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Diagnostic study of mathematical reasoning in novice university students 新手大学生数学推理诊断研究
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-23 DOI: 10.29333/iejme/14862
Irma Joachin-Arizmendi, Edgardo Locia-Espinoza, Armando Morales-Carballo, Gerardo Reyna-Hernández
This paper presents the results of a study aimed at diagnosing how newly enrolled mathematics majors reason from a mathematical standpoint when they are required to perform inductive and deductive processes and validate or refute claims of a general nature. The theoretical framework underpinning this research comprises studies and investigations related to mathematical reasoning. The results of this diagnostic reveal that students lack mathematical reasoning skills that would allow them to justify statements of a general nature. In addition, they face difficulties in the development of deductive reasoning, are prone to generalize based on specific cases and lack skills in mathematical argumentation. On the other hand, they lack basic algebra skills such as developing square binomials and factoring. These findings highlight the need to design and implement a didactic proposal that fosters the development of reasoning and argumentation in students.
本文介绍了一项研究的结果,旨在诊断新入学的数学专业学生在被要求进行归纳和演绎过程以及验证或反驳一般性主张时,如何从数学的角度进行推理。本研究的理论框架包括与数学推理相关的研究和调查。诊断结果显示,学生缺乏数学推理技能,无法证明一般性陈述的合理性。此外,他们在发展演绎推理方面遇到困难,容易根据具体案例进行概括,缺乏数学论证技能。另一方面,他们缺乏基本的代数技能,如平方二项式和因式分解。这些发现突出表明,有必要设计和实施一项教学建议,以促进学生推理和论证能力的发展。
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引用次数: 0
Mathematics education: What was it, what is it, and what will it be? 数学教育:过去是什么,现在是什么,将来又会是什么?
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14663
Marina Cotic, Daniel Doz, Matija Jenko, Amalija Žakelj
The evolution of mathematics coincided with advancements in its teaching. The 19th and 20th centuries marked a pedagogical revolution in mathematics education. This paper argues that Bruner’s (1966) model, Gagné’s (1985) taxonomy, innovative teaching methods emphasizing research and problem-solving, and the inclusion of data analysis topics have shaped modern mathematics education. Additionally, the paper explores transformative trends, emphasizing mathematics literacy and the integration of virtual reality (VR) and artificial intelligence (AI) in education. This evolution emphasizes practical, contextually relevant approaches. VR enhances engagement and comprehension of abstract concepts, while AI offers personalized learning experiences, fostering deeper understanding and skill development.
数学的发展与数学教学的进步同步进行。19 世纪和 20 世纪标志着数学教育的教学革命。本文认为布鲁纳(Bruner,1966 年)的数学模型、盖尼耶(Gagné,1985 年)的分类法、强调研究和解决问题的创新教学方法以及数据分析课题的纳入塑造了现代数学教育。此外,本文还探讨了变革趋势,强调数学素养以及虚拟现实(VR)和人工智能(AI)在教育中的融合。这种演变强调实用、与情境相关的方法。虚拟现实技术提高了对抽象概念的参与和理解,而人工智能则提供了个性化的学习体验,促进了更深入的理解和技能发展。
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引用次数: 0
The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs 实地体验方法课程对职前小学数学教师信念的影响
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14729
Valorie L. Zonnefeld, Luralyn M. Helming
A mediated field experience (MFE) mathematics methods course increased both pre-service elementary teachers’ (PSTs) self-efficacy for teaching mathematics and mathematical dispositions. The semester-long MFE with significant, structured teaching experiences was conducted onsite at an elementary school. Quantitative, pre- and post-surveys of mathematics teaching efficacy revealed statistically significant increases over the semester. A qualitative analysis of PSTs as sophomores and seniors further explored and supported this increase in PSTs’ self-efficacy for teaching mathematics. Qualitative data also revealed interesting changes in mathematical dispositions and a shift in PSTs from a self-as-student perspective to a self-as-teacher focus.
