
Learning to Enact Social Justice Pedagogy in Mathematics Classrooms
Leonard, Jacqueline; Moore, Cara M.
2014-01-01
Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this…
Towards Understanding the Origins of Children's Difficulties in Mathematics Learning
Mulligan, Joanne
2011-01-01
Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…
Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.
Lehigh County Community Coll., Schnecksville, PA.
In this document, detailed objectives for the following courses are listed: Algebra I, Algebra II, Geometry, Trigonometry, Analytic Geometry, Advanced Mathematics, Personal Business Mathematics, and Business Mathematics. Each objective is keyed to an expected level of achievement: awareness, knowledge, application, mastery, reinforcement, and…
Investigating Engineering Practice Is Valuable for Mathematics Learning
Goold, Eileen
2015-01-01
While engineering mathematics curricula often prescribe a fixed body of mathematical knowledge, this study takes a different approach; second-year engineering students are additionally required to investigate and document an aspect of mathematics used in engineering practice. A qualitative approach is used to evaluate the impact that students'…
Learning to teach mathematical modelling in secondary and tertiary education
Ferri, Rita Borromeo
2017-07-01
Since 2003 mathematical modelling in Germany is not only a topic for scientific disciplines in university mathematics courses, but also in school starting with primary school. This paper shows what mathematical modelling means in school and how it can be taught as a basis for complex modeling problems in tertiary education.
Reflective Awareness in Mathematics Teachers' Learning and Teaching
Chapman, Olive
2015-01-01
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…
Sumarna, Nana; Sentryo, Izlan
2017-08-01
This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.
Clements, Douglas H., Ed.; DiBiase, Ann-Marie, Ed.; Sarama, Julie, Ed.
2004-01-01
This book brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's…
Grassl, Rebecca
2010-01-01
Mathematics competency continues to limit the success of many students and prevents their completion of a postsecondary degree, which ultimately prevents access to education, jobs, and upward social mobility. Furthermore, many postsecondary institutions admit students who do not meet the institution's mathematics proficiency requirements and then…
Nolting, Kimberly; Nolting, Paul
2008-01-01
Research supports the effectiveness of matching instructional methods with student learning preferences (Dunn et al., 1995; Pascarella and Terenzini, 2005). Several challenges exist, however, for mathematics departments to design classroom learning experiences that allow students to learn mathematics and learn how to study math through their…
Pegg, John; Panizzon, Debra
2011-06-01
When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.
Cognitive subtypes of mathematics learning difficulties in primary education.
Bartelet, Dimona; Ansari, Daniel; Vaessen, Anniek; Blomert, Leo
2014-03-01
It has been asserted that children with mathematics learning difficulties (MLD) constitute a heterogeneous group. To date, most researchers have investigated differences between predefined MLD subtypes. Specifically MLD children are frequently categorized a priori into groups based on the presence or absence of an additional disorder, such as a reading disorder, to examine cognitive differences between MLD subtypes. In the current study 226 third to six grade children (M age=131 months) with MLD completed a selection of number specific and general cognitive measures. The data driven approach was used to identify the extent to which performance of the MLD children on these measures could be clustered into distinct groups. In particular, after conducting a factor analysis, a 200 times repeated K-means clustering approach was used to classify the children's performance. Results revealed six distinguishable clusters of MLD children, specifically (a) a weak mental number line group, (b) weak ANS group, (c) spatial difficulties group, (d) access deficit group, (e) no numerical cognitive deficit group and (f) a garden-variety group. These findings imply that different cognitive subtypes of MLD exist and that these can be derived from data-driven approaches to classification. These findings strengthen the notion that MLD is a heterogeneous disorder, which has implications for the way in which intervention may be tailored for individuals within the different subtypes.
Numerical matching judgments in children with mathematical learning disabilities.
Defever, Emmy; De Smedt, Bert; Reynvoet, Bert
2013-10-01
Both deficits in the innate magnitude representation (i.e. representation deficit hypothesis) and deficits in accessing the magnitude representation from symbols (i.e. access deficit hypotheses) have been proposed to explain mathematical learning disabilities (MLD). Evidence for these hypotheses has mainly been accumulated through the use of numerical magnitude comparison tasks. It has been argued that the comparison distance effect might reflect decision processes on activated magnitude representations rather than number processing per se. One way to avoid such decisional processes confounding the numerical distance effect is by using a numerical matching task, in which children have to indicate whether two dot-arrays or a dot-array and a digit are numerically the same or different. Against this background, we used a numerical matching task to examined the representation deficit and access deficit hypotheses in a group children with MLD and controls matched on age, gender and IQ. The results revealed that children with MLD were slower than controls on the mixed notation trials, whereas no difference was found for the non-symbolic trials. This might be in line with the access deficit hypothesis, showing that children with MLD have difficulties in linking a symbol with its quantity representation. However, further investigation is required to exclude the possibility that children with MLD have a deficit in integrating the information from different input notations.
Blended Learning, E-Learning and Mobile Learning in Mathematics Education
Borba, Marcelo C.; Askar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez
2016-01-01
In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in…
A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning
Khiat, Henry
2010-01-01
Mathematics is of utmost importance in engineering courses but studies on engineering students' conceptions of understanding in mathematics learning are found lacking in the literature. Therefore, this research attempts to address the above issue by answering the research question: "What are engineering students' conceptions of understanding…
Kroesbergen, E.H.
2002-01-01
This dissertation contains a number of articles reporting on research on instruction for students who have difficulties learning mathematics. The focus lies on the kind of instruction that these students need to adequately master the mathematics skills required by the elementary school curriculum.
Adults Learning Mathematics: What We Should Know about Betting and Bookkeeping?
Maasz, Juergen; Siller, Hans-Stefan
2010-01-01
A lot of people risk money with bets on sport events or other events. Bookkeepers that offer such bets earn a lot of money. We are making a proposal (more exactly: a concept for a part of a basic mathematics course) for learning mathematics behind the screen (internet bets are very popular). Learners should organize a "sports event"…
Influences of Teaching Approaches and Class Size on Undergraduate Mathematical Learning
Olson, Jo Clay; Cooper, Sandy; Lougheed, Tom
2011-01-01
An issue for many mathematics departments is the success rate of precalculus students. In an effort to increase the success rate, this quantitative study investigated how class size and teaching approach influenced student achievement and students' attitudes towards learning mathematics. Students' achievement and their attitudes toward learning…
van den Heuvel-Panhuizen, Marja; Elia, Iliada
2012-01-01
The purpose of this study was to investigate what experts in the use of picturebooks in mathematics education consider powerful characteristics of such books in the support of young children's learning of mathematics. The study started by investigating experts' views of such characteristics, as reflected in academic and professional publications…
The Enhancement of Students' Teacher Mathematical Reasoning Ability through Reflective Learning
Rohana
2015-01-01
This study aims to examine the enhancement of mathematical reasoning ability through reflective learning. This study used quasi-experimental method with nonequivalent pretest and posttest control group design. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, South Sumatera,…
Liu, Yuliang
2012-01-01
This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…
Students' Attitudes towards Learning Mathematics: Impact of Teaching in a Sporting Context
Sanchal, Anantika; Sharma, Sashi
2017-01-01
This study investigated the impact on Year 10 students' attitudes towards mathematics when learning mathematics in a sporting context. A closed ended, self-reported questionnaire with Likert type statements was used to collect data. Individual statements were analysed by comparing the percentage of students agreeing or disagreeing pre-teaching and…
Teaching and Learning Issues in Mathematics in the Context of Nepal
Panthi, Ram Krishna; Belbase, Shashidhar
2017-01-01
In this paper, we discussed major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to…
The Power of Learning Goal Orientation in Predicting Student Mathematics Achievement
Lin, Chuan-Ju; Hung, Pi-Hsia; Lin, Su-Wei; Lin, Bor-Hung; Lin, Fou-Lai
2009-01-01
The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help depict average student achievement in schools in an educational context.…
Salim, Kalbin; Tiawa, Dayang Hjh
2015-01-01
The purpose of this study was to determine the students perception on the use of animation courseware in math and to reveal how the sample courseware learning mathematical concepts to different change students' views. This research is a case study involving three mathematics students at SMAN 2 Bintan. Data were collected by means of…
Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education
Ozgen, Kemal; Bindak, Recep
2012-01-01
The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…
Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability
Rajagukguk, Waminton
2016-01-01
This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 +…
Investigating College Students' Views on Mathematics Learning through Reflective Journal Writing
Guce, Ivee K.
