Pub Date : 2023-10-03DOI: 10.1080/19477503.2023.2259558
Melinda Lanius, Jingyi Zheng, Ash Abebe
ABSTRACTMath anxiety and academic distress, two interrelated forms of psychological stress, are pervasive problems for undergraduate mathematics students. Most of the research in this area has taken a broad view of the impact this stress has on students’ learning across an entire course or, more broadly, the entire curriculum for their degree. To complement this existing body of research, this paper serves a dual purpose: First, to provide insight into undergraduate students’ day-to-day classroom stress, and secondly, to explore fitness trackers as a tool for in situ detection of student anxiety or stress in the classroom. To accomplish the first objective, we conduct a phenomenographic analysis to explore the variation in 29 students’ reported experiences of psychological stress within a session on roots of polynomial functions. We identified 7 categories of description. For the second objective, we recorded the students’ heart rate during the same lesson. We clustered students heart rate variability plots according to our categories of description and employed a logistic regression model to estimate the probability that a student will report experiencing psychological stress given their heart rate variability. Our results show that fitness trackers can produce measures that serve as a predictor of self-reported emotional change.KEYWORDS: Academic distressheart rate variabilitymath anxietyproblem solving Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Exploring Undergraduate Students’ Psychological Stress in the Mathematics Classroom with Fitness Trackers","authors":"Melinda Lanius, Jingyi Zheng, Ash Abebe","doi":"10.1080/19477503.2023.2259558","DOIUrl":"https://doi.org/10.1080/19477503.2023.2259558","url":null,"abstract":"ABSTRACTMath anxiety and academic distress, two interrelated forms of psychological stress, are pervasive problems for undergraduate mathematics students. Most of the research in this area has taken a broad view of the impact this stress has on students’ learning across an entire course or, more broadly, the entire curriculum for their degree. To complement this existing body of research, this paper serves a dual purpose: First, to provide insight into undergraduate students’ day-to-day classroom stress, and secondly, to explore fitness trackers as a tool for in situ detection of student anxiety or stress in the classroom. To accomplish the first objective, we conduct a phenomenographic analysis to explore the variation in 29 students’ reported experiences of psychological stress within a session on roots of polynomial functions. We identified 7 categories of description. For the second objective, we recorded the students’ heart rate during the same lesson. We clustered students heart rate variability plots according to our categories of description and employed a logistic regression model to estimate the probability that a student will report experiencing psychological stress given their heart rate variability. Our results show that fitness trackers can produce measures that serve as a predictor of self-reported emotional change.KEYWORDS: Academic distressheart rate variabilitymath anxietyproblem solving Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740084","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}
Pub Date : 2023-10-02DOI: 10.1080/19477503.2023.2257087
Puskar R. Joshi
ABSTRACTThe Trends in International Mathematics and Science Study 2019 assessment results show a drop in mathematics achievement among Hong Kongese students. While several predictors associated with Hong Kongese students’ declining mathematics outcomes in recent years have been explored, only a few of them have interrogated the relationship of teacher-background factors on students’ mathematics scores. This paper analyzed the association between teacher characteristics and eighth-grade Hong Kongese students’ mathematics scores using the ordinary least squares regression. Findings revealed a statistically significant association between predictors and the dependent variable. Findings suggest that school administrators, educators, policymakers, and researchers attend to teacher-background variables as critical indicators associated with students’ mathematics performance among eighth-grade Hong Kongese students and students in similar other country contexts and/or education systems.KEYWORDS: TIMSS 2019Hong Kongteacher-backgroundmathematics score AcknowledgmentThe author acknowledges that no other persons than the author were involved in preparing this article. The author is very thankful to the feedback and comments from the journal’s Chief Editor, Dr. Jonathan Bostic, Associate Editors, Dr. Jennifer Cribbs and Dr. Drew Polly, and the journal’s reviewers involved in the review process.Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors have no funding to report.