以实地体验为中介的数学方法课程(MFE)提高了职前小学教师(PSTs)的数学教学自我效能感和数学处置能力。为期一学期的 MFE 课程在一所小学现场进行,包括重要的、结构化的教学体验。对数学教学效能的前后定量调查显示,该学期的数学教学效能在统计学上有显著提高。对高二和高三学生进行的定性分析进一步探讨并证实了学生数学教学自我效能感的提高。定性数据还揭示了数学态度的有趣变化,以及 PST 从自我学生视角到自我教师视角的转变。
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引用次数: 0
Understanding statistical graphs of students attending multigrade rural schools in Chile 了解智利农村多级学校学生的统计图表
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14743
Matías Bustamante-Valdés, Danilo Díaz-Levicoy
This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4).
本研究旨在分析智利农村小学多级教育中五、六年级学生的图形理解能力。理论框架考虑了统计图表的阅读水平和符号水平。研究采用描述性的定性方法,通过内容分析法,对来自五所农村多级学校的 22 名学生的问卷答复进行分析。结果表明,总体而言,学生在回答第一级阅读(字面阅读)的问题时不会遇到困难,但随着阅读级别的提高,困难会逐渐增加。在符号学水平方面,使用数据分布构建图表(符号学水平 3)和完成有两个数据分布的图表(符号学水平 4)都会遇到困难。
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引用次数: 0
Prior knowledge of a calculus course: The impact of prior knowledge on students’ errors 微积分课程的先验知识:先验知识对学生错误的影响
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14765
Regina Mahadewsing, Diana Getrouw, S. M. Calor
We conducted a descriptive study among first-year engineering students at the Anton de Kom University of Suriname. We analyzed students’ errors regarding necessary prior knowledge in a calculus A exam. We found that the stage of the solution in which prior knowledge is required impacts the importance of prior knowledge. We also found that many errors concerned basic algebra and trigonometry concepts and skills. We concluded that even though the required prior knowledge concerns basic algebra and trigonometry, the stage of the solution in which prior knowledge is needed is of great importance.
我们对苏里南安东-德-科姆大学工程系一年级学生进行了一项描述性研究。我们分析了学生在微积分 A 考试中关于必要先验知识的错误。我们发现,需要先验知识的解题阶段会影响先验知识的重要性。我们还发现,许多错误涉及基本的代数和三角概念和技能。我们的结论是,尽管所需的先验知识涉及基础代数和三角学,但需要先验知识的解题阶段非常重要。
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引用次数: 0
The potential of photography for mathematics education and research–A literature review 摄影在数学教育和研究中的潜力--文献综述
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14613
S. Oksanen, Markku S. Hannula, Anu Laine
This literature review examines the use of photography in educational research and in education, to learn how photography could be better used in teaching and learning mathematics and mathematics education research. The authors analyzed 125 publications published between 1975 and 2023 to identify different research methods and teaching solutions that utilize photography. Within educational research two main approaches that are often used combined were photo-elicitation (photographs are used in an interview as a stimulus) and photovoice (taking photographs is a way the participant communicates their perspective). Mathematics education research could also combine these methods, for example in identity research. Our findings regarding teaching show that photographs have an important role in connecting mathematics to the real world and for visualizing mathematics. The best way to engage students is when they take photographs of themselves as a starting point to mathematical activity. Based on this review we identify future exploratory directions and various research gaps.
