The aim of the present exploratory study was to examine students’ situational engagement and motivation in the statistics classroom at Zayed University, in Dubai, United Arab Emirates (UAE). Two instruments were used for this purpose: a) experience sampling method (ESM), and b) the validated Mathematics Motivation Questionnaire (MMQ). This study employed two samples, at undergraduate level (2nd and 4th Semesters). Participants consisted of 100 students enrolled in Statistics I and Statistics II (Probability and Structure of Randomness). The results indicate that, apart from challenge and effort, emotional engagement is not significantly different across different activities. The results also indicate increases in intrinsic value and utility value and decreases in test anxiety. Finally, results indicate higher engagement and effort when social interaction is purposely planned and fostered, such as in small groups. On the contrary, individual class activities seem to generate slightly lower levels of engagement and effort. These findings have significant implications for educators and researchers who seek to enhance students' engagement and motivation in their statistics courses
{"title":"The Impact of Student Engagement and Motivation in the Statistics Learning Process","authors":"Jitu Halomoan Lumbantoruan","doi":"10.17583/redimat.12884","DOIUrl":"https://doi.org/10.17583/redimat.12884","url":null,"abstract":"The aim of the present exploratory study was to examine students’ situational engagement and motivation in the statistics classroom at Zayed University, in Dubai, United Arab Emirates (UAE). Two instruments were used for this purpose: a) experience sampling method (ESM), and b) the validated Mathematics Motivation Questionnaire (MMQ). This study employed two samples, at undergraduate level (2nd and 4th Semesters). Participants consisted of 100 students enrolled in Statistics I and Statistics II (Probability and Structure of Randomness). The results indicate that, apart from challenge and effort, emotional engagement is not significantly different across different activities. The results also indicate increases in intrinsic value and utility value and decreases in test anxiety. Finally, results indicate higher engagement and effort when social interaction is purposely planned and fostered, such as in small groups. On the contrary, individual class activities seem to generate slightly lower levels of engagement and effort. These findings have significant implications for educators and researchers who seek to enhance students' engagement and motivation in their statistics courses","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312542","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}
Gabriela Faria Barcelos Gibim, Laura Rifo, Nuria Climent, Miguel Ribeiro
This study focuses on the knowledge revealed and developed by Elementary Mathematics teachers, in a teacher education course related to the representation of fraction division and the flexibility of the reference unit. The teachers solved a task aimed at mobilizing (and accessing) their knowledge related to their approaches to the sense of division, representation, and reference unit regarding fraction division. The results suggest that teachers face challenges when representing and justifying fraction divisions using pictorial models, especially when the divisor is a non-unit fraction. This is based in a gap regarding the flexibility of the reference unit to which the numbers refer in their representations, as well as a challenge concerning the sense of fraction division and the different forms of representation. With this research we intend to contribute to reducing the scarcity of empirical studies in the area and the importance of this specialized teachers’ knowledge to deal with this topic.
{"title":"Fraction Division Representation-Experience in a Teacher Education Course Focused on the Reference Unit","authors":"Gabriela Faria Barcelos Gibim, Laura Rifo, Nuria Climent, Miguel Ribeiro","doi":"10.17583/redimat.13020","DOIUrl":"https://doi.org/10.17583/redimat.13020","url":null,"abstract":"This study focuses on the knowledge revealed and developed by Elementary Mathematics teachers, in a teacher education course related to the representation of fraction division and the flexibility of the reference unit. The teachers solved a task aimed at mobilizing (and accessing) their knowledge related to their approaches to the sense of division, representation, and reference unit regarding fraction division. The results suggest that teachers face challenges when representing and justifying fraction divisions using pictorial models, especially when the divisor is a non-unit fraction. This is based in a gap regarding the flexibility of the reference unit to which the numbers refer in their representations, as well as a challenge concerning the sense of fraction division and the different forms of representation. With this research we intend to contribute to reducing the scarcity of empirical studies in the area and the importance of this specialized teachers’ knowledge to deal with this topic.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"41 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219607","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}
Numerous studies were carried out to investigate factors influencing students' mathematics achievement. It is, therefore, undeniable that a variety of factors influence how well students learn mathematics. As such, this study aimed to construct a path model on the factors influencing the mathematics achievement of Senior High School students. In particular, this study focuses on five subject components: Junior High School (JHS) math experience, JHS grade point average, attitudes toward mathematics, self-efficacy, and anxiety. The causal relationships and relative strengths of the direct and indirect relationships were explored for the sets of exogenous and endogenous variables using path analysis. The results unveiled an acceptable fit for the path model of the mathematics achievement in Senior High School. It indicated that students' mathematics achievement was influenced directly by JHS math general point average and mathematics anxiety; and indirectly by JHS math experience, attitudes, and self-efficacy. Moreover, the path model revealed that the JHS math grade point average exhibited the strongest influence on students' mathematics achievement. This suggests that a greater emphasis on developing basic mathematics skills and building a solid foundation at the Junior High School level leads to a better comprehension of higher mathematics.
