Journal of Mathematics and Science Teacher最新文献

{"title":"Role of multiplicity in examination oriented teaching destroying mathematics quality education","authors":"Dharmendra Kumar Yadav, Sanjay Kumar, Laklalech Nadia, Awadh Bihari Yadav","doi":"10.29333/mathsciteacher/13967","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13967","url":null,"abstract":"Today the teacher does not focus on knowledge oriented but on result oriented teaching of mathematics in which s(he) focuses on the probable topics that may be asked in mid and end term examinations, so that maximum students can get good grades. Feedback from students and student centric teaching has bounded a teacher to complete the curriculum within a fixed time period and the students’ examination centric study has compelled the teachers to focus on examination oriented teaching. The concept of multiplicity plays an important role in it. Introducing its concepts in definitions, properties, named theorems and examples, we get the concept of recent trends of examination oriented teaching of mathematics. In the paper it has been shown that how the role of multiplicity is applied and how it has been destroying mathematics quality education.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"87 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125123","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}

{"title":"Comparative analysis of senior high school prospective mathematics teachers and students’ conceptual misunderstanding in algebra","authors":"Benjamin Adu Obeng, Yarhands Dissou Arthur, Joseph Frank Gordon, Emmanuel Akweittey","doi":"10.29333/mathsciteacher/13846","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13846","url":null,"abstract":"The aim of this study is to compare the performance and conceptual misunderstanding of senior high school prospective mathematics teachers and students in algebra with an intent to statistically find out whether there is a significance difference in students and prospective teachers’ ability to identify and rectify algebraic conceptual misunderstanding. A test consisting of 21 tasks was used for data collection. A sample of 170 consisting of 60 prospective senior high school mathematics teachers from mathematics education department of University of Education Winneba and 110 senior high school students from four selected senior high schools in Ashanti Region of Ghana. The study employed convenience, purposive, and simple random sampling as sampling techniques. The result showed that the overall performance of prospective teachers and students’ performance on the algebra was generally poor. That is, their ability to identify and rectify algebraic conceptual misunderstanding was poor. However, the prospective teachers’ overall performance was comparatively better than the students. The independent t-test conducted between the prospective teachers and students on the test scores gave the results (mean [M]=20.67, standard deviation [SD]=11.98) for students and (M=33.91, SD=14.78) for prospective teachers with t(168)=-6.32, p=0.00 indicating that statistically there is difference between the mean scores of the two groups signifying that the prospective teacher’s ability to identify and rectify algebraic conceptual misunderstanding outperformed the students.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"85 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128765","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}

{"title":"Subject competency and teacher knowledge: An exploration of second-year pre-service mathematics teachers’ difficulties in solving logarithmic problems using basic rules for logarithm","authors":"Izuchukwu Okoye-Ogbalu, Victor Nnadozie","doi":"10.29333/mathsciteacher/13887","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13887","url":null,"abstract":"Pre-service mathematics teachers’ (PMTs) subject competency continues to engage scholars and researchers. Understanding level of knowledge of concepts that PMTs bring to their learning in university is crucial to developing their teacher knowledge. This article examines genetic decomposition of schemas PMTs in one university in South Africa build (to know about rules) for solving logarithmic equations. A mixed methods approach, and the action-process-object-schema (APOS) theory were employed to examine mental construction the 19 purposively selected PMTs that responded to a 90-minute simple logarithm research task (LRT) made while solving problems. Analysis of task scripts using percentage score forms the basis of the qualitative phase of the research. Individual interview was useful to elicit PMTs’ views and perceptions of their encountered difficulties in solving LRT problems. One common difficulty was proving the logarithmic equation. This highlights gaps in PMTs’ prior knowledge of logarithmic concepts and basic rules. Implications of the findings for PMT subject competency were discussed.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"91 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127580","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}

{"title":"Empowering mathematics education through programming","authors":"T. Lingefjärd","doi":"10.29333/mathsciteacher/13847","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13847","url":null,"abstract":"One of my last assignments at the university of Gothenburg was to teach a sequence of three seminars in programming for prospective teachers (n=37). The three seminars are given in the introduction of this manuscript. Since this was a course for prospective upper secondary teacher of mathematics, it was decided that it should be a course in programming for learning mathematics. This manuscript is a research article but also a manuscript about programming in GeoGebra, Python, and Wolfram Alpha. The examples I shared with my students led me to write a book about programming. See the reference list.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"55 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126934","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}

{"title":"The concept of computational thinking in mathematics education","authors":"Eloisa Rosotti Navarro, Maria do Carmo de Sousa","doi":"10.29333/mathsciteacher/13630","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13630","url":null,"abstract":"This article is part of an investigation that aimed to develop, from conceptual nexuses and assumptions of cultural-historical theory, the theoretical concept of computational thinking for its development in mathematics education. Therefore, a study of the logical-historical movement of the term “computational thinking” in mathematics education was carried out, seeking to explain how and under what conditions the term was used in academic and documental productions in Brazil. In summary, the results indicate that studies corresponding to computational thinking in mathematics education are still incipient in Brazil and, until then, there was no concept for this term in the area. Thus, this concept was developed in order to establish three conceptual nexuses: problem-solving, algebraic thinking, and algorithmic thinking, which are in constant motion as they are dialectical, historical, logical, and cultural.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129881651","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}