2017-01-01
The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students…
Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children
Jordan, Nancy C.; Levine, Susan C.
2009-01-01
As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished…
Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning
de Freitas, Elizabeth; Ferrara, Francesca
2015-01-01
Using the work of philosopher Henri Bergson (1859-1941) to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson's monist…
Marshall, Neil; Buteau, Chantal
2014-01-01
As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…
Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Nasser-Abu Alhija, Fadia; Amasha, Marcel
2012-01-01
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…
Capar, Gulfer; Tarim, Kamuran
2015-01-01
This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…
Grant, Melva R.
2014-01-01
The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics…
Jung, Eunjoo
2014-01-01
The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the…
The Challenge of Learning Physics before Mathematics: A Case Study of Curriculum Change in Taiwan
Chiu, Mei-Shiu
2016-01-01
The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without…
Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning
de Freitas, Elizabeth; Ferrara, Francesca
2015-01-01
Using the work of philosopher Henri Bergson (1859-1941) to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson's monist…
Kroesbergen, E.H.
2003-01-01
This dissertation contains a number of articles reporting on research on instruction for students who have difficulties learning mathematics. The focus lies on the kind of instruction that these students need to adequately master the mathematics skills required by the elementary school curriculum. R
Geary, David C.; Hoard, Mary K.; Byrd-Craven, Jennifer; Nugent, Lara; Numtee, Chattavee
2007-01-01
Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working…
Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability
Saragih, Sahat; Napitupulu, Elvis
2015-01-01
The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…
Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta
Setyaningrum, Wahyu
2017-08-01
This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.
Junsay, Merle L.
2016-01-01
This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…
Hansson, Ase
2012-01-01
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students' performance, this…
Supporting African American Students' Learning of Mathematics: A Problem of Practice
Jackson, Kara; Wilson, Jonee
2012-01-01
This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students' opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations…
van den Heuvel-Panhuizen, Marja; Elia, Iliada
2012-01-01
The purpose of this study was to investigate what experts in the use of picturebooks in mathematics education consider powerful characteristics of such books in the support of young children's learning of mathematics. The study started by investigating experts' views of such characteristics, as reflected in academic and professional publications…
Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity
Ma, Jasmine Y.; Singer-Gabella, Marcy
2011-01-01
Starting from the assertion that traditional and reform mathematics pedagogy constitute two distinct figured worlds of teaching and learning, the authors explore the initiation of prospective teachers into the figured world of reform mathematics pedagogy. To become successful teachers in reform-oriented classrooms, prospective teachers must learn…
Kagesten, Owe; Engelbrecht, Johann
2007-01-01
In this study we created an environment for peer learning, where students teach students by making oral presentations in groups about solving mathematical problems and explaining the theoretical background in mathematics, during the first year of an undergraduate engineering programme at the Norrkoping campus of the Linkoping University. In order…
Influences of Teaching Approaches and Class Size on Undergraduate Mathematical Learning
Olson, Jo Clay; Cooper, Sandy; Lougheed, Tom
2011-01-01
An issue for many mathematics departments is the success rate of precalculus students. In an effort to increase the success rate, this quantitative study investigated how class size and teaching approach influenced student achievement and students' attitudes towards learning mathematics. Students' achievement and their attitudes toward learning…
Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children
Dejonckheere, Peter J. N.; Desoete, Annemie; Fonck, Nathalie; Roderiguez, Dave; Six, Leen; Vermeersch, Tine; Vermeulen, Lies
2014-01-01
Introduction: In the present study we used a metaphorical representation in order to stimulate the numerical competences of six-year-olds. It was expected that when properties of physical action are used for mathematical thinking or when abstract mathematical thinking is grounded in sensorimotor processes, learning gains should be more pronounced…
Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools
Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.
2010-01-01
This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…
Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Nasser-Abu Alhija, Fadia; Amasha, Marcel
2012-01-01
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…
Lindsey, Jacqueline
2012-01-01
The primary focus of this study was to examine the attitudes of the secondary mathematics teachers toward the inclusion of students with learning disabilities in the general mathematics classroom. Specifically, this study was concerned with the influence of selected demographic variables and school variables on the attitudes of secondary…
Makar, Katie; Fielding-Wells, Jill
2017-06-01
The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, "How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?" The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers' progressive development of classroom norms of mathematical inquiry and how they facilitate learning.
The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan
Chiu, Mei-Shiu
2015-11-01
The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.
Selection of Mathematical Problems in Accordance with Student’s Learning Style
National Research Council Canada - National Science Library
Elena Fabiola Ruiz Ledesma; Juan J. Gutiérrez García
2017-01-01
This article describes the implementation and development of an expert system as a support tool to tackle mathematical topics, by using Bayesian networks as engine of inference and a learning styles...
Steele, Marcee M.
2010-01-01
This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.
The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan
Chiu, Mei-Shiu
2016-12-01
The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.
González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios
2016-01-01
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…
The relationship between learning mathematics and general cognitive ability in primary school.
Cowan, Richard; Hurry, Jane; Midouhas, Emily
2017-08-12
Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.
Directory of Open Access Journals (Sweden)
Martin Carlsen
2013-10-01
Full Text Available This study aims at scrutinising the mathematical learning opportunities of children engaging with digital tools and the emerging affordances and constraints faced in such settings. By adopting a sociocultural perspective on learning and development, the multimodal analysis of the adult–child interaction shows that the children are participants in processes of appropriating the mathematical concepts of sorting and counting. Affordances are taken advantage of by the adults and constraints causing didactical dissonance are overcome and transformed into didactical harmony.
2012-01-01
The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, ...
Yang, Xinrong
2015-01-01
This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…
Ku, Oskar; Chen, Sherry Y.; Wu, Denise H.; Lao, Andrew C. C.; Chan, Tak-Wai
2014-01-01
Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition,…
Ku, Oskar; Chen, Sherry Y.; Wu, Denise H.; Lao, Andrew C. C.; Chan, Tak-Wai
2014-01-01
Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In…
Grizzle-Martin, Tamieka
2014-01-01
Children who struggle in mathematics may also lack cognitive awareness in mathematical problem solving. The cognitively-driven program IMPROVE, a multidimensional method for teaching mathematics, has been shown to be helpful for students with mathematical learning difficulties (MLD). Guided by cognitive theory, the purpose of this…
Verschaffel, Lieven; Lehtinen, Erno; Van Dooren, Wim
2016-01-01
In this commentary we take a critical look at the various studies being reported in this issue about the relationship between cognitive neuroscience and mathematics, from a mathematics education viewpoint. After a discussion of the individual contributions, which we have grouped into three categories--namely neuroscientific studies of (a)…
Using technology in assessing integrated science and mathematics learning
Berlin, Donna F.; White, Arthur L.
1995-03-01
Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.
Directory of Open Access Journals (Sweden)
Reihane Nazari
2014-07-01
Full Text Available In the survey of educational problem regarding to increasing the interested students to education, evidences show that teaching aids effect to student learning. Psychological findings show that students learn the lesson better and easier by visual method and use of teaching aids. Generally teaching aids make students senses active and also cause educational process real, practical and more pleasant. To investigate the effect of teaching aids and learning environment on mathematical achievement Lesson, 120 second grade students at Shahre Kords schools were chosen randomly and divided in control and experiment groups. Experiment groups learned mathematics by teaching aids. Training control group had normal manner. In opinion of students teaching aids and learning environment had positive effect to mathematics learning. The results of hypothesis' test show that components of educational environment (lighting system, sound, painting, etc. have a significant role in learning mathematics. Learning environmentcomponents (lighting system, sound, painting, etc. has effected to students performance in mathematics learning.
The role of technology in fostering creativity in the teaching and learning of mathematics
Directory of Open Access Journals (Sweden)
Balarabe Yushau
2005-10-01
Full Text Available The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.
Bragg, Leicha
2007-06-01
Mathematics games are widely employed in school classrooms for such reasons as a reward for early finishers or to enhance students' attitude towards mathematics. During a four week period, a total of 222 Grade 5 and 6 (9 to 12 years old) children from Melbourne, Australia, were taught multiplication and division of decimal numbers using calculator games or rich mathematical activities. Likert scale surveys of the children's attitudes towards games as a vehicle for learning mathematics revealed unexpectedly high proportions of negative attitudes at the conclusion of the research. In contrast, student interview data revealed positive associations between games and mathematical learning. This paper reports on the methodological dilemma of resultant conflicting attitudinal data related to game-playing. Concerns arising from the divergence in the results are raised in this paper. Implications based on the experience of this study may inform educational researchers about future methodological choices involving attitudinal research.
