Let G be a simple graph with vertex set V ( G ) . The Lanzhou index of G is defined as Lz ( G ) = (cid:80) u ∈ V ( G ) d G ( u ) d G ( u ) 2 , where d G ( u ) denotes the degree of the vertex u in G and G is the complement of G . In this paper, we establish an upper bound on the Lanzhou index for trees of order n with maximum degree ∆ . Additionally, we obtain the minimum and maximum values of the Lanzhou index for unicyclic graphs of order n . Moreover, we determine the Lanzhou index’s maximum value for chemical trees of order n .
设G是一个顶点集V (G)的简单图。G的兰州指数定义为Lz (G) = (cid:80) u∈V (G) d G (u) d G (u) 2，其中dg (u)表示顶点u在G中的度数，G是G的补。本文建立了最大次为∆的n阶树的兰州指数的上界。此外，我们还得到了n阶单环图的兰州指数的最小值和最大值。此外，我们还确定了n阶化学树的兰州指数最大值。
{"title":"Lanzhou Index of Trees and Unicyclic Graphs","authors":"Qiyue Li, Hanyuan Deng, Zikai Tang","doi":"10.47443/ejm.2023.008","DOIUrl":"https://doi.org/10.47443/ejm.2023.008","url":null,"abstract":"Let G be a simple graph with vertex set V ( G ) . The Lanzhou index of G is defined as Lz ( G ) = (cid:80) u ∈ V ( G ) d G ( u ) d G ( u ) 2 , where d G ( u ) denotes the degree of the vertex u in G and G is the complement of G . In this paper, we establish an upper bound on the Lanzhou index for trees of order n with maximum degree ∆ . Additionally, we obtain the minimum and maximum values of the Lanzhou index for unicyclic graphs of order n . Moreover, we determine the Lanzhou index’s maximum value for chemical trees of order n .","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84057881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, fuzzy-interval-valued functions of the ( p, h ) -convex type, defined recently by Khan et al. [ AIMS Math. 8 (2023) 7437–7470], are studied. Several Hermite-Hadamard-type inequalities in the said setting are obtained. A Hermite-Fejer-type inequality is also obtained, which generalizes several recently published results. Moreover, in order to supplement the obtained results, suitable numerical examples are given.
{"title":"Hermite–Hadamard–Type Fractional–Integral Inequalities for (p,h)–Convex Fuzzy–Interval–Valued Mappings","authors":"Vuk Stojiljkovi´c","doi":"10.47443/ejm.2023.004","DOIUrl":"https://doi.org/10.47443/ejm.2023.004","url":null,"abstract":"In this paper, fuzzy-interval-valued functions of the ( p, h ) -convex type, defined recently by Khan et al. [ AIMS Math. 8 (2023) 7437–7470], are studied. Several Hermite-Hadamard-type inequalities in the said setting are obtained. A Hermite-Fejer-type inequality is also obtained, which generalizes several recently published results. Moreover, in order to supplement the obtained results, suitable numerical examples are given.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"45 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90957998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, fundamental L p -estimates and the large-time behavior for higher derivatives of solutions to a generalized class of higher-order nonlinear parabolic systems are studied.
本文研究了一类广义的高阶非线性抛物型系统解的高阶导数的基本L - p估计和大时性。
{"title":"Higher Gradient Bounds for a Class of Higher-Order Nonlinear Systems","authors":"Mahmoud Qafsaoui","doi":"10.47443/ejm.2022.044","DOIUrl":"https://doi.org/10.47443/ejm.2022.044","url":null,"abstract":"In this article, fundamental L p -estimates and the large-time behavior for higher derivatives of solutions to a generalized class of higher-order nonlinear parabolic systems are studied.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"24 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85389638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study were the lesson plans of the teacher, the observation notes taken by the researchers during the implementation of the modelling task, the video records of the implementation, students’ solution papers and the voice records of the pre- and final-interview conducted with the teacher. Whole data were analyzed according to a framework for modelling implementations developed by the authors through descriptive analysis. The teacher planned his in-class implementation to consolidate the circle concept and revised an existing modelling task by developing appropriate materials for the task. He asked students to arrange their desks appropriate to group work, decided to enable students to evaluate both the implementation and their peers, and announced their students that they would present their group solution and evaluate each other at the end of the lesson. During the implementation, he first reminded prior knowledge about circle and then presented the materials. He shared instructions about group work in the context of sharing social norms and gave information about the peer assessment form, which the students filled at the end of the lesson. During the students were solving the task, he intervened about enabling self-assessment in the groups, considering realistic values and comparing mathematical results with the problem context. In addition, during the solution, he tried to establish socio-mathematical norms by making explanations. After the solution process ended, student groups presented their solution approaches and discussed different solutions by comparing each solutions. Peer assessment form and affective evaluation form regarding the implementation were filled by the students at the end of the implementation. This study contributed the literature regarding modelling implementations and presented a different view about teacher actions in planning and implementing a modelling task.
