Eurasia Journal of Mathematics, Science and Technology Education最新文献_第2页

Determination of student’s perception during biology online learning at COVID-19 crisis 在 COVID-19 危机中确定学生对生物在线学习的看法

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14749

A. Bartková, R. Babosová, V. Langraf, Peter Boleček, Roman Kuna, Anna Sandanusová

引用次数: 0

Enhancing the acquisition of basic algebraic principles using algebra tiles 利用代数瓦片加强对基本代数原理的掌握

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14750

José Antonio Núñez-López, D. Molina-García, José Luis González-Fernández, Iván Fernández-Suárez

{"title":"Enhancing the acquisition of basic algebraic principles using algebra tiles","authors":"José Antonio Núñez-López, D. Molina-García, José Luis González-Fernández, Iván Fernández-Suárez","doi":"10.29333/ejmste/14750","DOIUrl":"https://doi.org/10.29333/ejmste/14750","url":null,"abstract":"Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714421","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

Enriching math teaching guides from a competency-based perspective 从能力本位的角度丰富数学教学指南

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14761

Albert Vilalta Riera, Jordi Deulofeu Piquet, Laura Morera Úbeda

{"title":"Enriching math teaching guides from a competency-based perspective","authors":"Albert Vilalta Riera, Jordi Deulofeu Piquet, Laura Morera Úbeda","doi":"10.29333/ejmste/14761","DOIUrl":"https://doi.org/10.29333/ejmste/14761","url":null,"abstract":"This study introduces a novel framework designed to enrich mathematics teaching guides from a competency-based perspective. First, we narrow down the concept of a teaching guide in mathematics education, grounded in the documentational approach to didactics. This definition offers an updated perspective on the structure and function of math teaching guides in educational settings. Second, we provide a comprehensive definition of ‘richness’ in math activities, encompassing content, processes, cognitive demand, and classroom management. Lastly, we introduce an analytical tool developed for assessing and enhancing the richness of math teaching guides. This tool, formed through theoretical analysis and empirical testing, assists educators and curriculum developers in creating more balanced and integrative teaching guides. The results suggest that the tool holds potential for broader applications in curriculum design and teacher education. The findings contribute to the broader understanding of how teaching guides can effectively capture and communicate the richness of activities, thereby serving as a valuable tool for improving mathematical education resources.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714901","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

A systematic review of artificial intelligence in mathematics education: The emergence of 4IR 人工智能在数学教育中的系统回顾：4IR 的出现

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14762

O. Opesemowo, H. Adewuyi

{"title":"A systematic review of artificial intelligence in mathematics education: The emergence of 4IR","authors":"O. Opesemowo, H. Adewuyi","doi":"10.29333/ejmste/14762","DOIUrl":"https://doi.org/10.29333/ejmste/14762","url":null,"abstract":"The integration of artificial intelligence (AI) in mathematics education, focusing on its implications in the 4th Industrial Revolution (4IR) era. Through a comprehensive analysis of 10 relevant studies in Scopus and Google Scholar from 2015 to 2023, this review identifies the research methods, research instruments, participants, and AI tools used in mathematics education. Some key ideas include using AI-driven personalized learning and enhanced mathematics instruction, real-time assessment and feedback, curriculum development, and empowering educators, which were highlighted. The study aligns with the preferred reporting items for systematic reviews and meta-analysis. Based on the analysis, most studies reviewed utilized qualitative research methods. The study indicates that questionnaires were mainly used to gather data from students and teachers who were the most significant participants in the reviewed papers. Further results revealed that ChatGPT were the primary AI tool used in mathematics education, among other AI tools, as identified in this review. Additionally, this review discusses the transformative potential of AI in addressing educational disparities and preparing learners for the demands of 4IR.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141708156","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

Research trends in engineering education research through bibliometric analysis 通过文献计量分析了解工程教育研究的趋势

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14760

Sergey V. Kondrashev, Elena I. Vavulskaia, V. Burenina, A. Prokopyev, Gulnara R. Ibraeva, Svetlana A. Nikitina

{"title":"Research trends in engineering education research through bibliometric analysis","authors":"Sergey V. Kondrashev, Elena I. Vavulskaia, V. Burenina, A. Prokopyev, Gulnara R. Ibraeva, Svetlana A. Nikitina","doi":"10.29333/ejmste/14760","DOIUrl":"https://doi.org/10.29333/ejmste/14760","url":null,"abstract":"This study aimed to explore research trends in engineering education research through bibliometric analysis. This review comprised studies indexed in the Scopus database between 2014 and 2023. In total, 6,338 articles were examined using the bibliometric analysis method. The results revealed an increase in the number of publications in the research on engineering education from 2014 to 2023. The results also showed that most of the top-10 authors are from the USA and slight collaborations between research groups. The results also revealed that most institutions with the highest publications and citations are from the USA, a leading country in engineering education research, and only three are from other countries, Denmark, Spain, and Sweden. Also, we found that the top-three journals are the periodicals that publish articles specifically on engineering education. The results regarding research trends revealed the existence of research on participants’ self-efficacy beliefs, experiences, and perceptions and the effects of education technology practices on learning outcomes and teaching methods like project-based learning and problem-solving. Additionally, the research trends were found on design skills, decision-making, product design practices and professional development, technology integration practices, and teaching practices using artificial intelligence. Based on the results, we made implications for further studies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715645","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