{"title":"Relationship of Teacher Characteristics on Students’ Mathematics Performance","authors":"Puskar R. Joshi","doi":"10.1080/19477503.2023.2257087","DOIUrl":"https://doi.org/10.1080/19477503.2023.2257087","url":null,"abstract":"ABSTRACTThe Trends in International Mathematics and Science Study 2019 assessment results show a drop in mathematics achievement among Hong Kongese students. While several predictors associated with Hong Kongese students’ declining mathematics outcomes in recent years have been explored, only a few of them have interrogated the relationship of teacher-background factors on students’ mathematics scores. This paper analyzed the association between teacher characteristics and eighth-grade Hong Kongese students’ mathematics scores using the ordinary least squares regression. Findings revealed a statistically significant association between predictors and the dependent variable. Findings suggest that school administrators, educators, policymakers, and researchers attend to teacher-background variables as critical indicators associated with students’ mathematics performance among eighth-grade Hong Kongese students and students in similar other country contexts and/or education systems.KEYWORDS: TIMSS 2019Hong Kongteacher-backgroundmathematics score AcknowledgmentThe author acknowledges that no other persons than the author were involved in preparing this article. The author is very thankful to the feedback and comments from the journal’s Chief Editor, Dr. Jonathan Bostic, Associate Editors, Dr. Jennifer Cribbs and Dr. Drew Polly, and the journal’s reviewers involved in the review process.Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors have no funding to report.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135900238","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}
Pub Date : 2023-09-20DOI: 10.1080/19477503.2023.2254152
Lianne Jones, Kevin Magill
ABSTRACTMatters of identity are personally and socially constructed and do not always align with teacher perceptions. When this occurs, it can cause internal tensions in ways students navigate their sense of being in schooling and in society as a whole. These tensions can also impact students’ mathematical identity and their motivations within mathematics education. In this multiple case study, the authors explored how two high school students negotiated the tensions between their racial, gendered, and mathematical identities. Their mathematical identity and their intrinsic motivation. We considered how student intersectional cultural identities, funds of knowledge, and stereotype threat informed these factors. Results indicate that mathematical identity was impacted by students’ sense of belonging in their learning environment, the level of stereotype threat they experienced, and the extent to which teachers consider and value diverse ways of learning and knowing. We also noted that, due to a variety of factors, the participants in this study foregrounded their racial identities over their gendered identities. The findings have important implications for teachers and teacher educators working toward creating and fostering equitable classroom environments.KEYWORDS: Mathematical identitypersonal identitysocial identitystereotype threat AcknowledgmentsThe authors acknowledge our participants, as well as the vulnerability with which they shared their experiences.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingNo funding was needed for this study.
{"title":"A Critical Examination of the Relationship Between Social and Personal Constructions of Gender and Race and their Impact on Mathematical Identity","authors":"Lianne Jones, Kevin Magill","doi":"10.1080/19477503.2023.2254152","DOIUrl":"https://doi.org/10.1080/19477503.2023.2254152","url":null,"abstract":"ABSTRACTMatters of identity are personally and socially constructed and do not always align with teacher perceptions. When this occurs, it can cause internal tensions in ways students navigate their sense of being in schooling and in society as a whole. These tensions can also impact students’ mathematical identity and their motivations within mathematics education. In this multiple case study, the authors explored how two high school students negotiated the tensions between their racial, gendered, and mathematical identities. Their mathematical identity and their intrinsic motivation. We considered how student intersectional cultural identities, funds of knowledge, and stereotype threat informed these factors. Results indicate that mathematical identity was impacted by students’ sense of belonging in their learning environment, the level of stereotype threat they experienced, and the extent to which teachers consider and value diverse ways of learning and knowing. We also noted that, due to a variety of factors, the participants in this study foregrounded their racial identities over their gendered identities. The findings have important implications for teachers and teacher educators working toward creating and fostering equitable classroom environments.KEYWORDS: Mathematical identitypersonal identitysocial identitystereotype threat AcknowledgmentsThe authors acknowledge our participants, as well as the vulnerability with which they shared their experiences.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingNo funding was needed for this study.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314287","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}
Pub Date : 2023-09-19DOI: 10.1080/19477503.2023.2253077
Trena L. Wilkerson, Ryann N. Shelton
