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The impact of changing environment on undergraduate mathematics students’ status 环境变化对数学本科学生地位的影响
Q3 Social Sciences Pub Date : 2023-10-01 DOI: 10.30935/scimath/13438
Mario Lepore, R. Capone
This paper focuses on the impact of changing environment on undergraduate mathematics students’ status, described through their engagement, participation, and motivation levels. These parameters were computed through a fuzzy cognitive map, which gathered data from a situation-aware e-learning platform. The main goal is to analyze the students’ reaction to a long-term emergency caused by the COVID-19 pandemic. A mixed-methods case study was conducted at University of Salerno to evaluate how completely remote teaching for the second year influenced the student’s status. The results show that distance learning and other social factors decrease university mathematics students’ motivation, engagement, participation, and overall performance in the long term, despite the countless teaching strategies implemented, the consolidated combination of mathematics and technology, and the use of a situation-aware e-learning platform.
本文通过参与度、参与度和动机水平来描述环境变化对数学本科生地位的影响。这些参数是通过模糊认知地图计算的,该地图从情境感知电子学习平台收集数据。主要目标是分析学生对新冠肺炎大流行造成的长期紧急情况的反应。萨莱诺大学进行了一项混合方法的案例研究,以评估第二年完全远程教学如何影响学生的状态。结果表明,尽管实施了无数的教学策略,数学和技术的结合,以及使用了情境感知的电子学习平台,但远程学习和其他社会因素会降低大学数学学生的动机、参与度、参与度和整体表现。
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引用次数: 0
Undergraduate Students' Attitudes and Mathematical Reasoning During the Pandemic: The Mediating Role of Metacognitive Awareness 大流行期间大学生态度与数学推理:元认知意识的中介作用
Q3 Social Sciences Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.169
Choon Tak, Kwan Eu, Hutkemri Zulnaidi

During the Covid-19 pandemic, this study investigated the role of metacognitive awareness as a mediator in the correlation between attitude and mathematical reasoning among undergraduates who are first year university students. These studies distribute mathematical reasoning assessments, metacognitive awareness questionnaires, and attitude surveys as research data. One hundred eighty-four undergraduate students from one public institution in Malaysia's Klang Valley area participated in the research. The impact of metacognitive awareness on attitude and mathematical reasoning was studied using Version 25 of the Statistical Packages for the Social Sciences. The findings indicated that undergraduate mathematics and science education students excelled in non-mathematics and science education students in mathematical reasoning capacity. According to the findings, undergraduate mathematics and science education students had good metacognitive understanding and used more approaches in mathematical reasoning assessment. Further study implies that more research should be conducted to assess different demographics, such as institute training teachers' metacognitive awareness and attitude towards mathematical reasoning.

<p style="text-align: justify;">在2019冠状病毒病大流行期间,本研究调查了元认知意识在大一本科生态度与数学推理之间的相关性中的中介作用。这些研究分发数学推理评估、元认知意识问卷和态度调查作为研究数据。来自马来西亚巴生谷地区一所公立机构的184名本科生参与了这项研究。元认知意识对态度和数学推理的影响使用社会科学统计软件包第25版进行了研究。结果表明,数学与科学教育本科学生的数学推理能力优于非数学与科学教育本科学生。结果表明,数学与科学教育本科学生对数学推理的元认知理解较好,在数学推理评价中使用的方法较多。进一步的研究表明,应该进行更多的研究来评估不同的人口统计数据,例如机构培训教师对数学推理的元认知意识和态度。
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引用次数: 1
Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students 运用能力倾向治疗互动模型整合人格价值,提高五年级学生数学故事解题能力
Q3 Social Sciences Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.191
Rosleny Babo, Agustan Syamsuddin*

This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.

<p style="text-align: justify;">本研究旨在描述融合性格价值观的能力倾向处理互动(ATI)模型对提高学生解决数学故事问题能力的意义。本研究采用准实验研究类型,采用非等效对照组设计,包括两个班级,每个班级30名学生。采用数学故事题解题测试仪收集数据。数据分析使用n增益描述性统计分析,以看到学生解决数学故事世界问题的技能的提高。结果表明,学生解决数学故事问题的能力倾向平均分为91.26分,属于非常高的范畴。学生的能力有所提高,n-gain得分为0.77,属于高水平。此外,观测结果中与ATI相关的学习模型的实施率为87.5%,属于非常好的范畴。因此,基于字符的ATI学习模型可以提高学生解决数学故事问题的能力。此外,它还适应了关心学习数学的学生的特点,从而可以从认知和态度两个方面实现学习目标。
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引用次数: 0
Not Asking for Help/Feeling Dumb: Preservice Elementary Teachers Reflect on Math Classes 不寻求帮助/感觉愚蠢:职前小学教师对数学课的反思
Q3 Social Sciences Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.161
Carmen M., Janelle L.

