Pub Date : 2024-02-29DOI: 10.1080/18117295.2024.2318538
Dawit Asrat Getahun, Engida Gebre
There is increasing recognition of the importance of learning contexts in science education. However, learning contexts are rarely articulated in terms of what they constitute and are often framed ...
{"title":"Secondary School Students’ Understanding of Learning Contexts in Science Education: Perspectives from Ethiopia","authors":"Dawit Asrat Getahun, Engida Gebre","doi":"10.1080/18117295.2024.2318538","DOIUrl":"https://doi.org/10.1080/18117295.2024.2318538","url":null,"abstract":"There is increasing recognition of the importance of learning contexts in science education. However, learning contexts are rarely articulated in terms of what they constitute and are often framed ...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019930","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 : 2024-02-29DOI: 10.1080/18117295.2024.2318539
Masato Kosaka, Nagisa Nakawa
The aims of this study were to (a) qualitatively determine former students’ perceptions of environment, personal and behaviour factor changes that were due to the teachers involved in the Strengthe...
{"title":"Life Story Analysis of the Longer-term Effects of Kenya’s Strengthening of the Mathematics and Science in Secondary Education Project on the Attitudinal and Behavioural Changes of Former Secondary Students","authors":"Masato Kosaka, Nagisa Nakawa","doi":"10.1080/18117295.2024.2318539","DOIUrl":"https://doi.org/10.1080/18117295.2024.2318539","url":null,"abstract":"The aims of this study were to (a) qualitatively determine former students’ perceptions of environment, personal and behaviour factor changes that were due to the teachers involved in the Strengthe...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019999","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 : 2024-02-25DOI: 10.1080/18117295.2024.2310951
Mjege Kinyota
This study investigated the extent to which the notion of knowledge about alternative conceptions is featured in the curriculum for pedagogy courses of a pre-service science teacher programme and e...
本研究调查了在科学教师职前课程的教学法课程中，有关替代概念的知识在多大程度上发挥了作用。
{"title":"Exploring Tanzanian Pre-service Science Teachers’ Understanding of the Notion of Knowledge About Alternative Conceptions","authors":"Mjege Kinyota","doi":"10.1080/18117295.2024.2310951","DOIUrl":"https://doi.org/10.1080/18117295.2024.2310951","url":null,"abstract":"This study investigated the extent to which the notion of knowledge about alternative conceptions is featured in the curriculum for pedagogy courses of a pre-service science teacher programme and e...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980495","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 : 2024-02-25DOI: 10.1080/18117295.2023.2300019
Joseph A. Isaac, Gina Childers
This study explored the science, technology, engineering, and mathematics (STEM) attitudes and self-efficacy of secondary students identifying as Black South African, multi-racial or Afrikaans Sout...
{"title":"Exploring South African Students’ STEM Self-Efficacy and Attitudes in Non-Formal Learning Experiences","authors":"Joseph A. Isaac, Gina Childers","doi":"10.1080/18117295.2023.2300019","DOIUrl":"https://doi.org/10.1080/18117295.2023.2300019","url":null,"abstract":"This study explored the science, technology, engineering, and mathematics (STEM) attitudes and self-efficacy of secondary students identifying as Black South African, multi-racial or Afrikaans Sout...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980653","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 : 2024-01-14DOI: 10.1080/18117295.2023.2297127
France Machaba, Chipo Mangwiro
Participating in classroom mathematics conversations, particularly engaging with the opinions of others, can improve learners’ mathematical comprehension. Teachers can use a variety of invitation a...
参与课堂数学对话，特别是听取他人的意见，可以提高学习者的数学理解能力。教师可以利用各种邀请和...
{"title":"Teacher Follow-up on Learners’ Initial Response to Teacher Questions","authors":"France Machaba, Chipo Mangwiro","doi":"10.1080/18117295.2023.2297127","DOIUrl":"https://doi.org/10.1080/18117295.2023.2297127","url":null,"abstract":"Participating in classroom mathematics conversations, particularly engaging with the opinions of others, can improve learners’ mathematical comprehension. Teachers can use a variety of invitation a...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139470545","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 : 2023-12-03DOI: 10.1080/18117295.2023.2275858
Pascal Kaneza, Jean Baptiste Nkurunziza, Innocent Twagilimana
The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBD...
{"title":"Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration","authors":"Pascal Kaneza, Jean Baptiste Nkurunziza, Innocent Twagilimana","doi":"10.1080/18117295.2023.2275858","DOIUrl":"https://doi.org/10.1080/18117295.2023.2275858","url":null,"abstract":"The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBD...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138547900","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 : 2023-11-28DOI: 10.1080/18117295.2023.2277984
Cathrine Kazunga, Sarah Bansilal, Lytion Chiromo
The development of statistical literacy has become a key outcome of mathematics curricula in various countries. The purpose of the study was to explore primary pre-service teachers’ (PSTs’) knowled...