ABSTRACTThe Mathematics Teaching Practices identified by the National Council of Teachers of Mathematics are eight research-based practices that promote mathematics teachers’ implementation of specific knowledge to support student understanding. We wondered which practices mathematics teachers perceived as most characteristic and least characteristic of their teaching and if groups of mathematics teachers might have similar beliefs about their use of the MTPs in their teaching. Data from 39 mathematics teachers of grades 5–12 and one administrator who completed the Teacher Action Q-Sort revealed three distinctive groups: predominantly high school teachers and teachers with post-baccalaureate degrees, predominantly early career middle school teachers, and predominantly beginning middle school teachers. We describe each group, provide a visualization for each group’s composite Q-sort, and report the similarities and differences across the groups of teachers. We also include implications and recommendations for teachers of mathematics and those who provide professional development to teachers of mathematics. Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Mathematics Teachers’ Beliefs About Which Practices They Implement: A Q-Sort Analysis","authors":"Trena L. Wilkerson, Ryann N. Shelton","doi":"10.1080/19477503.2023.2253077","DOIUrl":"https://doi.org/10.1080/19477503.2023.2253077","url":null,"abstract":"ABSTRACTThe Mathematics Teaching Practices identified by the National Council of Teachers of Mathematics are eight research-based practices that promote mathematics teachers’ implementation of specific knowledge to support student understanding. We wondered which practices mathematics teachers perceived as most characteristic and least characteristic of their teaching and if groups of mathematics teachers might have similar beliefs about their use of the MTPs in their teaching. Data from 39 mathematics teachers of grades 5–12 and one administrator who completed the Teacher Action Q-Sort revealed three distinctive groups: predominantly high school teachers and teachers with post-baccalaureate degrees, predominantly early career middle school teachers, and predominantly beginning middle school teachers. We describe each group, provide a visualization for each group’s composite Q-sort, and report the similarities and differences across the groups of teachers. We also include implications and recommendations for teachers of mathematics and those who provide professional development to teachers of mathematics. Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063226","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}
Pub Date : 2023-09-18DOI: 10.1080/19477503.2023.2253023
Allison Dorko, John Paul Cook, Isaiah DeHoyos
ABSTRACTIn an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1), reasons included studying homework as more efficient than reviewing lectures, difficulty understanding the lecture, and incomplete lecture notes. Per (2), some students see lecture as explaining mathematical meaning and giving them tools to do homework. Students primarily see homework as a space to learn procedures. The results are significant for several reasons. First, they connect homework and lecture learning, rather than treating them separately (as in prior research). A key contribution of the work is both the empirical documentation that students’ lecture and homework learning influence one another, and the implication from this that researchers should attend to learning at the intersections of milieu. A second significance of the work is the preliminary documentation of students’ e-frames for lecture and homework. Characterizing e-frames is important because improvements in student learning may come in part from helping students shift their beliefs about learning and about mathematics as a discipline.KEYWORDS: e-framesepistemological frameslectureonline homeworkvideo lecture Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 See for a detailed discussion of the PAV feature and how students use it.2 The course did not utilize written homework.3 We note our focus is on student learning from different milieu, not their thinking about vector concepts. Literature about the latter indicates students struggle with computing forces in particular directions, an application of vector components (Barniol & Zavala, Citation2014; van Deventer & Wittman, Citation2007; Zavala & Barniol, Citation2010).4 Because second author taught the course and could not know who participated until after course grades were submitted, the first author (FA) conducted all aspects of data collection. This was a requirement from the Institutional Review Board.5 If this had been the second assessment, an alternative explanation might be that students memorized a formula because they expected procedural exam items. That it was the first exam lowers the tenability of this hypothesis, though students may have had some expectation of procedural items due to their broader mathematics experience; see the discussion section for more.6 This method of obtaining consent for use of students’ written documents was approved by the authors’ IRB. Only the first author had access to the two folders for notes for this assignment, and following the due date, the first author graded the lecture notes so the second author did not know the participants’ identities.7 Names are pseudonyms. Note English was not He
{"title":"Learning from Lecture and Homework: The Case for Studying Intersections of Milieu","authors":"Allison Dorko, John Paul Cook, Isaiah DeHoyos","doi":"10.1080/19477503.2023.2253023","DOIUrl":"https://doi.org/10.1080/19477503.2023.2253023","url":null,"abstract":"ABSTRACTIn an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1), reasons included studying homework as more efficient than reviewing lectures, difficulty understanding the lecture, and incomplete lecture notes. Per (2), some students see lecture as explaining mathematical meaning and giving them tools to do homework. Students primarily see homework as a space to learn procedures. The results are significant for several reasons. First, they connect homework and lecture learning, rather than treating them separately (as in prior research). A key contribution of the work is both the empirical documentation that students’ lecture and homework learning influence one another, and the implication from this that researchers should attend to learning at the intersections of milieu. A second significance of the work is the preliminary documentation of students’ e-frames for lecture and homework. Characterizing e-frames is important because improvements in student learning may come in part from helping students shift their beliefs about learning and about mathematics as a discipline.KEYWORDS: e-framesepistemological frameslectureonline homeworkvideo lecture Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 