How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?
Directory of Open Access Journals (Sweden)
Annemie Desoete
2012-01-01
Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.
The Effects of Remedial Mathematics on the Learning of Economics
DEFF Research Database (Denmark)
Lagerlöf, Johan N. M.; Seltzer, Andrew J.
2009-01-01
The authors examined the effects of remedial mathematics on performance in university-level economics courses using a natural experiment. They studied exam results prior and subsequent to the implementation of a remedial mathematics course that was compulsory for a subset of students and unavaila...
Syntactic and Semantic Reasoning in Mathematics Teaching and Learning
Easdown, David
2009-01-01
This article discusses a variety of examples in errors in mathematical reasoning, the source of which is due to the tension between the syntax (form of mathematical expression) and semantics (underlying ideas or meaning). This article suggests that the heightened awareness of syntactic and semantic reasoning, and the consequent resolution of the…
LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION
Nelissen, J.; Tomic, W.
2008-01-01
This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article
Mathematics Content Coverage and Student Learning in Kindergarten
Engel, Mimi; Claessens, Amy; Watts, Tyler; Farkas, George
2016-01-01
Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-1999 and…
Technology, Active Learning, and Retention in General Education Mathematics
Levi, Inessa; Chahine, Iman; Garrett, Lauretta; Wang, Haifeng
2016-01-01
Difficulties in general education mathematics courses may be attributed to many factors, primarily low proficiency in symbol manipulation, a perception that mathematics is an area which eludes mastery, a lack of engagement and effective practice. Educational technology can be a powerful aid in overcoming these factors. This work describes the…
LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION
Nelissen, J.; Tomic, W.
2008-01-01
This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article
Mathematics as It Happens: Student-Centred Inquiry Learning
Brough, Chris; Calder, Nigel
2012-01-01
This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research…
Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?
Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H.
2017-01-01
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention…
Using Clickers to Enhance Student Learning in Mathematics
Wang, Ye; Chung, Chia-Jung; Yang, Lihua
2014-01-01
The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and…
Intersections in Mathematics and Education: Learning, Teaching, Creating, and Using.
Sunley, Judith
2000-01-01
Mathematicians must be constructively involved at the interface of mathematics and education at all levels. This statement holds true regardless of the modifier attached to "mathematics" or "mathematician": applied, statistical, pure, educator, researcher, academic, industrial, administrator, or any other. The purpose of this article is to discuss…
The Technological Mediation of Mathematics and Its Learning
Hoyles, Celia; Noss, Richard
2009-01-01
This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools--physical, virtual, cultural--in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We…
Building a Case for Blocks as Kindergarten Mathematics Learning Tools
Kinzer, Cathy; Gerhardt, Kacie; Coca, Nicole
2016-01-01
Kindergarteners need access to blocks as thinking tools to develop, model, test, and articulate their mathematical ideas. In the current educational landscape, resources such as blocks are being pushed to the side and being replaced by procedural worksheets and academic "seat time" in order to address standards. Mathematics research…
Curriculum Materials and Its Uses in Teaching and Learning Mathematics.
Li, Yeping; Fuson, Karen
As an outline of school educational activities, curriculum has been the focus of educational reforms in the past several decades (e.g., National Council of Teachers of Mathematics, 1980, 2000). In contrast, there are very limited research efforts given to examine the nature of mathematics curriculum and its roles in teaching and learning…
Attitudes towards biomedical use of tissue sample collections, consent, and biobanks among Finns
DEFF Research Database (Denmark)
Tupasela, Aaro Mikael; Sihvo, Sinikka; Snell, Karolna
2010-01-01
To ascertain the attitudes towards the use of existing diagnostic and research samples, the setting up of a national biobank, and different types of informed consent among Finns. Method: A population survey of 2,400 randomly selected Finns aged 24-65 was conducted at the beginning of 2007....
Smit, P W; Haanperä, M; Rantala, P; Couvin, D; Lyytikäinen, O; Rastogi, N; Ruutu, P; Soini, H
2014-11-01
The Mycobacterium tuberculosis genotypes obtained from elderly Finns were assessed and compared with those obtained from younger Finns to comprehend the epidemiology of tuberculosis (TB) in Finland. From 2008 to 2011, a total of 1021 M. tuberculosis isolates were characterized by spoligotyping and 15-locus mycobacterial interspersed repetitive units-variable number tandem repeat typing. In total, 733 Finnish-born cases were included in the study, of which 466 (64%) were born before 1945 (older Finns). Of these, 63 (14%) shared an M. tuberculosis genotype with foreign-born or younger Finnish cases (born after 1945), and 59 (13%) shared a genotype with older Finnish cases. Eighty-five per cent had a unique genotypic profile while 70% belonged to T or Haarlem families, suggesting that ongoing transmission is infrequent among young and elderly Finns. Simultaneous reactivation of TB among older Finns was the most likely cause for clustering. As most isolates belonged to Haarlem or T, Finland was most likely affected by a similar TB epidemic at the beginning of the twentieth century as that seen in Sweden and Norway. Younger Finns were significantly more likely to be clustered (56% versus 27%, ptuberculosis isolates from elderly Finns were associated with dominant lineages of the early twentieth century and differed from the heterogeneous lineages found among younger TB patients. Additionally, younger TB patients were more likely to transmit TB than elderly Finns.
"The Adventures of Huckleberry Finn" in Arabic Translations: A Case Study
Abdulmalik, Mariam
2016-01-01
This dissertation examines "The Adventures of Huckleberry Finn" in Arabic Translations, and how translators transformed this masterpiece into Arabic. By examining "The Adventures of Huckleberry Finn," I adopt the "Translation as Problem and Solution Approach" to investigate translation issues at three levels of…
The Mississippi River in The Adventures of Huckleberry Finn
Institute of Scientific and Technical Information of China (English)
欧阳
2014-01-01
In The Adventures of Huckleberry Finn, The Mississippi River is not just to provide a general background, but to consti-tute the center image of the novel. It gives“form”to the whole novel, all the adventures in the book begins with the river and ends with the river. This paper talks about the important river. It is a symbol of freedom and maternity, and it has deep meaning of life and regeneration, purification and sublimation. The symbols and senses of this river deepen the theme of the novel, and prop up its broad and profound metaphorical world.
"My math and me": Nursing students' previous experiences in learning mathematics.
Røykenes, Kari
2016-01-01
In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation.
Directory of Open Access Journals (Sweden)
Graciela Aluizio Reali
2013-07-01
Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.
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Ai Sadidah
2016-11-01
Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness. The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.
Eringen, A Cemal
2013-01-01
Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th
Directory of Open Access Journals (Sweden)
Silvio Henrique Fiscarelli
2016-05-01
Full Text Available The current conditions of the classroom learning tend to be a one-way process based in teacher exposition, this make a negative impact on learning make it a mechanical and not meaningful activity. One possibility to improve the quality of teaching is to innovate methodologies and varying forms of presenting information to students, such as the use of technology in the teaching process. The Interactive Whiteboard (IBW is one of the technologies that are being implemented in Brazilian schools. One of the promising possibilities to add value to the use of LDI in classroom are "learning objects" (LO. However, one problem is that often the LO are not fully suited to the dynamics of IWB, whether functional or pedagogical point of view. The objective of this study is to analyze and propose a set of indicators that evaluate the learning objects for use in conjunction with Interactive Whiteboards. The selection and definition of evaluation indicators was carried from the literature review on the subject and based on LDI experiences of use in Municipal Elementary School. After defining the set of indicators was conducted a evaluation of a sample of 30 OA utilized to teaching mathematics in 3rd grade of elementary school. The results of the evaluation indicate that the proposed indicators are suitable for a pre-analysis of OA and assisting in the process of selection of these.
Directory of Open Access Journals (Sweden)
Sunismi .