这篇文献综述研究了摄影在教育研究和教育中的应用,以了解如何在数学教学和数学教育研究中更好地使用摄影。作者分析了 1975 年至 2023 年间发表的 125 篇出版物,以确定利用摄影的不同研究方法和教学解决方案。在教育研究中,经常结合使用的两种主要方法是摄影诱导法(在访谈中使用照片作为刺激)和摄影选择法(拍摄照片是参与者交流观点的一种方式)。数学教育研究也可以结合这些方法,例如在身份研究中。我们在教学方面的研究结果表明,照片在将数学与现实世界联系起来以及将数学形象化方面发挥着重要作用。让学生参与的最佳方式是让他们以自己的照片作为数学活动的起点。在此基础上,我们确定了未来的探索方向和各种研究缺口。
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引用次数: 0
Development and effectiveness of digital classroom assessment document for form one mathematics in secondary school 中学一年级数学数字课堂评估文件的开发和有效性
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14766
Nurihan Nasir, M. Adnan, Murugan Rajoo, Anis Oweeda Ismail, Riyan Hidayat
Classroom assessment is essential for tracking students’ progress and improving teaching and learning in the classroom. However, the lack of clear documentation to guide teachers in assessing student mastery often hinders effective communication between teachers and stakeholders about the students’ progress. This study aimed to develop and test the digital classroom assessment document (CA-Do) for form one mathematics to improve classroom assessment practices. Design research and development method, based on ADDIE model, was used to create the digital CA-Do, and 55 mathematics teachers from 55 schools were sampled using stratified sampling. The data collected was then analyzed using SPSS version 27. The digital CA-Do received a satisfactory expert validity score of content validity index (1.00), and found all four tested sub-constructs (i.e., usefulness, ease of use, ease of learning, and satisfaction of use) to be of high level. There were significant differences in teachers’ knowledge post-familiarization with the digital CA-Do. The study concludes that the digital CA-Do can aid teachers in recording the intervention and impact of teaching and learning information and consistently assessing pupils’ mastery level. This research provides guidance to educators on how to modify their classroom assessment strategies to enhance teaching outcomes and classroom assessment methods, particularly formative assessment.
课堂评估对于跟踪学生的进步和改进课堂教学至关重要。然而,由于缺乏清晰的文件来指导教师评估学生的掌握情况,往往会阻碍教师与相关人士就学生的进步进行有效的沟通。本研究旨在开发和测试中一数学的数字化课堂评估文档(CA-Do),以改进课堂评估实践。研究采用基于 ADDIE 模型的设计研究与开发方法来创建数字化 CA-Do,并采用分层抽样法从 55 所学校抽取了 55 名数学教师。然后使用 SPSS 27 版对收集到的数据进行了分析。数字 CA-Do 的内容效度指数(1.00)获得了令人满意的专家效度评分,并发现所有四个测试子结构(即有用性、易用性、易学性和使用满意度)都达到了较高水平。在熟悉数字 CA-Do 之后,教师对数字 CA-Do 的了解存在明显差异。研究认为,数字 CA-Do 可以帮助教师记录教学信息的干预和影响,并持续评估学生的掌握程度。这项研究为教育工作者如何修改课堂评估策略提供了指导,以提高教学成果和课堂评估方法,特别是形成性评估。
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引用次数: 0
The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019 幼儿教育和数学能力对学生成绩的影响:TIMSS 2019 分析
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14599
Naida Bikić, Nevzudin Buzađija, Anela Hrnjičić
This paper is based on the analysis of the relationship between early education, mathematical skills, and student achievement in Bosnia & Herzegovina, using data from the trends in international mathematics and science study (TIMSS) 2019. The study involves 5,628 fourth-grade students whose average age was 10.1 years. The research specifically focuses on factors such as the age of students at the beginning of schooling, attendance at preschool institutions, and their mathematical skills before starting school. Through the application of SPSS analysis, insights into the statistical relationships and trends between these factors are provided, emphasizing the importance of early educational experiences to improve the quality of education in Bosnia & Herzegovina. The analysis results show that the length of stay in preschool institutions, attendance in preschool programs, and the early acquisition of mathematical skills (counting skills, recognition of numeral representations, numeral writing, simple addition, and subtraction) impact later mathematical achievements of students.