See for a detailed discussion of the PAV feature and how students use it.2 The course did not utilize written homework.3 We note our focus is on student learning from different milieu, not their thinking about vector concepts. Literature about the latter indicates students struggle with computing forces in particular directions, an application of vector components (Barniol & Zavala, Citation2014; van Deventer & Wittman, Citation2007; Zavala & Barniol, Citation2010).4 Because second author taught the course and could not know who participated until after course grades were submitted, the first author (FA) conducted all aspects of data collection. This was a requirement from the Institutional Review Board.5 If this had been the second assessment, an alternative explanation might be that students memorized a formula because they expected procedural exam items. That it was the first exam lowers the tenability of this hypothesis, though students may have had some expectation of procedural items due to their broader mathematics experience; see the discussion section for more.6 This method of obtaining consent for use of students’ written documents was approved by the authors’ IRB. Only the first author had access to the two folders for notes for this assignment, and following the due date, the first author graded the lecture notes so the second author did not know the participants’ identities.7 Names are pseudonyms. Note English was not He","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206526","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}
Pub Date : 2023-07-09DOI: 10.1080/19477503.2023.2233349
Jihyun Hwang
ABSTRACT I investigated the relationships between mathematics achievement on the Iowa Assessments and the mastery of four epistemic actions: selecting, analyzing, computing, and representing. These epistemic actions play a crucial role in characterizing mathematical reasoning and are essential for solving mathematics problems in the Iowa Assessments across different grade levels. The data analyzed included 16,644 fourth graders and 9,747 fifth graders from 2006 to 2012. The study employed the generalized DINA (deterministic inputs, noisy ”and” gate) and linear regression modeling techniques. The findings of the study demonstrate a significant correlation between the mastery of the four epistemic actions and overall performance on the assessments. However, the degree of contribution from each epistemic action varied. Notably, the results indicate that fifth graders who have mastered the actions of selecting and computing are more likely to achieve high mathematics scores, regardless of their mastery levels in other epistemic actions. These findings have important pedagogical implications. It is crucial for elementary students to engage in diverse types of reasoning at early stages. However, considering the gradual development of reasoning abilities, early mastery of selecting and computing can potentially benefit students' high achievement in grades 4 and 5. By prioritizing the development of these specific skills, educators can support students in their mathematical growth and improve their overall performance on the assessments.
{"title":"Relationship Between Epistemic Actions and Mathematics Achievement at the Elementary School Level","authors":"Jihyun Hwang","doi":"10.1080/19477503.2023.2233349","DOIUrl":"https://doi.org/10.1080/19477503.2023.2233349","url":null,"abstract":"ABSTRACT I investigated the relationships between mathematics achievement on the Iowa Assessments and the mastery of four epistemic actions: selecting, analyzing, computing, and representing. These epistemic actions play a crucial role in characterizing mathematical reasoning and are essential for solving mathematics problems in the Iowa Assessments across different grade levels. The data analyzed included 16,644 fourth graders and 9,747 fifth graders from 2006 to 2012. The study employed the generalized DINA (deterministic inputs, noisy ”and” gate) and linear regression modeling techniques. The findings of the study demonstrate a significant correlation between the mastery of the four epistemic actions and overall performance on the assessments. However, the degree of contribution from each epistemic action varied. Notably, the results indicate that fifth graders who have mastered the actions of selecting and computing are more likely to achieve high mathematics scores, regardless of their mastery levels in other epistemic actions. These findings have important pedagogical implications. It is crucial for elementary students to engage in diverse types of reasoning at early stages. However, considering the gradual development of reasoning abilities, early mastery of selecting and computing can potentially benefit students' high achievement in grades 4 and 5. By prioritizing the development of these specific skills, educators can support students in their mathematical growth and improve their overall performance on the assessments.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45430831","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}
Pub Date : 2023-07-03DOI: 10.1080/19477503.2023.2241773
Hwa Young Lee, Lino Guajardo
ABSTRACT Understanding and supporting students’ development of graph literacy is important. We studied how aspects of graph literacy might be supported (or hindered) in middle school by analyzing the content in textbooks. Specifically, we conducted a content analysis of tasks involving two-dimensional Cartesian graphs presented in grade 6–8 US textbooks. Three elements were analyzed: the type of activity involved in graphing, the nature of the graph, and the relevant mathematical topic. We first present three illustrative tasks to demonstrate how we made sense of these three elements with graphing tasks. Second, we present the frequency of different types of coordinate system activity, graph activity, and coordinate system types involved in textbook tasks and how they change across grade level and mathematical domain. Our findings reveal varying levels of explosure to different graphing elements students might encounter through textbooks. We discuss implications of our findings on research, teaching, and curriculum development.