2015-12-01
Full Text Available Abstract: The development research aims to develop guided-discovery learning materials of Calculus II by implementing Mathematics Mobile Learning (MML. The products to develop are MML media of Calculus II using guided discovery model for students and a guide book for lecturers. The study employed used 4-D development model consisting of define, design, develop, and disseminate. The draft of the learning materials was validated by experts and tried-out to a group of students. The data were analyzed qualitatively and quantitatively by using a descriptive technique and t-test. The findings of the research were appropriate to be used ad teaching media for the students. The students responded positively that the MML media of Calculus II using the guided-discovery model was interestingly structured, easily operated through handphones (all JAVA, android, and blackberry-based handphones to be used as their learning guide anytime. The result of the field testing showed that the guided-discovery learning materials of Calculus II using the Mathematics Mobile Learning (MML application was effective to adopt in learning Calculus II. Keywords: learning materials, guided-discovery, mathematics mobile learning (MML, calculus II PENGEMBANGAN BAHAN AJAR MODEL GUIDED DISCOVERY DENGAN APLIKASI MATHEMATICS MOBILE LEARNING SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN MAHASISWA MATAKULIAH KALKULUS II Abstrak: Penelitian pengembangan ini bertujuan untuk mengembangkan bahan ajar matakuliah Kalkulus II model guided discovery dengan aplikasi Mathematics Mobile Learning (MML. Produk yang dikembangkan berupa media MML Kalkulus II dengan model guided discovery untuk mahasiswa dan buku panduan dosen. Model pengembangan menggunakan 4-D yang meliputi tahap define, design, develop, dan dissemination. Draf bahan ajar divalidasi oleh pakar dan diujicobakan kepada sejumlah mahasiswa. Data dianalisis secara kualitatif dan kuantitatif dengan teknik deskriptif dan uji t. Temuan penelitian
Peer-Led Team Learning in Mathematics Courses for Freshmen Engineering and Computer Science Students
Reisel, John R.; Jablonski, Marissa R.; Munson, Ethan; Hosseini, Hossein
2014-01-01
Peer-led Team Learning (PLTL) is an instructional method reported to increase student learning in STEM courses. As mathematics is a significant hurdle for many freshmen engineering students, a PLTL program was implemented for students to attempt to improve their course performance. Here, an analysis of PLTL for freshmen engineering students in…
Exploring the Effects of Project-Based Learning in Secondary Mathematics Education
Holmes, Vicki-Lynn; Hwang, Yooyeun
2016-01-01
This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…
Mazzocco, Michele M. M.
2009-01-01
Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…
An Integrated Learning System: Impact on At-Risk Students' Ninth Grade TAKS Mathematics Achievement
Harris, Tina D.
2011-01-01
The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of…
Hajra, Sayonita Ghosh; Das, Ujjaini
2015-01-01
This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…
Budak, Ibrahim; Kaygin, Bulent
2015-01-01
In this study, through the observation of mathematically promising students in regular classrooms, relevant learning environments and the learning needs of promising students, teacher approaches and teaching methods, and the differences between the promising students and their normal ability peers in the same classroom were investigated.…
Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo
Umoh, Joseph B.; Akpan, Ekemini T.
2014-01-01
An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…
Takeuchi, Miwa Aoki
2016-01-01
This ethnographic study examined students' opportunities to learn in linguistically diverse mathematics classrooms in a Canadian elementary school. I specifically examined the contextual change of group work, which influenced opportunities to learn for newly arrived English language learners (ELLs). Based on analyses of video-recorded…
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis
Ng, Betsy L. L.; Liu, W. C.; Wang, John C. K.
2016-01-01
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy,…
The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles
Kablan, Zeynel
2016-01-01
The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…
Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand
Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee
2015-01-01
The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…
Computer Mathematical Tools: Practical Experience of Learning to use them
Directory of Open Access Journals (Sweden)
Elena Semenikhina
2014-09-01
Full Text Available The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student, argue in favour of using software instead of traditional paper-and-board style. The special course of the study of mathematics software (main tasks of the course are disclosed; knowledge and skills that students should possess on completion of their studies are dedicated; content of computer workshop is detailed is briefly described. Also the authors give a detailed solution and its methodic basis of typical problem with the use of the SCM Maple. The typical errors which made by students in the use of specialized mathematics packages are characterized. Author’s own experience of teaching computer workshop of the study of mathematical computer tools by the students of Sumy State Pedagogical Makarenko University is presented and analyzed.
The Effects of Remedial Mathematics on the Learning of Economics
DEFF Research Database (Denmark)
Lagerlöf, Johan N. M.; Seltzer, Andrew J.
2009-01-01
The authors examined the effects of remedial mathematics on performance in university-level economics courses using a natural experiment. They studied exam results prior and subsequent to the implementation of a remedial mathematics course that was compulsory for a subset of students...... and unavailable for the others, controlling for background variables. They found that, consistent with previous studies, the level of and performance in secondary school mathematics have strong predictive power on students' performances at university-level economics. However, they found relatively little evidence...
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Rippi Maya
2011-07-01
Full Text Available This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding task for all students, and students still posed some difficulties on constructing mathematical proof task. The study also found there were not differences between students’ abilities on mathematical understanding and on proving abilities of the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive opinion toward modified Moore learning approach. They were active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities, but there were quite strong association between students’ mathematical understanding and proving abilities.Keywords: modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250
Sociocultural context as a facilitator of student learning of function concepts in mathematics
Directory of Open Access Journals (Sweden)
Evangelina Díaz Obando
2016-03-01
Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program. Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.
Metacognitive strategies in the teaching and learning of mathematics
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Stephan du Toit
2009-09-01
Full Text Available The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.
Beliefs, attitudes and self-confidence in learning mathematics ...
African Journals Online (AJOL)
In this era of information and technology it is generally accepted that mathematics ... school authorities and the Ghana Education Service (GES) to offer guidance and ... programmes at the senior high school level and future career aspirations.
Choi, Kup-Sze; Chan, Tak-Yin
2015-03-01
To investigate the feasibility of using tablet device as user interface for students with upper extremity disabilities to input mathematics efficiently into computer. A touch-input system using tablet device as user interface was proposed to assist these students to write mathematics. User-switchable and context-specific keyboard layouts were designed to streamline the input process. The system could be integrated with conventional computer systems only with minor software setup. A two-week pre-post test study involving five participants was conducted to evaluate the performance of the system and collect user feedback. The mathematics input efficiency of the participants was found to improve during the experiment sessions. In particular, their performance in entering trigonometric expressions by using the touch-input system was significantly better than that by using conventional mathematics editing software with keyboard and mouse. The participants rated the touch-input system positively and were confident that they could operate at ease with more practice. The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. Implications for Rehabilitation Students with upper extremity disabilities often face barriers to learning mathematics which is largely based on handwriting. Conventional computer user interfaces are inefficient for them to input mathematics into computer. A touch-input system with context-specific and user-switchable keyboard layouts was designed to improve the efficiency of mathematics input. Experimental results and user feedback suggested that the system has the potential to facilitate mathematics learning for the students.
Dedi Rohendi
2012-01-01
The purpose of this paper is to develop e-learning based on animation content for improving mathematical connection abilities in senior high school students. The e-learning was developed by using Moddle and the animation content was developed by using macromedia flash. To get the student mathematical conection abilities it uses the instruments of mathematical tests before and after teaching and learning process. The data were analyzed by using t-test and gain value test. The study found that ...
Mathematics education and students with learning disabilities: introduction to the special series.
Rivera, D P
1997-01-01
The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and
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Nor’ain Mohd Tajuddin
2009-07-01
Full Text Available This quasi-experimental study with non-equivalent control group post-test only design was conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their meta-cognitive awareness level. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Three instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale and Meta-cognitive Awareness Survey. The data were analysed using independent t-test and planned comparison test. The findings indicated that the graphing calculators’ instruction enhanced students’ performance and induced higher levels of meta-cognitive awareness among students. Less mental effort were invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic. Hence it can be implied that integrating the use of graphing calculators in teaching and learning of mathematics was more efficient than the conventional instruction strategy. Even though some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculators improves their understanding of the Straight Lines topic. Hence, the usage of the graphing calculator lends as an effective strategy in teaching and learning of mathematics.
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Reviandari Widyatiningtyas
2015-07-01
Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.
