Journal of Mathematics and Science Teacher最新文献

{"title":"Conceptual understanding of force concepts in the Ugandan context: A thread assessing performance and misconceptions","authors":"Kent Robert Kirya, T. Nuru, LakhanLal Yadav","doi":"10.29333/mathsciteacher/12049","DOIUrl":"https://doi.org/10.29333/mathsciteacher/12049","url":null,"abstract":"Accepted: 16 Mar. 2022 The force concept inventory (FCI) is a set of multiple-choice items that has been administered and analyzed in a number of regions across the world. The purpose of this study is to evaluate students’ comprehension of force concepts, using a thread that examines and analyzes the most common force concept misunderstandings among students. The FCI is distributed to 1,440 senior four students from various Ugandan schools. The ITEMAN software is used to assess students’ performance. Then a few FCI items are examined to acquire a better grasp of the students’ misunderstandings. Using the Gnuplot software, we displayed the students’ total scores versus their percentage scores for each FCI alternative choice, which provides greater visual confirmation of the findings than statistical analysis. The findings show that misunderstandings dispersed in accordance with students’ performance. The distractors are the most appealing of the analyzed FCI items, with the highest percentages of students picking each alternate option. Imitating that students enter physics classes preconceived about their prior knowledge, viewpoints, ideas, and values. As a result, this study underlines to Ugandan physics teachers that students have misconceptions. Physics teachers and students should interact in an active learning environment using conceptual change methods to correct misconceptions.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129606339","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":"Non-digital card game and year 8 students’ performance in integers","authors":"D. Asamoah, Wendy Wen Ni Chong, M. Shahrill, Siti Sakinah Abdul Latif","doi":"10.29333/mathsciteacher/11928","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11928","url":null,"abstract":"Non-digital card game and year 8 students ’ performance in integers. ABSTRACT Understanding integers is fundamental in enhancing students’ performance in other mathematical concepts. However, the majority of year 8 students in the government schools in Brunei Darussalam have inadequate understanding leading to unsatisfactory performance in the operations of integers. Despite this challenge, there has not been any systematic empirical attempt to provide an intervention to enhance students’ performance. In this action research study, we provided a non-digital card game intervention to assess its efficacy in improving the performance of year 8 students in the operations of integers. A total of 39 students were purposively selected. Data were collected through pre-test and post-test and analyzed with the Wilcoxon-signed rank test and the paired sample t-test. By comparing pre-test and post-test scores, the non-digital card game intervention significantly improved the performance of students in the operations of integers. Approximately 18.8% of students’ performance was accounted for by the non-digital card game intervention provided. This study concluded that a non-digital card game can be a helpful tool in teaching and learning of the operations of integers.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114351140","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":"Designing a teaching model based on the Realistic Mathematics Education (RME) approach and its application in teaching calculus","authors":"N. T. Da","doi":"10.29333/mathsciteacher/11918","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11918","url":null,"abstract":"","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133151019","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":"Facilitating Pupils’ Questioning Skills in Open Inquiry Learning Through an Investigable Question Formulation Technique (IQFT)","authors":"Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor","doi":"10.29333/mathsciteacher/11283","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11283","url":null,"abstract":"Accepted: 9 Sep. 2021 Open inquiry learning is a pupil-centred approach in which pupils generate investigable questions for the purpose of planning and implementing their own science investigation. However, generating investigable questions is not an easy task and requires a structured approach. Therefore, this study was conducted to improve the practice of a teacher-researcher in developing an Investigable Question Formulation Technique (IQFT) in a Malaysian school. This article attempts to answer the following research question: How can a teacher-researcher develop an Investigable Question Formulation Technique (IQFT) to facilitate pupils in generating investigable questions? IQFT, the intervention introduced in this study, contains eight main steps, which were carried out in two cycles. These steps involved the processes of (i) planning action, (ii) taking action, (iii) collecting and analysing data and (iv) reflecting. Unstructured observations, pictures and pupils’ writing were among the data collected. Narrative analysis was conducted, to describe how the teacher-researcher applied IQFT as an approach to facilitate pupils developing investigable questions. Despite pupils being able to formulate investigable questions using IQFT, the teacher-researcher realised that pupils need to be continuously trained in this area. In addition, the teacherresearcher found that teachers need to adapt the educational approach according to the teaching context, to enhance the learning outcomes.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121235311","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 E-Learning on the Academic Performance of Third Year Students in Statistics at Mukuba University","authors":"Gerald Banda, F. Tailoka, Elias Muma","doi":"10.29333/mathsciteacher/11277","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11277","url":null,"abstract":"A mode of teaching where students receive all information passively from a lecturer is ineffective in fostering of conceptual understanding of statistics. One mode of teaching which engages learners in the learning process of statistics is e-learning. This study was therefore, designed to determine the effect and challenges of e-learning on students at Mukuba University. The study employed quasi-experimental design. Sample for the study consisted of 60 third year students of mathematics studying statistics. Self-made questionnaire and statistics performance tests were used to collect data for the study. Students in the experimental group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using E-Learning approach while students in the control group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using conventional learning approach. Data for the study was analyzed using independent sample t-test statistics. The null hypothesis (H0)  was tested at 5 percent significance level. The findings of the study revealed that E-Learning approach improved students’ academic performance. Based on this, this study recommended that E-Learning should be used as an alternative method in teaching of statistics.