{"title":"A Content Analysis of Tasks Involving Two-Dimensional Cartesian Graphs in Grade 6–8 U. S. Textbooks","authors":"Hwa Young Lee, Lino Guajardo","doi":"10.1080/19477503.2023.2241773","DOIUrl":"https://doi.org/10.1080/19477503.2023.2241773","url":null,"abstract":"ABSTRACT Understanding and supporting students’ development of graph literacy is important. We studied how aspects of graph literacy might be supported (or hindered) in middle school by analyzing the content in textbooks. Specifically, we conducted a content analysis of tasks involving two-dimensional Cartesian graphs presented in grade 6–8 US textbooks. Three elements were analyzed: the type of activity involved in graphing, the nature of the graph, and the relevant mathematical topic. We first present three illustrative tasks to demonstrate how we made sense of these three elements with graphing tasks. Second, we present the frequency of different types of coordinate system activity, graph activity, and coordinate system types involved in textbook tasks and how they change across grade level and mathematical domain. Our findings reveal varying levels of explosure to different graphing elements students might encounter through textbooks. We discuss implications of our findings on research, teaching, and curriculum development.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"222 - 240"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47908556","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}
Pub Date : 2023-06-21DOI: 10.1080/19477503.2023.2224653
P. Bharaj, Amber Simpson, Sandra M. Linder, Erik Jacobson
ABSTRACT Prior research suggests the interdependent nature of prospective teachers (PTs) beliefs about mathematics and beliefs about teaching and learning mathematics. Further, PTs’ beliefs are said to be shaped by their prior experiences as mathematics learners. Using structural equation modeling, we assessed the relation between early childhood and elementary prospective teachers’ (N = 213) prior school experiences with their Beliefs about Mathematics and Pedagogical Beliefs about teaching and learning mathematics as measured by the Integrating Mathematics and Pedagogy (IMAP) survey. The results suggest a significant direct relation between PTs’ Beliefs about Mathematics and Pedagogical Beliefs. One main recommendation is that within the teacher preparation programs the classes should “speak” to each other as opposed to content being taught in one department and methods course in another department. In addition, results highlighted a non-significant indirect relation between PTs’ Beliefs about Mathematics and Pedagogical Beliefs when mediated through their prior experiences. This signifies that regardless of prior experiences, PTs’ Beliefs about Mathematics influence their Pedagogical Beliefs. This calls for teacher training programs to design learning experiences in a way that assists in shaping PTs beliefs irrespective of their experiences as elementary mathematics learners.