{"title":"Reflections from planning and implementing a modelling task","authors":"Ayşe TEKİN DEDE, Esra Bukova Guzel","doi":"10.29333/iejme/12821","DOIUrl":"https://doi.org/10.29333/iejme/12821","url":null,"abstract":"The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study were the lesson plans of the teacher, the observation notes taken by the researchers during the implementation of the modelling task, the video records of the implementation, students’ solution papers and the voice records of the pre- and final-interview conducted with the teacher. Whole data were analyzed according to a framework for modelling implementations developed by the authors through descriptive analysis. The teacher planned his in-class implementation to consolidate the circle concept and revised an existing modelling task by developing appropriate materials for the task. He asked students to arrange their desks appropriate to group work, decided to enable students to evaluate both the implementation and their peers, and announced their students that they would present their group solution and evaluate each other at the end of the lesson. During the implementation, he first reminded prior knowledge about circle and then presented the materials. He shared instructions about group work in the context of sharing social norms and gave information about the peer assessment form, which the students filled at the end of the lesson. During the students were solving the task, he intervened about enabling self-assessment in the groups, considering realistic values and comparing mathematical results with the problem context. In addition, during the solution, he tried to establish socio-mathematical norms by making explanations. After the solution process ended, student groups presented their solution approaches and discussed different solutions by comparing each solutions. Peer assessment form and affective evaluation form regarding the implementation were filled by the students at the end of the implementation. This study contributed the literature regarding modelling implementations and presented a different view about teacher actions in planning and implementing a modelling task.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79066731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marina Cotic, Daniel Doz, Milena Valenčič Zuljan, Amalija Žakelj, D. Felda
In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners’ activity, (3) didactic ways of adapting teaching to diverse learners, (4) the impact on the formation of learners’ personality, (5) cooperation among learners, (6) opportunities for professional development, and (7) cooperation with parents. The research has shown that there is a statistically significant difference between the teachers who teach in homogeneous groups and the teachers who teach in heterogeneous groups in all the seven aspects of the appraisal of the efficiency of grouping learners into homogenous or heterogeneous groups. Regarding most of the assertions, teachers belonging to both groups perceive the way of teaching they perform as having the most advantages.
{"title":"Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups","authors":"Marina Cotic, Daniel Doz, Milena Valenčič Zuljan, Amalija Žakelj, D. Felda","doi":"10.29333/iejme/12810","DOIUrl":"https://doi.org/10.29333/iejme/12810","url":null,"abstract":"In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners’ activity, (3) didactic ways of adapting teaching to diverse learners, (4) the impact on the formation of learners’ personality, (5) cooperation among learners, (6) opportunities for professional development, and (7) cooperation with parents. The research has shown that there is a statistically significant difference between the teachers who teach in homogeneous groups and the teachers who teach in heterogeneous groups in all the seven aspects of the appraisal of the efficiency of grouping learners into homogenous or heterogeneous groups. Regarding most of the assertions, teachers belonging to both groups perceive the way of teaching they perform as having the most advantages.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"39 2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77723347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting feature and then propose a hypothesis resulting from their observations and prove them.Due to the difficulty generally involved in proposing and proving geometrical hypotheses, two forms of scaffolding were provided: theoretical scaffolding based on revising previous learning or specific attributes of the given data and technological scaffolding in the form of specifically designed GeoGebra applets that allowed dynamic observation of the attributes of the geometrical shapes and the changes they underwent during modification.We found that the two forms of scaffolding led to relatively pre-service teachers’ high levels of success. They exhibited high levels of interest and participation, were engaged in the tasks, and underwent high-quality learning processes. In follow-up interviews, they confirmed that the exercise improved their inquiry skills, and developed their pedagogical and technological knowledge.
{"title":"Pre-service mathematics teachers investigating the attributes of inscribed circles by technological and theoretical scaffolding","authors":"R. Segal, Moshe Stupel","doi":"10.29333/iejme/12803","DOIUrl":"https://doi.org/10.29333/iejme/12803","url":null,"abstract":"The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting feature and then propose a hypothesis resulting from their observations and prove them.\u0000Due to the difficulty generally involved in proposing and proving geometrical hypotheses, two forms of scaffolding were provided: theoretical scaffolding based on revising previous learning or specific attributes of the given data and technological scaffolding in the form of specifically designed GeoGebra applets that allowed dynamic observation of the attributes of the geometrical shapes and the changes they underwent during modification.\u0000We found that the two forms of scaffolding led to relatively pre-service teachers’ high levels of success. They exhibited high levels of interest and participation, were engaged in the tasks, and underwent high-quality learning processes. In follow-up interviews, they confirmed that the exercise improved their inquiry skills, and developed their pedagogical and technological knowledge.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"18 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81557424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching with technology is a required skill for today’s teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers’ knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers’ enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers’ reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group’s planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.
{"title":"Exploring contextual factors for pre-service teachers teaching with technology through planning, teaching, and reflecting","authors":"Didem Akyuz","doi":"10.29333/iejme/12624","DOIUrl":"https://doi.org/10.29333/iejme/12624","url":null,"abstract":"Teaching with technology is a required skill for today’s teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers’ knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers’ enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers’ reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group’s planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"24 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77590195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examined how teachers’ noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers’ classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers’ ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.
{"title":"Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills","authors":"Gulsah Ozdemir Baki, Elif Kilicoglu","doi":"10.29333/iejme/12649","DOIUrl":"https://doi.org/10.29333/iejme/12649","url":null,"abstract":"This paper examined how teachers’ noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers’ classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers’ ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"26 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems. Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that three- and five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.
{"title":"Unsupervised machine learning to classify language dimensions to constitute the linguistic complexity of mathematical word problems","authors":"David Bednorz, M. Kleine","doi":"10.29333/iejme/12588","DOIUrl":"https://doi.org/10.29333/iejme/12588","url":null,"abstract":"The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems. Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that three- and five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"29 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85509268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elaina Khasawneh, Angie Hodge-Zickerman, C. York, Thomas J. Smith, Hayley J. Mayall
The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.
{"title":"Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra","authors":"Elaina Khasawneh, Angie Hodge-Zickerman, C. York, Thomas J. Smith, Hayley J. Mayall","doi":"10.29333/iejme/12715","DOIUrl":"https://doi.org/10.29333/iejme/12715","url":null,"abstract":"The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"60 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83370216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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