Preservice elementary teachers have had a variety of experiences in their math classes which influence their willingness to engage in math as well as their confidence in doing so. This study examined the responses of two sets of preservice elementary teachers, in 2017 and in 2022, to questions about their "best" and "worst" experiences in math classes. Previous research has seldom asked preservice elementary teachers to examine what they do as students to create a better math experience and research is only now beginning on how COVID-19 may have affected student behavior. Inductive analysis revealed that the emotional intelligence of teachers greatly affected preservice elementary teachers' willingness to meaningfully engage in math. For example, a recurring theme in the data was a strong sense of not wanting to appear dumb, which prevented the students from asking questions or seeking help when needed. This study demonstrates that the classroom environment plays a significant role in preservice elementary teachers' success in math, confidence and comfort level with the subject, and, undoubtedly, how they will eventually teach math to their future students.

<p style="text-align: justify;">职前小学教师在数学课上有各种各样的经历,这些经历影响了他们从事数学学习的意愿和信心。这项研究调查了2017年和2022年两组职前小学教师对他们在数学课上“最好”和“最差”经历的回答。以前的研究很少要求职前小学教师检查他们作为学生为创造更好的数学体验所做的工作,而关于COVID-19如何影响学生行为的研究现在才开始。归纳分析发现,教师情绪智力显著影响职前小学教师有意义地从事数学教学的意愿。例如,数据中反复出现的一个主题是,学生们强烈地不想显得愚蠢,这阻碍了他们在需要时提出问题或寻求帮助。本研究表明,课堂环境在职前小学教师的数学成功、对学科的信心和舒适程度,以及他们最终如何向未来的学生教授数学方面发挥着重要作用。
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引用次数: 0
Switching from Knowledge to Competence-Based Teachings: Biology Teachers’ Attitudes and Instructional Practices 从知识教学转向能力教学:生物教师的态度与教学实践
Q3 Social Sciences Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.201
Emmanuel Bizimana, Dieudonné Mutangana, Adrian Adrian

The study investigated the attitudes of Biology teachers towards the Biology Competence-Based Curriculum (BCBC) and their instructional practices at the lower secondary school level in Nyamagabe district, Rwanda. A descriptive survey design was adopted. Also, a purposive sampling technique was used to select 26 (16 male and 10 female) teachers of Biology. Data were collected using a questionnaire addressed to Biology teachers in selected schools and analyzed and presented in terms of frequencies, percentages, mean, and standard deviation. A one-way ANOVA was employed in the hypothesis testing. The findings indicated that these teachers had positive attitudes towards the implementation of BCBC. As for female ones, they had more positive attitudes towards BCBC implementation than the male ones. Considering those from boarding schools, they had a more positive attitude than the ones from day schools. Additionally, teachers with less teaching experience had more favorable attitudes than those with long experience. Teachers' age did not have any effect on their attitudes. The study also revealed that teachers of Biology rarely applied competence-based approaches in their teaching and assessment processes of students’ learning. It was inferred that the usage of CBC approaches differed significantly among teachers from boarding and day schools. The usage of CBC assessment methods did not differ significantly among teachers. From the findings, it was concluded that CBC seems not to be effectively implemented in the lower secondary schools under the study. Consequently, a recommendation was made to facilitate Biology teachers in schools with in-service training for professional development.

<p style="text-align: justify;">本研究调查了卢旺达Nyamagabe地区初中生物教师对生物能力基础课程(BCBC)的态度及其教学实践。采用描述性调查设计。采用有目的抽样方法,对26名生物教师(男16名,女10名)进行抽样调查。数据是通过对选定学校的生物教师进行问卷调查收集的,并根据频率、百分比、平均值和标准差进行分析和呈现。假设检验采用单因素方差分析。调查结果表明,这些教师对BCBC的实施持积极态度。女性对BCBC实施的态度比男性更积极。从寄宿学校的学生来看,他们的态度比走读学校的学生更积极。此外,教学经验较短的教师比经验较长的教师态度更有利。教师的年龄对他们的态度没有影响。研究还发现,生物教师在教学和学生学习评估过程中很少运用能力本位方法。本研究推断寄宿制学校与日制学校的教师使用CBC方法有显著差异。教师对CBC评估方法的使用无显著差异。从研究结果来看,CBC似乎没有在本研究的初中得到有效的实施。因此,提出了一项建议,以促进学校生物教师的在职培训,以促进专业发展。
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引用次数: 1
Writing Activities as Intervention for Improving Academic Achievement in Mathematics 写作活动对提高数学学业成绩的干预作用
Q3 Social Sciences Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.181
Dazel Ann, Rodrigo A.