Keywords: path analysis, mathematics achievement, path model, Senior High School
{"title":"Path Model of Mathematics Achievement in Senior High School","authors":"Jeffrey Galangco","doi":"10.17583/redimat.12759","DOIUrl":"https://doi.org/10.17583/redimat.12759","url":null,"abstract":"Numerous studies were carried out to investigate factors influencing students' mathematics achievement. It is, therefore, undeniable that a variety of factors influence how well students learn mathematics. As such, this study aimed to construct a path model on the factors influencing the mathematics achievement of Senior High School students. In particular, this study focuses on five subject components: Junior High School (JHS) math experience, JHS grade point average, attitudes toward mathematics, self-efficacy, and anxiety. The causal relationships and relative strengths of the direct and indirect relationships were explored for the sets of exogenous and endogenous variables using path analysis. The results unveiled an acceptable fit for the path model of the mathematics achievement in Senior High School. It indicated that students' mathematics achievement was influenced directly by JHS math general point average and mathematics anxiety; and indirectly by JHS math experience, attitudes, and self-efficacy. Moreover, the path model revealed that the JHS math grade point average exhibited the strongest influence on students' mathematics achievement. This suggests that a greater emphasis on developing basic mathematics skills and building a solid foundation at the Junior High School level leads to a better comprehension of higher mathematics.
 Keywords: path analysis, mathematics achievement, path model, Senior High School","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"11 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219604","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}
Lourdes Maria Werle De Almeida, Élida Maiara Velozo de Castro
The paper aims to propose an instrument to identify students’ metacognitive strategies in mathematical modelling activities. The items were designed from a review regards metacognition and instrumensts already recognised in literature. This design comprises an instrument that differs from others in which the data were the self-reported students’ use of metacognitive strategies. The instrument we propose is aimed at the teacher and it is he/she who, based on an analytical process, will infer whether the students use metacognitive strategies in modelling activities. An empirical research was realized and five modelling problems were solved by students of a mathematics degree. The analysis addressed the groups actions and the individual behaviour within the group when working on modelling processes. The results allow to conclude working successfully and in a goal-oriented manner on modelling problems requires metacognitive strategies and the instrument seems to be adequate for the teacher to identify these students' strategies.
{"title":"Metacognitive strategies in mathematical modelling activities: structuring an identification instrument","authors":"Lourdes Maria Werle De Almeida, Élida Maiara Velozo de Castro","doi":"10.17583/redimat.12926","DOIUrl":"https://doi.org/10.17583/redimat.12926","url":null,"abstract":"The paper aims to propose an instrument to identify students’ metacognitive strategies in mathematical modelling activities. The items were designed from a review regards metacognition and instrumensts already recognised in literature. This design comprises an instrument that differs from others in which the data were the self-reported students’ use of metacognitive strategies. The instrument we propose is aimed at the teacher and it is he/she who, based on an analytical process, will infer whether the students use metacognitive strategies in modelling activities. An empirical research was realized and five modelling problems were solved by students of a mathematics degree. The analysis addressed the groups actions and the individual behaviour within the group when working on modelling processes. The results allow to conclude working successfully and in a goal-oriented manner on modelling problems requires metacognitive strategies and the instrument seems to be adequate for the teacher to identify these students' strategies.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135220587","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}
José Luis Díaz Palencia, Almudena Sánchez Sánchez, Julián Roa González
En el presente trabajo nos ocupamos del estado de uso de ciertas metodologías activas en las aulas de matemáticas de secundaria en el periodo comprendido entre octubre de 2019 y enero de 2023. Para ello se elaboró un cuestionario, previamente validado como instrumento de medida, cuyo objetivo fue conocer qué tipos de metodologías activas fueron empleadas en las aulas de matemáticas de secundaria. El total de respuestas analizadas fue de 803. Confirmamos que las metodologías activas con trabajo en grupo: Aprendizaje basado en proyectos y Aprendizaje basado en problemas son las preferidas por los docentes a la hora de implementar un aprendizaje por competencias, aunque su grado de implementación es modesto en comparación con una metodología centrada en la figura del docente y los contenidos.