The Use of Learning Map Systems to Support the Formative Assessment in Mathematics
Directory of Open Access Journals (Sweden)
Neal M. Kingston
2017-03-01
Full Text Available Despite much theoretical support, meta-analysis of the efficacy of formative assessment does not provided empirical evidence commensurate with expectations. This theoretical study suggests that teachers need a better organizing structure to allow a formative assessment process to live up to its promise. We propose that the use of learning map systems can provide that structure, and we describe aspects of using learning map systems to support mathematics instruction in two projects: the Dynamic Learning Maps® alternate assessment (DLM and the Use of Learning Maps as an Organizing Structure for Formative Assessment (also referred to as Enhanced Learning Maps, or ELM.
Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi
2017-08-01
The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.
Ní Ríordáin, Máire; O'Donoghue, John
2011-03-01
The explosion of Gaeilge (Irish)-medium primary and secondary schools has played a crucial role in the rebirth of our native language in Ireland. The popularity of attending Gaeilge-medium education is significant, and continues to increase annually (Gaeilscoileanna Teo 2008). However, the majority of Gaeilgeoirí (students who learn through the medium of Gaeilge) face an imminent transition to English-medium mathematics education, be it at second or third level education. This paper presents a theoretical model for investigating the transfer between different languages for learning mathematics and for interpreting the findings emerging from the Irish context. Key findings include that Gaeilgeoirí at secondary level experience a disadvantage when assessed through the medium of English; at both transitions Gaeilgeoirí experience difficulties with the syntax, semantics, and mathematics vocabulary of the English mathematics register; and at third level Gaeilgeoirí are unaware of the language difficulties that they are experiencing.
Stein, Sherman K
2010-01-01
Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi
Constructivist Views of Learning in Science and Mathematics. ERIC Digest.
Ishii, Drew K.
Many educators may or may not be familiar with the term constructivism, but probably recognize it as something to do with learning. The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge. This ERIC Digest examines the constructivist view of learning and how it…
Mathematics and Experiential Learning--Are They Compatible?
Davidovitch, Nitza; Yavich, Roman; Keller, Nelly
2014-01-01
In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…
Mathematics Learning: What Research Says About Sex Differences. Mathematics Education Reports.
Fennema, Elizabeth, Ed.
This volume presents four papers originally drafted for a symposium on sex differences and mathematics education held at the 1974 meeting of the American Educational Research Association. Subsequent to the AERA meeting the papers were revised. The paper by Fox reviews results of several contests to identify junior high school students who were…
Motor-enriched learning activities can improve mathematical performance in preadolescent children
DEFF Research Database (Denmark)
Beck, Mikkel Malling; Lind, Rune Rasmussen; Geertsen, Svend Sparre;
2016-01-01
-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical...... teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor......Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning...
Directory of Open Access Journals (Sweden)
Tan Yao Sua
2007-01-01
Full Text Available This study examines the policy of teaching science and mathematics in English in the Malaysian educational system by focusing on the attitudes and achievement orientations of secondary school students towards the learning of these two subjects. Attitudes and achievement are two important outcomes of learning that will determine the effectiveness of an education policy. This study is based on a sample of 400 secondary school students selected from four non-premier schools. It looks into the students’ general attitudes and achievement orientations towards learning of science and mathematics as well as their variations according to four background variables, i.e., gender, ethnicity, types of feeder school and English achievement grades. It also examines the inter-correlations between the students’ attitudes and achievement orientations. Findings from statistical analyses of collected data were supplemented by more in-depth interviews. This study shows that the students’ general attitudes and achievement orientations towards learning of science and mathematics in English do not indicate that the policy has achieved its objective. However, their attitudes and achievement motivations vary according to the four background variables. The significant and positive inter-correlations between attitudes and achievement orientations towards learning of science and mathematics further confirm the causal relationship between these two important dimensions of learning.
POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM
Directory of Open Access Journals (Sweden)
Vladimir Tatochenko
2016-09-01
Full Text Available The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introduction in the educational process of didactic methodical and psychologically balanced methodical control system and correction of poor progressing students’ in Maths improves quality indicators of their permanent knowledge and skills. It allows you to discover the fullness, depth and durability of learning at different stages and levels of education, it contributes to correction, management and partly self-management learning process of poor progressing students in Mathematics, excites them to an active mental activity promotes the development of a conscious attitude to their systematic academic work. The essence of “poor progress” phenomena is observed as well as “educational retardation” of school students during teaching mathematics. Target orientation, the resource potential of the real educational process of poor progressing pupils in Mathematics are determined. Contradictions are singled out and pedagogical conditions of results control of learning outcomes of comprehensive school pupils are proved. An attempt to consider the academic failure of schoolchildren in Mathematics in connection with the main categories of didactics – the content and the learning process was made. Certain shortcomings of teaching and learning activities of students in the study of Mathematics are highlighted as poor progressing elements and gaps. The process and content, enriched with the use of NIT, ensuring the formation of key competencies of lagging behind and
Schuchardt, Anita
Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM
Bennison, Anne; Goos, Merrilyn
2010-04-01
The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.
Examining equity of opportunities for learning mathematics through positioning theory
Tait-McCutcheon, Sandi L.; Loveridge, Judith
2016-06-01
This exploratory study examined how two teachers from two New Zealand primary schools introduced and taught the same mathematics lesson to their lowest ability group of year 2 and 3 students. Emphasis was given to analysing the positioning of the teacher and students and the developing storylines and social acts from that positioning. Different positionings by teachers of themselves and their students led to inequitable opportunities for active and collaborative participation in the mathematics. The differences in pedagogy revealed through the use of positioning theory suggest that the way teachers positioned themselves and their students was more influential than the resources they were teaching with.
Mexican high school students' social representations of mathematics, its teaching and learning
Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa
2015-07-01
This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.
National Research Council Canada - National Science Library
Hanna KINNARI-KORPELA
2015-01-01
.... However, the mathematical proficiency of incoming students has not increased. Consequently, during the contact hours, the learning of basics requires more time and the need of personalized learning is increasing...
"Survivor" Math: Using Pop Culture to Enhance Learning Mathematics
Burks, Robert
2011-01-01
This article describes a modification of the popular TV game show, "Survivor," as conducted in an undergraduate first semester mathematics precalculus course. The objective of this game is a group-based competitive drill and practice activity to help students prepare and review for the fundamental concepts exam. The results of this activity…
Implementing a Game for Supporting Learning in Mathematics
Katmada, Aikaterini; Mavridis, Apostolos; Tsiatsos, Thrasyvoulos
2014-01-01
This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the evaluation of this prototype, as to its usability and technical aspects. The particular computer game was…
Mathematics teaching & learning in k-12 equity and professional development
Foote, Mary Q
2010-01-01
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.
Mathematical beauty in service of deep approach to learning
DEFF Research Database (Denmark)
Karamehmedovic, Mirza
2015-01-01
, emphasising the beauty of the underlying mathematical structure. Into this I integrated frequent and activating dialogue with the students. In section 1 I describe the course and the students in more detail. Section 2 details and justifies the pedagogical elements I introduced into the lectures; my central...
CORD Applied Mathematics: Hands-On Learning in Context.
Pedrotti, Leon S.; Chamberlain, John D.
1995-01-01
The Center for Occupational Research and Development (CORD) developed an applied mathematics course that integrates algebra, geometry, trigonometry, and other strands; centers around hands-on laboratory experiences; and uses real-world problems found in the world of work. (MKR)
An Innovative Learning Model for Computation in First Year Mathematics
Tonkes, E. J.; Loch, B. I.; Stace, A. W.
2005-01-01
MATLAB is a sophisticated software tool for numerical analysis and visualization. The University of Queensland has adopted Matlab as its official teaching package across large first year mathematics courses. In the past, the package has met severe resistance from students who have not appreciated their computational experience. Several main…
"Survivor" Math: Using Pop Culture to Enhance Learning Mathematics
Burks, Robert
2011-01-01
This article describes a modification of the popular TV game show, "Survivor," as conducted in an undergraduate first semester mathematics precalculus course. The objective of this game is a group-based competitive drill and practice activity to help students prepare and review for the fundamental concepts exam. The results of this activity…
The Zone of Proximal Development in the Learning of Mathematics
Siyepu, Sibawu
2013-01-01
South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in…
Enhancing the Teaching and Learning of Mathematical Visual Images
Quinnell, Lorna
2014-01-01
The importance of mathematical visual images is indicated by the introductory paragraph in the Statistics and Probability content strand of the Australian Curriculum, which draws attention to the importance of learners developing skills to analyse and draw inferences from data and "represent, summarise and interpret data and undertake…
Chichekian, Tanya; Shore, Bruce M.