{"title":"Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion","authors":"Jean Claude Uwayezu, LakhanLal Yadav","doi":"10.29333/mathsciteacher/13593","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13593","url":null,"abstract":"This study intended to assess the extent to which computer-simulated teaching tools influence Rwandan senior four students’ understanding of graphs of projectile motion. Two schools were purposively selected, and 54 students were grouped in the control and experimental groups. Students’ scores on a multiple-choice test were collected and analyzed using frequencies and inferential statistics. Results showed that students in the experimental group got the average normalized gain in the medium range, t(36)=3.944, p<0.01 whereas in the control group it was in the low range, t(16)=1.788, p>0.05. It was found that students in the experimental group improved their understanding of graphs of projectile motion better than students who were taught using traditional methods, t(52)=-2.194, p=0.033. The study shows that using computer-simulated teaching tools influences positively students’ understanding of graphs of projectile motion. The use computer-simulated teaching tools in teaching projectile motion is recommended for physics teachers and further studies.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127202264","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}

{"title":"The impact of using PhET simulation on conceptual understanding of electrostatics within selected secondary schools of Muhanga District, Rwanda","authors":"Sylvere Uwambajimana, E. Minani, Abraham Daniel Mollel, Pascasie Nyirahabimana","doi":"10.29333/mathsciteacher/13595","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13595","url":null,"abstract":"Physics is considered by students as a difficult subject to learn because some physics concepts look like abstracts to students. Electrostatics is the one concept that challenges the students due to its abstract and difficulty to learn. This study aimed to assess the impact of using physics education technology (PhET) simulation on the conceptual understanding of electrostatics within the selected secondary schools of the Muhanga District. A quasi-experimental design was used to investigate the effect of PhET simulations on the conceptual understanding of electrostatics. The study explored the interaction between students and teachers when electrostatics is presented using PhET Simulation. Two groups were used, one group called the control group, which taught by using the traditional method of teaching and the experimental group was taught using PhET simulations. Pre- and post-test were administered to both the control and experimental group. Independent sample t-test results have shown that there was no significant difference in the mean score for the pre-test for both the control and experimental group (p>0.01) while there was a significant difference between the mean score for students in the experimental group and the control group after the intervention. The study used a paired sample t-test to determine whether there is a significant difference in the mean score in the pre- and post-test for the experimental group, the results showed that there is a significant difference in pre- and post-test scores (p<0.01). On the other hand, the observation showed that the interaction between students and teachers increased when PhET simulation was used as an ICT tool. These results show that the use of PhET simulation has an improvement on the conceptual understanding of electrostatics for students taught using this PhET simulation. The study recommends physics teachers use PhET simulation to teach abstract concepts like electrostatics to improve students’ conceptual understanding. Further, they should create an environment, where students can learn difficult concepts with the help of PhET simulation to motivate and engage them for a better conceptual understanding of the concepts.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133383759","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}

{"title":"Akan ethnomathematics: Demonstrating its pedagogical action on the teaching and learning of mensuration and geometry","authors":"Isaac Owusu-Darko, Rufai Sabtiwu, Florence Doe, Belinda Owusu-Mintah, Ernest K. Ofosu","doi":"10.29333/mathsciteacher/13281","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13281","url":null,"abstract":"The mathematics curriculum implementation depends largely on teachers’ choice of pedagogical skills that would influence meaningful teaching and learning. The suggestive ideal approach this paper presents is to consider exploration and demonstration of Akan (a tribe in Ghana, West Africa) ethnomathematics in the teaching and learning of some selected mensuration and geometrical concepts found in the secondary school curriculum. The study found various Akan ethnomathematical processes supporting the teaching and learning of school geometrical and mensuration topics such as artefacts, buildings, tools, and others. The ethnomathematical processes reveal a resemblance of pi (π ) concepts and its application to ethno-technology from selected artefacts used for pedagogical demonstrations. We recommend further research into the practical effect of ethnomathematics move in teaching other mathematical concepts in several communities where there exists cultural diversity. It is suggested that mathematics educators adopt ethnomathematics methodology by integrating it into the curriculum implementation process to check its impact on the teaching and learning of mathematics.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127955019","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}

{"title":"Understanding relativistic time: Exploring the concepts of spacetime and time dilation","authors":"","doi":"10.29333/mathsciteacher/13192","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13192","url":null,"abstract":"Relativistic time deals with concepts as spacetime and time dilation. I will try to explain this as clearly as possible. To explain the concept of spacetime is not at all impossible, although it is four-dimensional. But that means that we define it using four numbers. If we describe us through age, weight, height, and IQ, that would be a four-dimensional representation of us.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122119329","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}

{"title":"Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal","authors":"B. Acharya, I. Rai, Liladhar Acharya, Ram Krishna Panthi, Niroj Dahal","doi":"10.29333/mathsciteacher/13165","DOIUrl":"https://doi.org/10.29333/mathsciteacher/13165","url":null,"abstract":"This study explores the practice of mathematics teaching and learning in the semester system in Nepal. Three teachers and six students of Master of Education from the Faculty of Education, Tribhuvan University (TU) were selected purposively for the interview. In addition, 21 students were also selected for focused group discussion (FGD), and classroom observation and FGD were used to collect information from the participants in the study. Thematic analysis is used in the study. It is concluded that the semester system at TU, Central Department of Education, particularly in mathematics, has a radical shift in pedagogical practices. There is the provision of supportive internal and external evaluation systems to promote multiple skills and knowledge in mathematics or the holistic development of learners. The assessments were to encourage and motivate the students in learning. The study supported to enhance the weakness of teaching-learning activities in the semester system. It is the supportive document for effective teaching-learning in the semester system for Nepal.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129886804","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}