Journal of Mathematics and Science Teacher最新文献_第3页

Realistic mathematics education and authentic learning: A combination of teaching mathematics in high schools 现实的数学教育与真实的学习:高中数学教学的结合

Journal of Mathematics and Science Teacher Pub Date : 2023-03-11 DOI: 10.29333/mathsciteacher/13061

N. T. Da

引用次数: 2

Experiences and mathematics anxiety of STEM students STEM学生的经历与数学焦虑

Journal of Mathematics and Science Teacher Pub Date : 2023-01-24 DOI: 10.29333/mathsciteacher/12870

Paul John B. Ongcoy, Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, Allen Mae M. Iligan

{"title":"Experiences and mathematics anxiety of STEM students","authors":"Paul John B. Ongcoy, Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, Allen Mae M. Iligan","doi":"10.29333/mathsciteacher/12870","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12870","url":null,"abstract":"Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128341302","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}

引用次数: 1

An assessment of the level of knowledge of secondary school mathematics subject matter among final year pre-service mathematics teachers as a basis for teaching school mathematics 一项评估中学数学学科知识水平的最后一年职前数学教师作为教学学校数学的基础

Journal of Mathematics and Science Teacher Pub Date : 2023-01-19 DOI: 10.29333/mathsciteacher/12853

M. Ibrahim, Wum Thiam Yew

{"title":"An assessment of the level of knowledge of secondary school mathematics subject matter among final year pre-service mathematics teachers as a basis for teaching school mathematics","authors":"M. Ibrahim, Wum Thiam Yew","doi":"10.29333/mathsciteacher/12853","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12853","url":null,"abstract":"The study sough to establish whether final year pre-service mathematics teachers have mastered secondary school mathematics subject matter as a basis for teaching mathematics at secondary school level immediately after graduation. Based on the assumption of 80% of scores (Guskey & Anderman, 2013) and above in the test administered as accepted cut off point to signify mastery of secondary school mathematics curriculum, the finding of the study revealed that 48.57% of the final year pre-service mathematics teachers have scored 80% and above in the test, which signifies their level of knowledge of secondary school mathematics subject matter, while 51.43% of the final year pre-service mathematics teachers have scored less than 80% in the test, which signifies their inadequate mastery of school mathematics subject matter. The finding shows that over 50% of the final year pre-service mathematics teachers cannot be relied upon to teach secondary school mathematics curriculum with confidence, this is because majority of the final year pre-service mathematics teachers’ (51.43%) have demonstrated inadequate mastery of the subject matter for which they have been trained to teach immediately after graduation. Based on the findings, the following recommendation were put forward; to ensure adequate mastery of school mathematics subject matter among final year pre-service mathematics teachers as a predictable tools for employment, and to serve as a basis for teaching mathematics at secondary school level, mathematics teacher education training should include all secondary school mathematics curricular in their training to ensure adequate mastery of the subject matter among the pre-service teachers.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133213701","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}

引用次数: 0

Relationship of modular learning modality to the students’ mathematics performance in the new normal environment 新常态下模块化学习模式与学生数学成绩的关系

Journal of Mathematics and Science Teacher Pub Date : 2023-01-09 DOI: 10.29333/mathsciteacher/12824

Jovito Jr. Balansag Crodua

{"title":"Relationship of modular learning modality to the students’ mathematics performance in the new normal environment","authors":"Jovito Jr. Balansag Crodua","doi":"10.29333/mathsciteacher/12824","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12824","url":null,"abstract":"This study was conducted to determine the relationship of modular learning modality on students’ mathematics performance in the new normal environment in the secondary schools in Governor Generoso North District. The study applied a quantitative and descriptive causal-correlational research design. Complete enumeration was employed which comprised of 322 grade 11 students. Adapted and modified survey–questionnaire was utilized to gather information which was validated by the experts and had undergone pilot testing to assure validity and reliability. Results revealed that the respondents agreed to the extent of usage of the modular learning modality while their mathematics performance was described as satisfactory. Findings also revealed that there are differences in the usage level of modular learning modality across the demographic profiles of the respondents. Learning outcomes, capturing students’ interest in learning and perceived solutions to learning difficulties were found to have a significant relationship to students’ mathematics performance and modular learning modality is positively and significantly related to the students’ mathematics performance. Furthermore, content format and optimal course to learn were the factors that can best predict students’ mathematics performance. It is recommended to look for and study the best strategies that will answer the relationship presented in this study. It is also suggested to conduct comprehensive review of the modular learning materials, venture on the implementation of other learning modalities, and to do additional intervention activities in the learning process during this new normal environment.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130028798","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}

引用次数: 0

Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions 多元表示教学对小学六年级学生解题成绩的影响

Journal of Mathematics and Science Teacher Pub Date : 2023-01-01 DOI: 10.29333/mathsciteacher/12610

Peter Nindow Mahama, Patrick Kyeremeh

{"title":"Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions","authors":"Peter Nindow Mahama, Patrick Kyeremeh","doi":"10.29333/mathsciteacher/12610","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12610","url":null,"abstract":"The study sought to investigate the impacts of multiple representations-based instructions (MRBI) on basic six pupils’ performance in solving problems on common fractions in the Sagnarigu Municipality of Ghana. The study employed non-equivalent control group design in which 96 pupils in one primary school were purposively sampled and assigned to experimental group (n=46) and control group (n=50). Data were gathered using tests (pre- and post-test) and analyzed using descriptive and inferential statistics (independent samples t-test). Also, pupils’ exposed to multiple representations-based instructions performed better in the post-test than in the conventional group. This suggests that MRBI positively impacted pupils’ performance in solving problems on common fractions. We conclude that MRBI is an effective approach, which mathematics teachers need to incorporate in their teaching of fractions. Therefore, we recommend the MRBI approach for basic school mathematics teachers to enhance pupils’ understanding of mathematics concepts, especially at mathematics education’s foundation (basic level).","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121298561","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}