2013-01-01
This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…
Shorter, Nichole A.; Young, Cynthia Y.
2011-12-01
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicted student learning (dependent upon post-test grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled 'Mathematics for Calculus'. A stepwise regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the post-test scores). Results indicated that ultimately the continuous assessment scores best predicted students' post-test scores.
ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic
DEFF Research Database (Denmark)
Villadsen, Jørgen
2015-01-01
pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool NaDeA (Natural......Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...
ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic
DEFF Research Database (Denmark)
Villadsen, Jørgen
2016-01-01
using pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool Na......Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...
Student perceptions on learning with online resources in a flipped mathematics classroom
DEFF Research Database (Denmark)
Triantafyllou, Eva; Timcenko, Olga
2015-01-01
This article discusses student perceptions of if and how online resources contribute to mathematics learning and motivation. It includes results from an online survey we conducted at the Media Technology department of Aalborg University, Copenhagen, Denmark. For this study, students were given...... links to various online resources (screencasts, online readings and quizzes, and lecture notes) for out-of-class preparation in a flipped classroom in mathematics. The survey results show support for student perceptions that online resources enhance learning, by providing visual and in depth...
Flevares, Lucia M.; Schiff, Jamie R.
2014-01-01
In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training. PMID:24904475
Directory of Open Access Journals (Sweden)
Lucia M. Flevares
2014-05-01
Full Text Available In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne & Griffiths, 1991; Haury, 2001; Hellwig, Monroe, & Jacobs, 2000; Hong, 1996; Welchman-Tischler, 1992. We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill, Pearce & Pick, 2004; Young-Loveridge, 2004. For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (Skoumpourdi & Mpakopoulou, 2011; van den Heuvel-Panhuizen & Van den Boogaard, 2008 and shapes as gestalt wholes or prototypes (Clements et al., 1999; Hannibal, 1999; van Hiele, 1986. We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000, Schiro (1997, Hunsader (2004 and Van den Heuvel-Panhuizen and Elia (2012. Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Chard, Baker & Clarke, 2008; Clements & Sarama, 2000 which lead to misconceptions (Inan & Dogan-Temur, 2010; Oberdorf & Taylor-Cox, 1999. Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training.
Wilkie, Karina J.
2016-06-01
A key aspect of learning algebra in the middle years of schooling is exploring the functional relationship between two variables: noticing and generalising the relationship, and expressing it mathematically. This article describes research on the professional learning of upper primary school teachers for developing their students' functional thinking through pattern generalisation. This aspect of algebra learning has been explicitly brought to the attention of upper primary teachers in the recently introduced Australian curriculum. Ten practising teachers participated over 1 year in a design-based research project involving a sequence of geometric pattern generalisation lessons with their classes. Initial and final survey responses and teachers' interactions in regular meetings and lessons were analysed from cognitive and situated perspectives on professional learning, using a theoretical model for the different types of knowledge needed for teaching mathematics. The teachers demonstrated an increase in certain aspects of their mathematical knowledge for teaching algebra as well as some residual issues. Implications for the professional learning of practising and pre-service teachers to develop their mathematics knowledge for teaching functional thinking, and challenges with operationalising knowledge categories for field-based research are presented.
Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps
Directory of Open Access Journals (Sweden)
Helen Willacy
2017-04-01
Full Text Available This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. The paper examines the influence of apps on these students’ engagement with mathematical learning through the facilitation of differentiated learning programs. The research design was a case study with semi-structured interviews, questionnaires and observation used to generate the data. A number of themes arose from the data including both the positive and negative influences of apps on student engagement and the influence of apps on facilitating differentiated learning programs. The results indicated that using apps for mathematics had a positive influence on student engagement for most students. The positive student engagement seemed to be partly due to the apps’ ability to support differentiated learning.
Narrative Assessment: Making Mathematics Learning Visible in Early Childhood Settings
Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel
2015-01-01
Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories--the preferred form of narrative assessment--currently downplay domain knowledge. In this paper,…
Language-Switching Costs in Bilingual Mathematics Learning
Grabner, Roland H.; Saalbach, Henrik; Eckstein, Doris
2012-01-01
Behavioral studies on bilingual learning have revealed cognitive costs (lower accuracy and/or higher processing time) when the language of application differs from the language of learning. The aim of this functional magnetic resonance imaging (fMRI) study was to provide insights into the cognitive underpinnings of these costs (so-called…
Utilization of Information and Communication Technologies in Mathematics Learning
Saadati, Farzaneh; Tarmizi, Rohani Ahmad; Ayub, Ahmad Fauzi Mohd
2014-01-01
Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students' perception regarding the use of Information and Communication Technologies (ICT)…
Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?
Smyrnis, Eleni; Ginns, Paul
2016-01-01
Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to…
Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?
Smyrnis, Eleni; Ginns, Paul
2016-01-01
Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to…
Directory of Open Access Journals (Sweden)
Manuela Leidinger
2012-01-01
Full Text Available The aim of the intervention based on the self-regulation theory by Zimmerman (2000 was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (metacognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.
Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth
2015-01-01
This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…
Scanlon, Regina M.
2013-01-01
The purpose of this Executive Position Paper project was to develop resources for improving Individual Educational Program (IEP) mathematics learning goals for conceptual understanding of fractions for middle school special education students. The investigation surveyed how IEP mathematics learning goals are currently determined and proposed a new…
Nenthien, Sansanee; Loima, Jyrki
2016-01-01
The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…
Damrongpanit, Suntonrapot; Reungtragul, Auyporn
2014-01-01
The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were…
Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth
2015-01-01
This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…
Koichu, Boris; Zaslavsky, Orit; Dolev, Lea
2016-01-01
The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers' learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners.…
Damrongpanit, Suntonrapot; Reungtragul, Auyporn
2014-01-01
The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were categorized…
Damrongpanit, Suntonrapot; Reungtragul, Auyporn
2014-01-01
The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were categorized…
Fennema, Elizabeth
This paper offers a detailed review of the literature concerning sex differences in the learning of mathematics. It identifies cognitive, affective and educational variables which have been either shown or hypothesized to contribute to sex-related differences in mathematics learning. The author analyzes each study in detail. One important finding…
Planning lessons with learning platforms - problem and prospects for mathematics education
DEFF Research Database (Denmark)
Tamborg, Andreas Lindenskov
2017-01-01
This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three...... mathematics teachers’ joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter...... is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...
PENGEMBANGAN WEB-BASED MATHEMATICS LEARNING SISWA KELAS V SDN KOTAGEDE 3 YOGYAKARTA
Directory of Open Access Journals (Sweden)
Titin Mulyaningsih
2015-07-01
Full Text Available Penelitian ini bertujuan untuk menghasilkan web-based mathematics learning yang layak untuk siswa kelas V di SD Kotagede 3 Yogyakarta. Disamping itu web-based mathematics learning yang dikembangkan dalam rangka menciptakan pembelajaran yang menyenangkan. Penelitian ini merupakan penelitian dan pengembangan yang terdiri dari 10 langkah kegiatan. Subjek penelitian ini adalah 32 siswa yang terdiri dari tiga siswa uji coba perorangan, 9 siswa uji coba kelompok kecil, dan 20 siswa uji coba lapangan. Instrumen yang digunakan dalam pengumpulan data adalah lembar validasi untuk ahli materi, ahli media dan angket tanggapan untuk siswa. Analisis data menggunakan analisis statistik deskripstif. Hasil validasi ahli materi menunjukkan skor rata-rata 80 yang termasuk kriteria sangat baik. Sedangkan hasil validasi ahli media menunjukkan skor rata-rata 70 termasuk dalam kriteria baik. Tanggapan siswa terhadap produk yang dikembangkan termasuk baik yaitu dengan perolehan skor rata-rata 17,9 atau sebesar 89,5% siswa menyatakan bahwa produk pengembangan ini layak untuk digunakan sebagai sumber belajar yang menyenangkan. Kata kunci: web-based learning, pembelajaran matematika DEVELOPING WEB-BASED MATHEMATICS LEARNING FOR THE FIFTH GRADE OF ELEMENTARY SCHOOL KOTAGEDE 3, YOGYAKARTA Abstract This study aims to produce a web-based mathematics learning viable for fifth grade students in elementary Kotagede 3 Yogyakarta. Besides, web-based learning mathematics developed in order to create a fun learning. This study is a research and development activities consist of 10 steps. The subjects were 32 students consisting of three students individual trials, nine trials a small group of students, and 20 students field trials. The instruments used in data collection is for the expert validation sheet material, media experts and questionnaire responses for the students. Analyzed using descriptive statistics. Matter expert validation results showed an average score of 80 which
Priatna, Nanang
2017-08-01
The use of Information and Communication Technology (ICT) in mathematics instruction will help students in building conceptual understanding. One of the software products used in mathematics instruction is GeoGebra. The program enables simple visualization of complex geometric concepts and helps improve students' understanding of geometric concepts. Instruction applying brain-based learning principles is one oriented at the efforts of naturally empowering the brain potentials which enable students to build their own knowledge. One of the goals of mathematics instruction in school is to develop mathematical communication ability. Mathematical representation is regarded as a part of mathematical communication. It is a description, expression, symbolization, or modeling of mathematical ideas/concepts as an attempt of clarifying meanings or seeking for solutions to the problems encountered by students. The research aims to develop a learning model and teaching materials by applying the principles of brain-based learning aided by GeoGebra to improve junior high school students' mathematical representation ability. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2x3 factorial model. Based on analysis of the data, it is found that the increase in the mathematical representation ability of students who were treated with mathematics instruction applying the brain-based learning principles aided by GeoGebra was greater than the increase of the students given conventional instruction, both as a whole and based on the categories of students' initial mathematical ability.
