The integration of science, technology, engineering, and mathematics (STEM) education in various fields of knowledge is needed to enhance the country’s economic development. STEM education is essential in developing technology towards the Industrial Revolution 4.0 (IR4.0) era. However, in many countries, especially in Indonesia, students are less interested in STEM subjects. This study aims to identify the differences and interactions of student interest in STEM based on parental education and gender. This study uses a quantitative method involving 150 secondary school students at Simanosor Julu, Medan, Indonesia. The results of data analysis based on the mean score indicated that there are differences in students’ interest in STEM-based on gender and parental education. The mean score of male students, based on parental education at the university level, is higher than female students. It is recommended that there are additional study more deeply the STEM interests of students based on (a) social-economic status, (b) rural and urban schools, (c) the relationship between the two variables, and (d) involves students with more numbers.
{"title":"Students’ interest in Science, Technology, Engineering, and Mathematics (STEM) based on parental education and gender factors","authors":"N. Siregar, R. Rosli, S. Nite","doi":"10.29333/iejme/13060","DOIUrl":"https://doi.org/10.29333/iejme/13060","url":null,"abstract":"The integration of science, technology, engineering, and mathematics (STEM) education in various fields of knowledge is needed to enhance the country’s economic development. STEM education is essential in developing technology towards the Industrial Revolution 4.0 (IR4.0) era. However, in many countries, especially in Indonesia, students are less interested in STEM subjects. This study aims to identify the differences and interactions of student interest in STEM based on parental education and gender. This study uses a quantitative method involving 150 secondary school students at Simanosor Julu, Medan, Indonesia. The results of data analysis based on the mean score indicated that there are differences in students’ interest in STEM-based on gender and parental education. The mean score of male students, based on parental education at the university level, is higher than female students. It is recommended that there are additional study more deeply the STEM interests of students based on (a) social-economic status, (b) rural and urban schools, (c) the relationship between the two variables, and (d) involves students with more numbers.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74488469","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}
Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual’s mathematics anxiety may prove beneficial to designing more focused and influential interventions.
{"title":"Reflections on mathematics ability, anxiety, and interventions","authors":"B. J. Brewster, Tess Miller","doi":"10.29333/iejme/12822","DOIUrl":"https://doi.org/10.29333/iejme/12822","url":null,"abstract":"Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual’s mathematics anxiety may prove beneficial to designing more focused and influential interventions.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968819","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}
Mustafa Guler, R. D. Taylan, M. Baki, Damla Demirel, D. Celik, Esra Bukova Guzel, Fatma Aslan-Tutak, Aytug Ozaltun Celik
This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.
{"title":"Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills","authors":"Mustafa Guler, R. D. Taylan, M. Baki, Damla Demirel, D. Celik, Esra Bukova Guzel, Fatma Aslan-Tutak, Aytug Ozaltun Celik","doi":"10.29333/iejme/13091","DOIUrl":"https://doi.org/10.29333/iejme/13091","url":null,"abstract":"This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75233656","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 we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of this mathematical concept. It is shown how the active and conscious questioning of these models led to a process of axiomatization of mathematical infinity, which was completed with the works of Cantor (1883) and Robinson (1974). The implemented methodology is supported by a qualitative and argumentative bibliographic research based on content analysis from a meta-ethnography. From this research, information is obtained about the unconscious mathematical structures students are confronted with and the conscious patterns of reasoning they must develop to overcome difficulties and obstacles that these models produce, and thus achieve an adequate understanding of mathematical infinity.
{"title":"Exploring the relationship between tacit models and mathematical infinity through history","authors":"Tamara Díaz-Chang, Elizabeth H. Arredondo","doi":"10.29333/iejme/12823","DOIUrl":"https://doi.org/10.29333/iejme/12823","url":null,"abstract":"In this article we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of this mathematical concept. It is shown how the active and conscious questioning of these models led to a process of axiomatization of mathematical infinity, which was completed with the works of Cantor (1883) and Robinson (1974). The implemented methodology is supported by a qualitative and argumentative bibliographic research based on content analysis from a meta-ethnography. From this research, information is obtained about the unconscious mathematical structures students are confronted with and the conscious patterns of reasoning they must develop to overcome difficulties and obstacles that these models produce, and thus achieve an adequate understanding of mathematical infinity.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74351172","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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