Much research in Mathematics instruction has focused on collaborative learning and differentiated instruction. However, very little research in the Philippines focused on utilizing writing activities as an instructional intervention. Even in Mathematics, a subject grounded in computations, this can be beneficial. By explaining how a problem is solved, or why a solution is erroneous, students will learn how the concepts may be applied in a deeper sense. Given the pandemic's limits and the Philippines' low-performance ratings in international assessments, there is a pressing need to develop innovations to continue learning. Hence, this study investigated whether writing activities are effective in improving academic achievement in mathematics classrooms. Using an explanatory sequential mixed methods design, the study involved selected Grade 8 students in a public school in Pasig City. The results of the quantitative data showed a significant difference in the pre-test and post-test scores of the experimental group as compared to the control. This was supported by the qualitative data which revealed that writing activities help understand the topics, remember concepts, and serve as a reviewer before an assessment. Overall, the study suggests that writing activities as an intervention in mathematics are effective in improving the student’s academic achievement.

<p style="text-align: justify;">许多数学教学研究都集中在协作学习和差异化教学上。然而,菲律宾很少有研究将写作活动作为一种教学干预手段。即使在数学这个以计算为基础的学科中,这也是有益的。通过解释一个问题是如何解决的,或者为什么一个解决方案是错误的,学生将学习如何在更深的意义上应用这些概念。鉴于大流行的局限性和菲律宾在国际评估中的低绩效评级,迫切需要开发创新以继续学习。因此,本研究调查写作活动是否有效提高数学课堂的学习成绩。本研究采用解释序贯混合方法设计,选取帕西格市一所公立学校的八年级学生为研究对象。定量数据的结果显示,实验组的测试前和测试后得分与对照组相比有显著差异。这得到了定性数据的支持,这些数据显示写作活动有助于理解主题,记住概念,并在评估前起到审查作用。总体而言,该研究表明,写作活动作为对数学的干预,对提高学生的学业成绩是有效的。</p>
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引用次数: 0
Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools 中小学校跨年龄同伴数学辅导课程的课堂观察
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.30935/scimath/12983
Elba Barahona, Yolanda N. Padrón, H. Waxman
A growing body of research has shown the positive effects of peer tutoring on students’ academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers’ and students’ behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program’s strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics.
越来越多的研究表明,同伴辅导对学生的学业成绩、自我概念、态度、社会和行为结果都有积极影响。然而,关注西班牙裔学生的同伴辅导干预的研究却很少。目前的研究调查了课堂实践,以及在小学和中学实施的跨年龄同伴辅导项目中教师和学生的行为,该项目主要为西班牙裔学生服务。本研究采用课堂观察来调查同伴辅导计划的实施情况。结果表明,该项目的优势包括培养积极的情绪和学生之间的关系,以及培养温暖和支持关系的课堂环境。调查结果还指出了该方案执行中的几个弱点。从业者可以利用这些发现来提高未来数学同伴辅导项目的有效性。
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引用次数: 0
Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices 信仰可信吗?初学数学教师的信念与教学实践调查
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.30935/scimath/12905
Mustafa Guler, D. Celik
Observing 17 teachers for a total of 116 hours, this paper examined whether a relationship between the beliefs of novice mathematics teachers and their classroom practices exists. A Spearman correlation analysis showed a modest relation between beliefs about the nature of mathematics and about learning mathematics, while the relationship between beliefs about mathematics achievement and these other two components was weak and statistically insignificant. Unexpectedly, the relationship between teachers’ beliefs and their teaching practices has been found to be much different than anticipated, and in some cases, the relationships were even negative. The researchers conclude with a discussion of further implications.
本文对17名教师进行了总计116个小时的观察,考察了数学新手教师的信念与课堂实践之间是否存在关系。Spearman相关性分析显示,对数学本质的信念和对学习数学的信念之间存在适度的关系,而对数学成绩的信念和其他两个组成部分之间的关系较弱,在统计上不显著。出乎意料的是,人们发现教师的信仰与教学实践之间的关系与预期大不相同,在某些情况下,这种关系甚至是负面的。研究人员最后讨论了进一步的含义。
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引用次数: 1
A systematic literature review on augmented reality in mathematics education 增强现实在数学教育中的系统文献综述