Directory of Open Access Journals (Sweden)
Somayeh Karimi
2013-11-01
Full Text Available Recent studies show that mathematics disorder is a learning disorder. Children with this disorder have math skills is much lower than mean for their age, intelligence, and education. The disorder affects the child's success at school. It is thought that up to 7% of children have this disorder. It affects boys and girls equally. It is also caused dyscalculia. The cause of this disorder is not known. Like other learning disorders, it occurs more in some families. Mathematics disorder may also be the result of damage in certain parts of the brain. It also has led to a weak understanding of mathematical concepts and increased realization of mathematics. In this study, it is tried that studied gender difference between learning disabled students' performances in mathematical activities. Findings indicated that there is not meaningful difference between genders. Since this research was case study, it seems that this difference will be indicated in vast studies. Then it suggests that have to do more study in this field for its causes.
Learning and Professional Development of the Mathematics Teacher in Research Communities
Fiorentini, Dario
2013-01-01
The aim of this article is to identify, describe and understand the learning and professional development of teachers who participate in research communities. To analyse and interpret the process, we have chosen the case of a mathematics teacher who, throughout her career, participated in two professional and one academic research communities. The analysis is supported by the social theory of learning in communities, although there have been adaptations for professional and research com...
Facebook as an academic learning platform: A case study in Mathematics
Paolo Pellizzari
2012-01-01
The paper discusses the impact of the use of Facebook as a supporting learning platform for a course in Mathematics at the undergraduate level. After the examination of some critical issues of Facebook in a learning framework, we analyze data on the usage the page (total reach and number of engaged users) and the results of a survey taken by 217 students. Their appreciation for Facebook in such a context is stark and improvements of qualitative aspects of academic performance are perceived. S...
What Research Shows about Mathematics Teachers' Learning Needs: Experience from Latvia
France, Ilze; Namsone, Dace; Cakane, Liga
2015-01-01
The implementation of new skills (competencies) according to education regulation documents in 2006 – 2008 demanded a change in the Mathematics and Science teaching practice in Latvia. Work on the new education reform started this year (2015). The aim of the research is to look for the answers to the following questions – do the changes in learning approach occur and are teachers’ skills sufficient for organizing a different teaching process? What are the learning needs expressed by teachers ...
How Students Learn: History, Mathematics, and Science in the Classroom
National Research Council Canada - National Science Library
National Research Council Staff
Annotation This volume builds on the discoveries detailed in last year's bestselling "How People Learn" to explore how educational principles can be applied in teaching history, science, and math topics at three levels...
Directory of Open Access Journals (Sweden)
Willy Mwakapenda
2010-07-01
Full Text Available This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.
Teachers' Understanding of the Role of Executive Functions in Mathematics Learning
Gilmore, Camilla; Cragg, Lucy
2014-01-01
Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers. PMID:25674156
Teachers' Understanding of the Role of Executive Functions in Mathematics Learning.
Gilmore, Camilla; Cragg, Lucy
2014-09-01
Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term "executive functions." This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.
Investigating the status of supplementary tuition in the teaching and learning of mathematics
Directory of Open Access Journals (Sweden)
David Mogari
2009-09-01
Full Text Available The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes: Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.
Jackson, Karen Latrice Terrell
2014-01-01
Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based…
Rotem, Avital; Henik, Avishai
2013-01-01
Parity helps us determine whether an arithmetic equation is true or false. The current research examines the development of sensitivity to parity cues in multiplication in typically achieving (TA) children (grades 2, 3, 4 and 6) and in children with mathematics learning disabilities (MLD, grades 6 and 8), via a verification task. In TA children…
Learning to See: Making Sense of the Mathematics of Change in Middle School
Noble, Tracy; Nemirovsky, Ricardo; Dimattia, Cara; Wright, Tracey
2004-01-01
In this article, we will describe the results of a study of 6th grade students learning about the mathematics of change. The students in this study worked with software environments for the computer and the graphing calculator that included a simulation of a moving elevator, linked to a graph of its velocity vs. time. We will describe how the…
Ajai, John T.; Imoko, Benjamin I.
2015-01-01
This study was undertaken to assess gender differences in mathematics achievement and retention by using Problem-Based Learning (PBL). The design of the study was pre-posttest quasi-experimental. Four hundred and twenty eight senior secondary one (SS I) students using multistage sampling from ten grant-aided and government schools were involved in…
Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning
Katsa, Maria; Sergis, Stylianos; Sampson, Demetrios G.
2016-01-01
The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even…
Mazzocco, Michele M. M.; Feigenson, Lisa; Halberda, Justin
2011-01-01
Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth…
How Can I Help My Students with Learning Disabilities in Mathematics?
Jiménez-Fernández, Gracia
2016-01-01
Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…
The Role of Culture in Rural Ugandan Mathematics Teaching and Learning
Kaahwa, Janet
2011-01-01
Education systems are culturally embedded and, therefore, difficult to improve without understanding actions, beliefs, and attitudes related to education existing within the culture. This article discusses the role culture plays in the teaching and learning of mathematics. It specifically dwells on the ways culture could benefit learners from…
The learning teacher in a collaborative lesson study team within the context of mathematics
Goei, Sui Lin; Verhoef, Nellie
2015-01-01
This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson. Teac
Strategy Feedback in an E-learning Tool for Mathematical Exercises
Jeuring, J.T.; Pasman, W.
2007-01-01
Exercises in mathematics are often solved using a standard procedure, such as for example solving a system of linear equations by subtracting equations from top to bottom, and then substituting variables from bottom to top. Students have to practice such procedural skills: they have to learn how to
Comparison of Learning Strategies for Mathematics Achievement in Turkey with Eight Countries
Kilic, Serpil; Cene, Erhan; Demir, Ibrahim
2012-01-01
The purpose of this study was to examine learning strategies accounted for mathematics achievement across Turkey and neighboring countries. Turkey, Bulgaria, Greece, Azerbaijan, Russian Federation, Israel, Serbia, Romania and Jordan were involved in Programme for International Student Assessment (PISA 2009) study. Since other neighbors of Turkey…
McLeod, Julie; Vasinda, Sheri; Dondlinger, Mary Jo
2012-01-01
This article adds to the growing body of research surrounding the use of virtual manipulatives for mathematics learning. The study reported herein used five different virtual manipulatives from four different websites, all within a sixth grade unit on proportional thinking. While many studies have reported on student achievement when using virtual…
Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W.
2012-01-01
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers' analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written…
Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics
Sangwin, Christopher J.; Naismith, Laura
2008-01-01
We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…
Erfjord, Ingvald
2011-01-01
This paper reports from a case study with teachers at two schools in Norway participating in developmental projects aiming for inquiry communities in mathematics teaching and learning. In the reported case study, the teachers participated in one of the developmental projects focusing on implementation and use of computer software in mathematics…
Amador, Julie; Lamberg, Teruni
2013-01-01
Recent reform efforts in mathematics education have stimulated a focus on learning trajectories. At the same time, a global increase in high-stakes testing has influenced instructional practices. This study investigated how four fourth grade teachers within a school planned and enacted lessons to understand what mediated their planning and…
Role of Teacher Characteristics and School Resources in Early Mathematics Learning
Jung, Eunjoo; Brown, Elizabeth T.; Karp, Karen S.