How teachers’ reading of competency-oriented national mathematics curriculum documents relates to their sense-making of reform messages 教师对以能力为导向的国家数学课程文件的阅读如何与他们对改革信息的理解相联系

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-07-01 DOI: 10.29333/ejmste/14705

Chang-Geun Song, Kyeong-Hwa Lee

{"title":"How teachers’ reading of competency-oriented national mathematics curriculum documents relates to their sense-making of reform messages","authors":"Chang-Geun Song, Kyeong-Hwa Lee","doi":"10.29333/ejmste/14705","DOIUrl":"https://doi.org/10.29333/ejmste/14705","url":null,"abstract":"Although implementing a competency-oriented national mathematics curriculum is a global trend, limited studies have explored how teachers read their national mathematics curriculum documents and make sense of the competency-oriented reform messages present in these documents. This study investigated the patterns of teachers’ reading of the competency-oriented national mathematics curriculum documents and how the reading relates to the teachers’ sense-making of the reform messages in the documents. Participants included 18 in-service mathematics teachers who took part in a graduate course designed to support interpreting the recently revised competency-oriented national mathematics curriculum documents in Korea. Content analysis of the teachers’ writings regarding their interpretations of the documents revealed three types of reading: identifying, clarifying, and extending competency-oriented curriculum messages. Reading accompanied by ‘clarifying’ formed a dialogic relationship between the teachers and the curriculum, leading to accommodation of competency-oriented messages. Conversely, reading accompanied by ‘identifying’ but without ‘clarifying’ led to a monologic relationship between the teachers and the curriculum, resulting in the assimilation of competency-oriented messages. We conclude by suggesting that teachers’ nuanced interpretations of competency-oriented national mathematics curriculum documents may contribute to professionalism in handling the curriculum.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141706822","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

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction 增强教育工作者的能力：对职前和在职教师进行对性别问题有敏感认识的 STEM 教学培训

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-06-01 DOI: 10.29333/ejmste/14590

Sabine Hasenhütl, Silke Luttenberger, D. Macher, Lars Eichen, M. W. T. Eglmaier, M. Paechter

{"title":"Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction","authors":"Sabine Hasenhütl, Silke Luttenberger, D. Macher, Lars Eichen, M. W. T. Eglmaier, M. Paechter","doi":"10.29333/ejmste/14590","DOIUrl":"https://doi.org/10.29333/ejmste/14590","url":null,"abstract":"Starting early in life, children, especially girls, experience obstacles when it comes to developing interest in STEM. Although teachers face an important task in promoting girls (and boys) in STEM, they often encounter hurdles in doing so. A three-month-long training for pre- and in-service teachers in elementary education was developed to counter this phenomenon. An important training feature was teaching ideas for STEM classrooms. Teachers’ evaluation of the training and teaching ideas, changes in their self-concept, and elementary students’ assessment of the teaching ideas were investigated. Students rated the teaching ideas favorably, with no gender differences. Even though each idea incorporated relevant didactic features for gender-sensitive STEM instruction, the teachers rated certain ideas and contents more critically than others. Nevertheless, their assessments speak in favor of the training intervention, while also indicating gaps in teachers’ professional knowledge regarding gender-sensitive didactics. Implications for the design of STEM teacher education are outlined.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230006","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

Rural teachers’ meanings about teaching of decimal metric system 农村教师对十进制度量衡教学的理解

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-06-01 DOI: 10.29333/ejmste/14628

July Tatiana Gutiérrez Jiménez, Eliécer Aldana Bermúdez, Linda Poleth Montiel Buriticá

引用次数: 0

Measures of central tendency in primary education textbooks in Chile 智利小学教科书中的中心倾向测量法

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-06-01 DOI: 10.29333/ejmste/14592

José Parra-Fica, M. López-Martín, Danilo Díaz-Levicoy

引用次数: 0

Curricular proposal to address diversity in mathematics class: A design on sequences and patterns 解决数学课多样性问题的课程提案：序列和模式设计

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-06-01 DOI: 10.29333/ejmste/14630

Ingrid Janeth Jácome Anaya, S. E. Parada Rico, Jorge Enrique Fiallo Leal

{"title":"Curricular proposal to address diversity in mathematics class: A design on sequences and patterns","authors":"Ingrid Janeth Jácome Anaya, S. E. Parada Rico, Jorge Enrique Fiallo Leal","doi":"10.29333/ejmste/14630","DOIUrl":"https://doi.org/10.29333/ejmste/14630","url":null,"abstract":"There is international emphasis on the right that all individuals should have to comprehensive education with learning opportunities tailored to their educational needs, and Colombia is no exception. Thus, the work reported here aims to (a) propose a curricular structure that allows addressing diversity in mathematics class, enabling flexibility and adaptation according to students’ particularities and (b) construct didactic designs of mathematics adjusted to a flexible and adaptable curricular structure, addressing diversity in the mathematics classroom in Colombia. This article partially addresses these objectives by exploring the question: What conceptual elements need to be considered to construct didactic designs of mathematics that address diversity in the classroom? Consequently, the study presents elements of a curricular proposal based on universal design for learning (UDL) to address diversity in mathematics classes. This is exemplified through a didactic design created for the study of sequences and patterns, promoting, in basic and middle education, the development of algebraic thinking through activities involving generalization and the study of patterns.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232541","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