{"title":"Exploring the Association of Prospective Teachers’ Beliefs with their Prior Experiences as Mathematics Learners","authors":"P. Bharaj, Amber Simpson, Sandra M. Linder, Erik Jacobson","doi":"10.1080/19477503.2023.2224653","DOIUrl":"https://doi.org/10.1080/19477503.2023.2224653","url":null,"abstract":"ABSTRACT Prior research suggests the interdependent nature of prospective teachers (PTs) beliefs about mathematics and beliefs about teaching and learning mathematics. Further, PTs’ beliefs are said to be shaped by their prior experiences as mathematics learners. Using structural equation modeling, we assessed the relation between early childhood and elementary prospective teachers’ (N = 213) prior school experiences with their Beliefs about Mathematics and Pedagogical Beliefs about teaching and learning mathematics as measured by the Integrating Mathematics and Pedagogy (IMAP) survey. The results suggest a significant direct relation between PTs’ Beliefs about Mathematics and Pedagogical Beliefs. One main recommendation is that within the teacher preparation programs the classes should “speak” to each other as opposed to content being taught in one department and methods course in another department. In addition, results highlighted a non-significant indirect relation between PTs’ Beliefs about Mathematics and Pedagogical Beliefs when mediated through their prior experiences. This signifies that regardless of prior experiences, PTs’ Beliefs about Mathematics influence their Pedagogical Beliefs. This calls for teacher training programs to design learning experiences in a way that assists in shaping PTs beliefs irrespective of their experiences as elementary mathematics learners.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48061970","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}
Pub Date : 2023-06-15DOI: 10.1080/19477503.2023.2224652
Syama Sasidharan, Jacqueline Kareem
ABSTRACT Teaching and learning mathematics has many challenges, including student engagement, attitudes and beliefs toward mathematics. Students experience stress and anxiety while learning mathematics. Mathematics is perceived as a complex subject. Student self-efficacy and a sense of utility value of mathematics topics can impact student learning and well-being. The current study aims to examine the mediating role of student engagement on the relationship between mathematics self-efficacy, utility value and well-being among students. A cross-sectional survey of 774 eighth-grade students (491 male and 283 female) from India was carried out using standardized scales to measure the study variables. The mediation analysis tested two conceptual models. The findings indicate that student engagement mediates the relationship between self-efficacy and student well-being (model 1), and student engagement mediates the relationship between utility value and student well-being (model 2). The structural equation model results indicate an acceptable fit of the tested conceptual models. The study findings call for focusing on socio-emotional aspects of mathematics learning to improve the well-being of students.
{"title":"Mathematics Self-Efficacy, Utility Value and Well-Being Among School Students in India: Mediating Role of Student Engagement","authors":"Syama Sasidharan, Jacqueline Kareem","doi":"10.1080/19477503.2023.2224652","DOIUrl":"https://doi.org/10.1080/19477503.2023.2224652","url":null,"abstract":"ABSTRACT Teaching and learning mathematics has many challenges, including student engagement, attitudes and beliefs toward mathematics. Students experience stress and anxiety while learning mathematics. Mathematics is perceived as a complex subject. Student self-efficacy and a sense of utility value of mathematics topics can impact student learning and well-being. The current study aims to examine the mediating role of student engagement on the relationship between mathematics self-efficacy, utility value and well-being among students. A cross-sectional survey of 774 eighth-grade students (491 male and 283 female) from India was carried out using standardized scales to measure the study variables. The mediation analysis tested two conceptual models. The findings indicate that student engagement mediates the relationship between self-efficacy and student well-being (model 1), and student engagement mediates the relationship between utility value and student well-being (model 2). The structural equation model results indicate an acceptable fit of the tested conceptual models. The study findings call for focusing on socio-emotional aspects of mathematics learning to improve the well-being of students.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46676233","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}
Pub Date : 2023-05-15DOI: 10.1080/19477503.2023.2209430
I. Zembat, Sümeyye Gürhan
ABSTRACT This article provides an analysis of a data set coming from a two-phase qualitative study that focused on fostering primary students’ abstraction of interrelations among quadrilaterals (squares, rectangles, parallelograms, rhombuses, trapezoids). The pilot study consisted of work with eight primary students operating at van Hiele level 2 (e.g., understanding quadrilaterals without interrelations). We benefitted from the teaching experiment methodology to develop a task sequence applied in a dynamic geometry environment and a paper-pencil environment to help each participant develop quadrilateral hierarchy at van Hiele level 3 (e.g., understanding quadrilaterals with their interrelations). The main study used a case study approach to investigate two primary students’ progress (Efe and Ayla, age 10). After the pre-interviews, each participant was taught the developed task sequence individually during seven up-to-one-hour teaching sessions, followed by a post-interview. This article only details Efe’s case as he worked on developing the relationship between parallelogram and trapezoid. We analyzed Efe’s data (from the pre-interview, Teaching Session-7, and the post-interview) to describe how the different parts of the task sequence fostered his abstraction of the interrelation between parallelogram and trapezoid as he moved from van Hiele Level 2 to 3. This article provides initial evidence for the classification process.
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