Pub Date : 2023-10-31DOI: 10.31129/lumat.11.2.2055
Eunji Kim, Eetu Mallat, Jorma Joutsenlahti
The current study aimed (1) to analyse teachers’ view profiles from positive to negative based on the analysis of influencing factors and (2) to investigate the most studied concepts and methods in this context. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, we conducted a comprehensive review of 25 peer-reviewed articles published between January 2010 and December 2022. Our findings show a landscape in which concepts related to mathematics teaching and learning often intersect with other domains. Nevertheless, a distinction exists in the definition of the fundamental concept, with limited attention given to mathematics learning and the role of students in contrast to the focus on mathematics teaching and the role of teachers. Our research highlights the necessity of thorough exploration of the dynamic factors that influence these views and their associated outcomes, categorised as (A) mutual consistency, (B) weak consistency, and (C) inconsistency, each providing distinct implications for support needs. Additionally, from an ontological perspective on affect, many studies overlook the notion of 'view' as a state or trait characteristic, potentially leading to inappropriate method selection. Therefore, we propose recommendations for future research, advocating for methodological precision, expanded object exploration, dynamic profiling, and the inclusion of diverse teacher categories.
{"title":"systematic review of primary school class teachers views of mathematics teaching and learning","authors":"Eunji Kim, Eetu Mallat, Jorma Joutsenlahti","doi":"10.31129/lumat.11.2.2055","DOIUrl":"https://doi.org/10.31129/lumat.11.2.2055","url":null,"abstract":"The current study aimed (1) to analyse teachers’ view profiles from positive to negative based on the analysis of influencing factors and (2) to investigate the most studied concepts and methods in this context. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, we conducted a comprehensive review of 25 peer-reviewed articles published between January 2010 and December 2022. Our findings show a landscape in which concepts related to mathematics teaching and learning often intersect with other domains. Nevertheless, a distinction exists in the definition of the fundamental concept, with limited attention given to mathematics learning and the role of students in contrast to the focus on mathematics teaching and the role of teachers. Our research highlights the necessity of thorough exploration of the dynamic factors that influence these views and their associated outcomes, categorised as (A) mutual consistency, (B) weak consistency, and (C) inconsistency, each providing distinct implications for support needs. Additionally, from an ontological perspective on affect, many studies overlook the notion of 'view' as a state or trait characteristic, potentially leading to inappropriate method selection. Therefore, we propose recommendations for future research, advocating for methodological precision, expanded object exploration, dynamic profiling, and the inclusion of diverse teacher categories.","PeriodicalId":36856,"journal":{"name":"LUMAT","volume":"832 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863574","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 : 2023-10-05DOI: 10.31129/lumat.11.3.1877
Anneli Dyrvold, Ida Bergvall
Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.
{"title":"Computer-based assessment in mathematics","authors":"Anneli Dyrvold, Ida Bergvall","doi":"10.31129/lumat.11.3.1877","DOIUrl":"https://doi.org/10.31129/lumat.11.3.1877","url":null,"abstract":"Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.","PeriodicalId":36856,"journal":{"name":"LUMAT","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481872","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 : 2023-09-27DOI: 10.31129/lumat.11.3.1936
None Nadide Yılmaz
In this study, technology-enhanced statistical problem-solving tasks designed by pre-service teachers (PTs) were examined. The PTs designed 28 tasks. The designed tasks were analyzed within the context of the Considerations for Design and Implementation of Statistics Tasks (C-DIST) components. It was revealed that the tasks were mostly designed within the framework of the learning goal of “statistical questions-making interpretations based on the measures that serve to represent the data and the forms of representation” and that mostly real, multivariate and large data sets were used. In addition, it was observed that the context was employed in order to complete the prepared tasks and the tasks mostly included the entire investigation cycle. It was determined that the prepared tasks were mostly at Level B, followed by the tasks at Level A and Level C. In light of the results obtained, inferences were made for preparing PTs to teach statistics.
{"title":"Examination of technology-enhanced statistical problem-solving tasks designed by pre-service teachers","authors":"None Nadide Yılmaz","doi":"10.31129/lumat.11.3.1936","DOIUrl":"https://doi.org/10.31129/lumat.11.3.1936","url":null,"abstract":"In this study, technology-enhanced statistical problem-solving tasks designed by pre-service teachers (PTs) were examined. The PTs designed 28 tasks. The designed tasks were analyzed within the context of the Considerations for Design and Implementation of Statistics Tasks (C-DIST) components. It was revealed that the tasks were mostly designed within the framework of the learning goal of “statistical questions-making interpretations based on the measures that serve to represent the data and the forms of representation” and that mostly real, multivariate and large data sets were used. In addition, it was observed that the context was employed in order to complete the prepared tasks and the tasks mostly included the entire investigation cycle. It was determined that the prepared tasks were mostly at Level B, followed by the tasks at Level A and Level C. In light of the results obtained, inferences were made for preparing PTs to teach statistics.","PeriodicalId":36856,"journal":{"name":"LUMAT","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536612","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 : 2023-09-15DOI: 10.31129/lumat.11.2.2028
Joni Lämsä, Anne Virtanen, Päivi Tynjälä, Jussi Maunuksela, Pekka Koskinen
Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers’ awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.
{"title":"Exploring students’ perceptions of self-assessment in the context of problem solving in STEM","authors":"Joni Lämsä, Anne Virtanen, Päivi Tynjälä, Jussi Maunuksela, Pekka Koskinen","doi":"10.31129/lumat.11.2.2028","DOIUrl":"https://doi.org/10.31129/lumat.11.2.2028","url":null,"abstract":"Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers’ awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.","PeriodicalId":36856,"journal":{"name":"LUMAT","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436455","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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