{"title":"Estado de uso de metodologías activas en las aulas de matemáticas secundarias","authors":"José Luis Díaz Palencia, Almudena Sánchez Sánchez, Julián Roa González","doi":"10.17583/redimat.12852","DOIUrl":"https://doi.org/10.17583/redimat.12852","url":null,"abstract":"En el presente trabajo nos ocupamos del estado de uso de ciertas metodologías activas en las aulas de matemáticas de secundaria en el periodo comprendido entre octubre de 2019 y enero de 2023. Para ello se elaboró un cuestionario, previamente validado como instrumento de medida, cuyo objetivo fue conocer qué tipos de metodologías activas fueron empleadas en las aulas de matemáticas de secundaria. El total de respuestas analizadas fue de 803. Confirmamos que las metodologías activas con trabajo en grupo: Aprendizaje basado en proyectos y Aprendizaje basado en problemas son las preferidas por los docentes a la hora de implementar un aprendizaje por competencias, aunque su grado de implementación es modesto en comparación con una metodología centrada en la figura del docente y los contenidos.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"46 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219613","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}
Today’s learner population is diverse and replete with situational, personal, emotional, and learning challenges that inevitably find their way into the mathematics classroom. This paper draws from a project intended to investigate issues of classroom practice in mathematics used, extrapolate, or improve on them for the better development of teachers and learners’ meaningful understanding of intermediate and senior phase mathematics in a district in the Eastern Cape province of South Africa during the COVID-19 lockdown period. A qualitative approach in which three teachers were interviewed has been used. Results indicated that teachers benefited from technology informed collaborations with other teachers on WhatsApp groups and used those experiences to promote learning in their own environments. Moreover, it was observed that teachers modified their instructional strategies, shared mathematics teaching practices through WhatsApp, and engagements using online tools easily accessible to their learners.
{"title":"Creating an innovative primary school Mathematics teaching environment: The case of Eastern Cape Province","authors":"Zingiswa Mybert Monica Jojo","doi":"10.17583/redimat.11278","DOIUrl":"https://doi.org/10.17583/redimat.11278","url":null,"abstract":"Today’s learner population is diverse and replete with situational, personal, emotional, and learning challenges that inevitably find their way into the mathematics classroom. This paper draws from a project intended to investigate issues of classroom practice in mathematics used, extrapolate, or improve on them for the better development of teachers and learners’ meaningful understanding of intermediate and senior phase mathematics in a district in the Eastern Cape province of South Africa during the COVID-19 lockdown period. A qualitative approach in which three teachers were interviewed has been used. Results indicated that teachers benefited from technology informed collaborations with other teachers on WhatsApp groups and used those experiences to promote learning in their own environments. Moreover, it was observed that teachers modified their instructional strategies, shared mathematics teaching practices through WhatsApp, and engagements using online tools easily accessible to their learners.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135904121","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}
Thermodynamic processes are often presented in so called P-V diagrams and the processes are often isobaric, isochoric, isothermal, and adiabatic. The purpose of the qualitative research reported here was to explore students’ reasoning and interpretation of P-V diagrams that were presented by the help of GeoGebra. The research group had 15 students and the control group had 12 students. The control group were not given any dynamical explanation of the PV diagrams but were taught with static images in the same text book as the research group. The thermodynamics in Physics 1 at the Swedish gymnasium level is normally done within 2 weeks. We allocated 3 weeks and 10 hours for the thermodynamics to be taught and then gave all 27 students a short test. At the end of the Physics 1 course, we also gave a test with two questions from the thermodynamics. It seems that the students who were given the opportunity to dynamically change the content of the PV diagram benefit more from the teaching compared to the control group.