2014-01-01
The authors investigated the degree to which school-level teacher characteristics and resources are related to the mathematics learning of kindergarten children using a sample drawn from a large US database. Kindergarten-level teacher characteristics were operationalised as collective teacher efficacy, teacher experience and teacher preparation;…
Cognitive Neuroscience and Mathematics Learning: How Far Have We Come? Where Do We Need to Go?
Ansari, Daniel; Lyons, Ian M.
2016-01-01
In this commentary on the ZDM special issue: "Cognitive neuroscience and mathematics learning--revisited after 5 years," we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by…
Interactive whiteboard and virtual learning environment combined: effects on mathematics education
Heemskerk, I.; Kuiper, E.; Meijer, J.
2014-01-01
This study reports on the effects of the combined use of an interactive whiteboard (IWB) and a virtual learning environment (VLE) on mathematics performance and motivation. Lessons taught with an IWB were made available on the VLE, so that they could be consulted regardless of time and place. Studen
Mathematics Learning Disability in Girls with Turner Syndrome or Fragile X Syndrome
Murphy, Melissa M.; Mazzocco, Michele M. M.; Gerner, Gwendolyn; Henry, Anne E.
2006-01-01
Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group,…
Edmonds-Wathen, Cris
2015-01-01
Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of "age-appropriate learning" and "school readiness" structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This…
Shumate, Lorraine; Campbell-Whatley, Gloria D.; Lo, Ya-yu
2012-01-01
Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA…
Using Metaphor Analysis to Explore High School Students' Attitudes towards Learning Mathematics
Guner, Necdet
2012-01-01
In this study, the attitudes of Anatolian high school and vocational high school students towards learning mathematics were examined by using the metaphor analysis method. The study included 669 12th grade students (317 female, 352 male) of two Anatolian and two vocational high schools located in a city center in the Aegean region of Turkey. The…
Winberg, T. Mikael; Hellgren, Jenny M.; Palm, Torulf
2014-01-01
The study aims to assess the relative importance of a large number of variables for predicting students' positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students'…
Suter, Larry E.
2017-01-01
The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew…
Does Inquiry Based Learning Affect Students' Beliefs and Attitudes towards Mathematics?
McGregor, Darren
2014-01-01
Ill-structured tasks presented in an inquiry learning environment have the potential to affect students' beliefs and attitudes towards mathematics. This empirical research followed a Design Experiment approach to explore how aspects of using ill-structured tasks may have affected students' beliefs and attitudes. Results showed this task type and…
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Hatisaru, Vesife; Erbas, Ayhan Kursat
2017-01-01
The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…
Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes
Ferguson, Terri Lynn Kurley
2014-01-01
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…
Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review
Merritt, Joi; Lee, Mi Yeon; Rillero, Peter; Kinach, Barbara M.
2017-01-01
This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3-14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to…
Collins, Kathleen M. T.; Gerber, Michael M.
2001-01-01
Examined the relationship between teachers' beliefs concerning recommendations for effective math instruction/learning as outlined by the National Council of Teachers of Mathematics (NCTM) and the extent to which teachers believe it is possible to implement NCTM recommendations. Responses from 39 teachers show more positive beliefs about the…
Realistic Mathematics Learning Using Cooperative Strategy Model in Junior High School
Dwiyana
2015-01-01
This study aims to develop a realistic mathematics learning model using cooperative strategy. This study applies research and development approach conducted at Junior High School "Laboratorium," State University of Malang. The implementation of this model is conducted through five stages: 1) previous study phase; 2) model planning phase;…
Ellis, Arthur K.; Denton, David W.
2010-01-01
This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of…
Teachers' Understanding of the Role of Executive Functions in Mathematics Learning
Gilmore, Camilla; Cragg, Lucy
2014-01-01
Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an…
What Australian Primary School Students Value in Mathematics Learning: A WIFI Preliminary Study
Seah, Wee Tiong; Barkatsas, Tasos
2014-01-01
Grades 5/6 students in Melbourne reported the valuing of "achievement," "open-endedness," "relevance," "humanism," "ICT," and "openness" most in mathematics learning. Although prior research suggested that students in East Asia valued "achievement" most as well, there was an…
Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper
2016-01-01
In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…
Israel, Oginni 'Niyi
2016-01-01
This study investigated the effect of mathematics innovation and technology on students' academic performance in open and distance learning. Quasi -- experimental research design was adopted for the study. The population for the study consisted of all the 200 level primary education students at the National Open University of Nigeria (Ekiti and…
Latina/o Youth's Perspectives on Race, Language, and Learning Mathematics
Zavala, Maria del Rosario
2014-01-01
In this article, the author employs critical race theory (CRT) and Latino Critical Theory (LatCrit) to examine Latina/o students' narratives of learning mathematics in a multi-lingual, urban high school. Intersectionality as a tenet of LatCrit is introduced as an important way to understand how students talk about the roles of race, language, and…
Daher, Wajeeh; Baya'a, Nimer
2012-01-01
Learning in the cellular phone environment enables utilizing the multiple functions of the cellular phone, such as mobility, availability, interactivity, verbal and voice communication, taking pictures or recording audio and video, measuring time and transferring information. These functions together with mathematics-designated cellular phone…
Cognitive Neuroscience and Mathematics Learning: How Far Have We Come? Where Do We Need to Go?
Ansari, Daniel; Lyons, Ian M.
2016-01-01
In this commentary on the ZDM special issue: "Cognitive neuroscience and mathematics learning--revisited after 5 years," we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by…
Studying Mathematics Teacher Education: Analysing the Process of Task Variation on Learning
Bragg, Leicha A.
2015-01-01
Self-study of variations to task design offers a way of analysing how learning takes place. Over several years, variations were made to improve an assessment task completed by final-year teacher candidates in a primary mathematics teacher education subject. This article describes how alterations to a task informed on-going developments in…
Verschaffel, Lieven; Van Dooren, W.; Star, J.
2017-01-01
This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory…
Petersen, Richard H.
1997-01-01
The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.
Malaysian Mathematics Teachers' Beliefs about the Nature of Teaching and Learning
Zikre, Nuraini Mohd; Eu, Leong Kwan
2016-01-01
Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The…
The Implications of Selective Learning Models on Teaching Junior High School Mathematics.
Wilson, Roosevelt L.
1978-01-01
Providing practitioners with synopses, illustrations based on classroom experiences, and research findings, this article analyzes the learning models of Jean Piaget, Robert Gagne, Robert Karplus, David Ausubel, and Jerome Bruner in terms of the implications for teaching junior high school mathematics. (JC)
The Implications of Selective Learning Models on Teaching Junior High School Mathematics.
Wilson, Roosevelt L.
1978-01-01
Providing practitioners with synopses, illustrations based on classroom experiences, and research findings, this article analyzes the learning models of Jean Piaget, Robert Gagne, Robert Karplus, David Ausubel, and Jerome Bruner in terms of the implications for teaching junior high school mathematics. (JC)
Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility
Erbas, Ayhan Kursat; Ince, Muge; Kaya, Sukru
2015-01-01
The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five…
Garner, Arthur L., Jr.
2011-01-01
This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…
Simon, Martin A.; Placa, Nicora; Avitzur, Arnon
2016-01-01
Tzur and Simon (2004) postulated 2 stages of development in learning a mathematical concept: participatory and anticipatory. The authors discuss the affordances for research of this stage distinction related to data analysis, task design, and assessment as demonstrated in a 2-year teaching experiment.
Maya, Rippi; Sumarmo, Utari
2011-01-01
This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities. Subjects of study were 56 undergraduate students of one state university in Bandung, who took advanced abstract algebra course.…
Kim, Heesung; Ke, Fengfeng
2017-01-01
This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an…
Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis
Shin, Mikyung; Bryant, Diane Pedrotty
2015-01-01
This study synthesized intervention studies focusing on instruction to improve fraction skills. Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling to learn mathematics. From the "Common Core…
Social Theories of Learning: A Need for a New Paradigm in Mathematics Education
Jorgensen, Robyn
2014-01-01
This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning…
Garner, Arthur L., Jr.
2011-01-01
This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…