引用次数: 1

Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece 探讨希腊数学教育课程中翻转课堂模式的有效性

Journal of Mathematics and Science Teacher Pub Date : 2023-01-01 DOI: 10.29333/mathsciteacher/12608

I. Rizos, Georgios Kolokotronis, Aikaterini-Maria Papanikolaou

{"title":"Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece","authors":"I. Rizos, Georgios Kolokotronis, Aikaterini-Maria Papanikolaou","doi":"10.29333/mathsciteacher/12608","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12608","url":null,"abstract":"An alternative instructional model, which due to the social reality created by the ongoing COVID-19 pandemic is gaining more and more popularity in the global educational community, is the so called “flipped classroom”. In this paper we give the details of a one-week qualitative research we conducted in order to explore the effectiveness of the flipped classroom model in an undergraduate “mathematics education” course in Greece. The study involved thirty third-year math students, whose achievements and perceptions were captured with the help of questionnaire, task, personal interviews, and open discussion in the class. The analysis of the research data indicated increased engagement of the students, development of positive attitudes about the learning, control of the learning pace, autonomy in managing the time required for study and relative improvement of students’ performance in problem solving and teamwork. At the same time, several challenges emerged. The main ones concerned the demand for frequent active students’ participation in the educational process, the management of queries during the homework, the doubts about the effectiveness of the method on difficult teaching subjects, as well as the time and skill requirements for preparing such a lesson.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133518606","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}

引用次数: 4

Impact of the activity and reality principles on learners’ achievement regarding systems of linear equations 活动与现实原则对线性方程组学习者成绩的影响

Journal of Mathematics and Science Teacher Pub Date : 2023-01-01 DOI: 10.29333/mathsciteacher/12609

Priestly Malambo, Gift Muke Kazika, P. Phiri

{"title":"Impact of the activity and reality principles on learners’ achievement regarding systems of linear equations","authors":"Priestly Malambo, Gift Muke Kazika, P. Phiri","doi":"10.29333/mathsciteacher/12609","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12609","url":null,"abstract":"This article reports the impact of incorporating the activity and reality principles of realistic mathematics education (RME) when teaching systems of linear equations (SLE). The impact is considered in relation with learners’ achievements. A quantitative approach typified by a quasi-experimental design with non-equivalent groups was followed. 50 grade 10 learners of secondary school mathematics participated in the study. 26 of these composed the control group while 24 consisted of the experimental group. The study site was conveniently chosen while participants were randomly assigned to both groups after pre-testing. Treatment was an approach, which included the reality and activity principles of RME to teach SLE. By contrast, the control group was taught in a conventional manner. Data were collected through pre-testing and post testing. Post-treatment analyses such as the ANOVA test showed that there was a significant difference in achievement between the experimental and the control groups. In this regard, learners who were taught based on a method that included the activity and reality principles achieved higher scores than the group, which learned through conventional teaching methods. This finding demonstrates that integrating the activity and reality principles of RME in the teaching of SLE can contribute to learners’ high achievement. It is therefore recommended that mathematics teachers should integrate RME principles in their teaching as a way of enhancing learners’ performance in mathematics topics.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114181404","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}

引用次数: 3

Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement 数学兴趣与教学质量在自我概念与数学成绩之间的中介与调节作用

Journal of Mathematics and Science Teacher Pub Date : 2023-01-01 DOI: 10.29333/mathsciteacher/12622

M. Fosu, Y. Arthur, F. Boateng, Benjamin Adu-Obeng

{"title":"Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement","authors":"M. Fosu, Y. Arthur, F. Boateng, Benjamin Adu-Obeng","doi":"10.29333/mathsciteacher/12622","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12622","url":null,"abstract":"Purpose: This study investigated the mediation and moderation effect of mathematics interest and teaching quality on the relationship between self-concept and mathematics achievement.\u0000Design/methodology/approach: The study was conducted at Sakafia Islamic Senior High School (SHS) and Kumasi Academy SHS in Ghana. A sample comprised of 300 students who offered general arts, general science, and home economics were randomly selected from a population of 1,200. The study adopted a descriptive survey and analysis such as exploratory and confirmatory factor analysis, discriminant validity, and reliability analysis from Cronbach’s alpha was estimated using SPSS (version 23) and Amos (version 23).\u0000Findings: From the hypothesis, the findings revealed that self-concept partialy mediate mathematics achievement through mathematics interest and teaching quality also showed moderating effect between interest and achievement. The study also found out that self-concept, mathematics interest and teaching quality have direct effect on students’ performance.\u0000Research limitations/implications: The study investigated the moderation effect of teaching quality, which was found to be insignificant. This is an imperative for further study to critically analyzed it effect on other antecedents.\u0000Practical implication: The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics.\u0000Originality/value: There are studies by some researchers combining these variables under study with other factors to influence students’ performance however, little attention was on the effect mathematics interest and teaching quality to impact student performance through self-concept.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124765345","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}

引用次数: 1

Parallelism and transversals in geometry: Experiences of fresh senior high school graduates into teacher education 几何中的平行与截线:高中毕业生进入教师教育的经验

Journal of Mathematics and Science Teacher Pub Date : 2023-01-01 DOI: 10.29333/mathsciteacher/12641

Stephen Rowland. Baidoo, Joseph Baidoo

引用次数: 0

Readiness in using blended approach in college education 准备在大学教育中采用混合方法

Journal of Mathematics and Science Teacher Pub Date : 2022-08-29 DOI: 10.29333/mathsciteacher/12408

Osei-Boadu Yaw

引用次数: 0