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130424914","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":"Design, Implementation and Assessment of a Web-Based Ethnomathematics Instructional Content Repository for Mathematics Teachers in Benue State, Nigeria","authors":"Joshua Abah ABAH, C. Iji, B. O. Abakpa, P. Anyagh","doi":"10.29333/mathsciteacher/11075","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11075","url":null,"abstract":"This study developed and assessed a web-based ethnomathematics instructional content repository for pre-service and in-service mathematics teachers in Benue State, Nigeria. The study adopted a developmental research design to systematically build and evaluate the educational intervention as a solution to complex problems in mathematics education practice. The development was achieved using WordPress Version 5.4, hosted online at https://villagemath.net on Linux OS server running with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40 and MySQL Version 5.7.26. The study was guided by seven research questions posed around common web metrics, key performance indices, and quality assessment in terms of content, navigation, structure, appearance and uniqueness of the designed web tool. Five hypotheses were formulated and tested at 0.05 level of significance using t-test. The sample for the study comprises 341 pre-service and in-service mathematics teachers drawn from a population of 2981 using purposive sampling. The main instrument of the study is the researcher-developed Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire – WEICRAQ (Cronbach Alpha Coefficient = 0.98, indicating a high level of internal consistency of the instrument). Additional data collection was handled using WP Statistics, Pingdom Tools, Google PageSpeed Insights, GTmetrix and WebPage Test. The research questions were answered using charts, graphs, mean and standard deviation. Analysis of the results of the study yielded a positive pattern of common web metrics for the designed web tool, indicating that the platform appeals to a wide range of users, with key performance indicators such as speed index, page size, and last painted hero affirming that the platform is robust, elegantly designed and fast. The results also showed that pre-service and in-service mathematics teachers in Benue State, Nigeria unanimously rated the Web-based Ethnomathematics Instructional Content Repository high in terms of content, navigation, structure, appearance and uniqueness. The outcomes of this study has demonstrated that culture can indeed become an integral part of every aspect of instructional design, making it important to consider social and cultural peculiarities in planning and delivering mathematics instruction. The Web-based Ethnomathematics Instructional Content Repository has humanized Mathematics for users and provided a reservoir of resources for training students in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition. Based on the findings of the study, it was recommended that Mathematics teachers should continue to use the Web-based Ethnomathematics Instructional Content Repository as a worthy companion tailored to their specific professional needs, and that students across all levels of education should seek deeper and more enriched learning experience by continuously levera","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130711906","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":"Analysis of High School Students’ Errors in Solving Trigonometry Problems","authors":"Evans Kofi Hokor, Jacob Arhin","doi":"10.29333/mathsciteacher/11076","DOIUrl":"https://doi.org/10.29333/mathsciteacher/11076","url":null,"abstract":"This study examined High School students’ error displayed in solving trigonometry problems. The literature revealed that trigonometry is difficult for students to understand and our paper contends that identifying students’ error and understanding how the errors occurred can serve as a point of reference for instructional decisions which will make the concept easier. The study uses a quantitative research techniques to explore students’ errors in solving trigonometry problems. Ninety students were sampled using multistage sample techniques. Trigonometry Achievement Test (TAT) was used in data collection. Descriptive statistics (figures and tables) was used to present the students’ error after content analysis was carried out and Modified Newman’s Error Hierarchy was used in classifying students’ error. The results revealed most students’ errors occurs at transforming, processing and encoding stages. Independent sample t-test was used to compare the errors committed by male and female students. Independent samples t-test of groups’ differences in means among male and female students indicated that, there was a significant difference in their mean scores at t(89) = 2.198, p < .05. Thus, female students’ level of committing errors in solving trigonometry problems was significantly higher than their male counterparts. The study recommends that Mathematics teachers should make the teaching of trigonometry practical and more activity-oriented to limit students’ error in solving trigonometry problem most importantly among the female students.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121260916","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":"Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict","authors":"Patrick Kyeremeh, Emmanuel Amoah, Rufai Sabtiwu","doi":"10.29333/MATHSCITEACHER/10914","DOIUrl":"https://doi.org/10.29333/MATHSCITEACHER/10914","url":null,"abstract":"Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers’ practice of differentiated instruction and its associated challenges in Tano South district, in the Ahafo Region of Ghana. Simple random sampling technique was used to select 50 JHS mathematics teachers for the quantitative study with the aid of questionnaire, purposive sampling technique was used to solicit qualitative data for the study using interview guide. Inferential statistics and thematic analysis were used to analysis the quantitative and qualitative data respectively. It was generally observed that, there was no significant differences between special and general education teachers practice of differentiated instruction. Therefore, the study recommends that Ghana Education Service (GES) and stakeholders in education should implement professional development and training programmes for both general and special mathematics teachers on differentiated instruction.","PeriodicalId":343598,"journal":{"name":"Journal of Mathematics and Science Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114483537","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}