统计素养的培养已成为各国数学课程改革的重要成果。本研究旨在探讨小学职前教师(pst)对…
{"title":"Primary Pre-service Teachers’ Knowledge of the Concepts of Mean and Median","authors":"Cathrine Kazunga, Sarah Bansilal, Lytion Chiromo","doi":"10.1080/18117295.2023.2277984","DOIUrl":"https://doi.org/10.1080/18117295.2023.2277984","url":null,"abstract":"The development of statistical literacy has become a key outcome of mathematics curricula in various countries. The purpose of the study was to explore primary pre-service teachers’ (PSTs’) knowled...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529737","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}
Published in African Journal of Research in Mathematics, Science and Technology Education (Ahead of Print, 2023)
发表于《非洲数学、科学和技术教育研究杂志》(2023年出版前)
{"title":"Early Grade Mathematics: Directions of Growth in the Research Field","authors":"Hamsa Venkat, Mellony Graven, Samantha Morrison, Pamela Vale","doi":"10.1080/18117295.2023.2276545","DOIUrl":"https://doi.org/10.1080/18117295.2023.2276545","url":null,"abstract":"Published in African Journal of Research in Mathematics, Science and Technology Education (Ahead of Print, 2023)","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529779","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 : 2023-11-20DOI: 10.1080/18117295.2023.2236905
Nicky Roberts, Kimberley Porteus
Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...
{"title":"Two Pathways into Number Work for Primary Teachers: A Counting Pathway and a Measurement Pathway","authors":"Nicky Roberts, Kimberley Porteus","doi":"10.1080/18117295.2023.2236905","DOIUrl":"https://doi.org/10.1080/18117295.2023.2236905","url":null,"abstract":"Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education—with regard to mathematics—remains an open and vexing question...","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529736","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 : 2023-11-12DOI: 10.1080/18117295.2023.2275857
Angela E. Stott, Monique Duvenhage
AbstractProblem-based learning (PBL) has the potential to enhance both cognitive and affective engagement but has been criticised for being unsuitable for learners with low levels of knowledge and skills, such as South African learners from poor backgrounds. In such cases, guided problem-based learning (GPBL), which includes direct instruction and teacher prompting, may be more effective. However, little is known about the extent to which GPBL can replicate the cognitive and affective benefits of PBL for such learners in the context of middle-school mathematics problem-solving. It is also not clear what the optimal granularity of teacher prompting should be within GPBL. To address these issues, this instrumental case study was conducted with 26 higher-achieving Grade 8 and 9 learners from schools serving poor communities. These learners participated in a GPBL week-long extracurricular holiday mathematics programme in which they were guided to use trigonometry to determine the maximum height reached by a water rocket. Data were collected through video recordings, field notes, written work, and audio-recorded group discussions, and were coded using the multidimensional problem-solving (MPS) framework to identify cognitive and affective behaviors. The learners’ affective responses suggested general positivity towards effortful problem-solving. Their cognitive responses suggested successful engagement in some, but not all, aspects of problem-solving. Although fine-grained prompting did not promote exploratory discussion, it was found to be necessary to guide productive mathematical activity. Medium-grained prompting, which did lead to exploratory discussion, did not appear to be directly productive, although it did appear to enhance learners’ receptivity to subsequent fine-grained prompting.Keywords: Developing world educationextensionMathematics educationmiddle schoolpedagogytrigonometryaffectivecognitivefine-grained promptingmedium-grained promptingproblem solving Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The Response of Higher-Achieving South African Learners from Poverty to an Extracurricular Mathematics-guided Problem-based Learning Programme","authors":"Angela E. Stott, Monique Duvenhage","doi":"10.1080/18117295.2023.2275857","DOIUrl":"https://doi.org/10.1080/18117295.2023.2275857","url":null,"abstract":"AbstractProblem-based learning (PBL) has the potential to enhance both cognitive and affective engagement but has been criticised for being unsuitable for learners with low levels of knowledge and skills, such as South African learners from poor backgrounds. In such cases, guided problem-based learning (GPBL), which includes direct instruction and teacher prompting, may be more effective. However, little is known about the extent to which GPBL can replicate the cognitive and affective benefits of PBL for such learners in the context of middle-school mathematics problem-solving. It is also not clear what the optimal granularity of teacher prompting should be within GPBL. To address these issues, this instrumental case study was conducted with 26 higher-achieving Grade 8 and 9 learners from schools serving poor communities. These learners participated in a GPBL week-long extracurricular holiday mathematics programme in which they were guided to use trigonometry to determine the maximum height reached by a water rocket. Data were collected through video recordings, field notes, written work, and audio-recorded group discussions, and were coded using the multidimensional problem-solving (MPS) framework to identify cognitive and affective behaviors. The learners’ affective responses suggested general positivity towards effortful problem-solving. Their cognitive responses suggested successful engagement in some, but not all, aspects of problem-solving. Although fine-grained prompting did not promote exploratory discussion, it was found to be necessary to guide productive mathematical activity. Medium-grained prompting, which did lead to exploratory discussion, did not appear to be directly productive, although it did appear to enhance learners’ receptivity to subsequent fine-grained prompting.Keywords: Developing world educationextensionMathematics educationmiddle schoolpedagogytrigonometryaffectivecognitivefine-grained promptingmedium-grained promptingproblem solving Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":44353,"journal":{"name":"African Journal of Research in Mathematics Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038322","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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