本文基于对波斯尼亚和黑塞哥维那早期教育、数学技能和学生成绩之间关系的分析,使用的数据来自 2019 年国际数学与科学研究趋势(TIMSS)。研究涉及 5628 名四年级学生,他们的平均年龄为 10.1 岁。研究特别关注学生入学之初的年龄、学前教育机构的就读情况以及入学前的数学技能等因素。通过应用 SPSS 分析,深入了解了这些因素之间的统计关系和趋势,强调了早期教育经历对提高波斯尼亚和黑塞哥维那教育质量的重要性。分析结果表明,学前教育机构的逗留时间、学前教育课程的出勤率以及数学技能的早期掌握(计算技能、数字表示法的识别、数字书写、简单的加法和减法)都会影响学生日后的数学成绩。
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引用次数: 0
Enhancing students’ learning experience in mathematics class through ChatGPT 通过 ChatGPT 增强学生在数学课上的学习体验
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14614
Rim Gouia-Zarrad, Cindy Gunn
This research paper explores the integration of ChatGPT as a tool for interactive learning of numerical methods in a differential equations (DEs) course. DE course is crucial for engineering students to model real-world phenomena. However, many DE courses focus only on analytical solutions and neglect important numerical solutions. To overcome this gap, an active learning approach was adopted, where students were asked to select a real-life phenomenon in their field of interest, find an appropriate model to describe it using DEs, and subsequently solve DE numerically using various numerical methods. The authors allowed students to use ChatGPT to generate codes and learn how to adapt them to their personalized learning needs. The findings derived from the students’ survey responses demonstrated that ChatGPT significantly enhanced their interests and improved their coding skills. Students reported increased engagement and excitement in their learning journey with the integration of ChatGPT. By sharing this experience, we aim to inspire other educators to explore the potential of innovative technologies and instructional methods to enhance their own courses.
本研究论文探讨了在微分方程(DEs)课程中整合 ChatGPT 作为互动学习数值方法的工具。微分方程课程对于工科学生模拟现实世界的现象至关重要。然而,许多微分方程课程只关注分析解法,而忽略了重要的数值解法。为了克服这一缺陷,我们采用了一种主动学习的方法,要求学生在自己感兴趣的领域中选择一个现实生活中的现象,用微分方程找到一个合适的模型来描述它,然后用各种数值方法对微分方程进行数值求解。作者允许学生使用 ChatGPT 生成代码,并学习如何调整代码以满足个性化学习需求。从学生的调查反馈中得出的结果表明,ChatGPT 极大地提高了他们的兴趣,改善了他们的编码技能。学生们表示,整合 ChatGPT 后,他们在学习过程中的参与度和兴奋度都有所提高。通过分享这一经验,我们希望激励其他教育工作者探索创新技术和教学方法的潜力,以提高他们自己的课程。
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引用次数: 0
Insights on usability testing: The effectiveness of an adaptive e-learning system for secondary school mathematics 可用性测试的启示:中学数学自适应电子学习系统的有效性
IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.29333/iejme/14621
Liz Aliza Awang, F. Yusop, Mahmoud Danaee
The study evaluates the Mythematix prototype, an innovative adaptive e-learning system designed specifically to enhance secondary school students’ understanding and proficiency in mathematics. Utilizing a mixed-methods approach, it combines qualitative and quantitative research methodologies to thoroughly assess students’ perceptions and experiences with the Mythematix prototype. The study involved a group of 30 students participating in a comprehensive usability survey, which included a range of Likert scale questions alongside an open-ended response. This survey was designed to evaluate the usability of the prototype, pinpointing its strengths and weaknesses from the students’ perspectives. The analysis of the survey results provided detailed insights into the most and least effective aspects of the prototype. Overall, the study contributes valuable insights into the effectiveness of adaptive e-learning platforms in enhancing and enriching students’ learning experiences in mathematics, and it lays the groundwork for future research in this evolving educational field.
该研究对 Mythematix 原型进行了评估,Mythematix 原型是一个创新的自适应电子学习系统,专为提高中学生的数学理解能力和熟练程度而设计。研究采用混合方法,结合定性和定量研究方法,全面评估学生对 Mythematix 原型的看法和体验。这项研究有 30 名学生参与了全面的可用性调查,其中包括一系列李克特量表问题和开放式回答。该调查旨在评估原型的可用性,从学生的角度找出其优缺点。通过对调查结果的分析,可以详细了解原型最有效和最无效的方面。总之,本研究为自适应电子学习平台在增强和丰富学生数学学习体验方面的有效性提供了有价值的见解,并为这一不断发展的教育领域的未来研究奠定了基础。
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引用次数: 0
期刊
International Electronic Journal of Mathematics Education
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