{"title":"Interpretation of pV graphics","authors":"Thomas Lingefjärd","doi":"10.17583/redimat.11406","DOIUrl":"https://doi.org/10.17583/redimat.11406","url":null,"abstract":"Thermodynamic processes are often presented in so called P-V diagrams and the processes are often isobaric, isochoric, isothermal, and adiabatic. The purpose of the qualitative research reported here was to explore students’ reasoning and interpretation of P-V diagrams that were presented by the help of GeoGebra. The research group had 15 students and the control group had 12 students. The control group were not given any dynamical explanation of the PV diagrams but were taught with static images in the same text book as the research group. The thermodynamics in Physics 1 at the Swedish gymnasium level is normally done within 2 weeks. We allocated 3 weeks and 10 hours for the thermodynamics to be taught and then gave all 27 students a short test. At the end of the Physics 1 course, we also gave a test with two questions from the thermodynamics. It seems that the students who were given the opportunity to dynamically change the content of the PV diagram benefit more from the teaching compared to the control group.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135904123","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}
Eddie Aparicio-Landa, Landy Sosa-Moguel, Eric Ávila-Vales, Armando Morales-Carballo
We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience and an average age of 30 years participated. The results show that the teachers reflected on their actions in the tasks; their content knowledge; their teaching practice; and their professional training. As a result of these reflections, they recognized the need to improve their knowledge and practice of teaching functions in a more proceptual sense. The results contribute to deepen in how to make teachers reflect and incorporate a much more structural vision of functions in their teaching practices and, at the same time, incorporate the importance and role of their professional training in their reflections.
{"title":"Teacher's reflections on their knowledge and practice of teaching high school functions","authors":"Eddie Aparicio-Landa, Landy Sosa-Moguel, Eric Ávila-Vales, Armando Morales-Carballo","doi":"10.17583/redimat.11772","DOIUrl":"https://doi.org/10.17583/redimat.11772","url":null,"abstract":"We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience and an average age of 30 years participated. The results show that the teachers reflected on their actions in the tasks; their content knowledge; their teaching practice; and their professional training. As a result of these reflections, they recognized the need to improve their knowledge and practice of teaching functions in a more proceptual sense. The results contribute to deepen in how to make teachers reflect and incorporate a much more structural vision of functions in their teaching practices and, at the same time, incorporate the importance and role of their professional training in their reflections.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135904124","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}
Using the tools of praxeological analysis and didactical transposition analysis, the treatments of the Fundamental Theorem of Calculus in one Norwegian, Grade 13 textbook is analysed, with a particular focus on the development of the logos block of the FTC. The terms structure, functioning and utility, first introduced by Chevallard in 2022, is further to describe different dimensions of the mathematical object at stake. Through the analysis, a lack in the logos relating to the concept of integrability is identified in the textbook, and consequences of this is explored in relation to a set of tasks found in the book.
{"title":"The didactic transposition of the fundamental theorem of calculus","authors":"Vegard Topphol","doi":"10.17583/redimat.11982","DOIUrl":"https://doi.org/10.17583/redimat.11982","url":null,"abstract":"Using the tools of praxeological analysis and didactical transposition analysis, the treatments of the Fundamental Theorem of Calculus in one Norwegian, Grade 13 textbook is analysed, with a particular focus on the development of the logos block of the FTC. The terms structure, functioning and utility, first introduced by Chevallard in 2022, is further to describe different dimensions of the mathematical object at stake. Through the analysis, a lack in the logos relating to the concept of integrability is identified in the textbook, and consequences of this is explored in relation to a set of tasks found in the book.","PeriodicalId":42190,"journal":{"name":"REDIMAT-Revista de Investigacion en Didactica de las Matematicas","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135842903","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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