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.30935/scimath/13124
M. Bulut, Rita Borromeo Ferri
Technology, in particular augmented reality (AR), has the potential to greatly enhance interactive learning environments for mathematics in both classrooms and other teaching environments. The purpose of the present study was to investigate existing literature on AR in mathematics education. We selected papers from 10 databases, Scopus, Web of Science Core Collection, ERIC, IEEE Xplore Digital Library, Teacher Reference Center, SpringerLink, zbMATH Open, Taylor & Francis Online Journals, JSTOR, and MathSciNet. From these databases, 42 related studies were selected by the method of preferred reporting items for systematic reviews and meta-analysis (PRISMA2020). The results from all the papers showed positive outcomes as a result of AR implementation in mathematics education. They were also analyzed into different themes according to quantitative and qualitative criteria. The advantages and challenges of AR usage in mathematics education are also discussed in detail.
技术,特别是增强现实(AR),有可能极大地增强课堂和其他教学环境中的数学互动学习环境。本研究的目的是对数学教育中AR的现有文献进行调查。我们选择的论文来自10个数据库,Scopus、Web of Science核心合集、ERIC、IEEE explore数字图书馆、教师参考中心、SpringerLink、zbMATH Open、Taylor & Francis Online Journals、JSTOR和MathSciNet。从这些数据库中,通过优选报告项目的方法选择42项相关研究进行系统评价和荟萃分析(PRISMA2020)。所有论文的结果都显示了在数学教育中实施AR的积极结果。并根据定量和定性标准对其进行了不同主题的分析。本文还详细讨论了在数学教育中应用AR的优势和挑战。
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引用次数: 1
Active learning strategies for an effective mathematics teaching and learning 主动学习策略是有效的数学教与学
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.30935/scimath/13135
Isabel Vale, Ana Barbosa
Learning is an active enterprise, where three dimensions stand out, cognitive, social, and physical, and, in addition, not all students learn in the same way. Grounded on these ideas, this article reports a study that aims to understand and characterize the performance of pre-service teachers when experiencing active learning strategies during their mathematics classes. The participants were 48 future teachers of primary education (3-12 years old) that experienced paper folding, a gallery walk, and a math trail as active learning strategies. We followed a qualitative methodology, collecting data though observations, written productions, and photographic records. The analysis involved a qualitative and inductive approach resorting to content analysis. The results of the study show that the participants valued these experiences, due to their potential in the development of a diversity of mathematical concepts and abilities, and throughout them showed traits of cognitive, social, and physical engagement. Active learning provided collaborative work and mathematical communication enabling the emergence of different strategies to solve the proposed tasks. The participants were able to reflect and be aware of their ideas, mistakes, and difficulties, as well as of others, in a non-threatening environment, where movement was highlighted for not being a popular dimension in mathematics classes. Although more research is needed, the results encourage the use of active learning strategies as a valuable approach to teaching and learning.
学习是一项积极的事业,认知、社会和身体三个维度都很突出,此外,并非所有学生都以相同的方式学习。基于这些观点,本文报告了一项研究,旨在了解和表征职前教师在数学课堂上体验主动学习策略时的表现。参与者是48名未来的小学教师(3-12岁),他们将折纸、画廊漫步和数学探索作为积极的学习策略。我们采用定性方法,通过观察、书面作品和摄影记录收集数据。分析采用了定性和归纳的方法,采用了内容分析。研究结果表明,参与者重视这些经历,因为它们在发展各种数学概念和能力方面具有潜力,并且在整个过程中表现出认知、社交和身体参与的特征。主动学习提供了协作和数学交流,从而出现了解决所提出任务的不同策略。参与者能够在一个没有威胁的环境中反思和意识到自己的想法、错误和困难,以及其他人,在这个环境中,运动被强调为数学课上不受欢迎的维度。尽管还需要更多的研究,但研究结果鼓励使用积极的学习策略作为一种有价值的教学方法。
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引用次数: 0
期刊
European Journal of Science and Mathematics Education
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