Eurasia Journal of Mathematics, Science and Technology Education最新文献_第6页

Digital game-based learning in mathematics education at primary school level: A systematic literature review 小学数学教育中的数字游戏学习：系统文献综述

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14377

Nguyen Ngoc Dan, Le Thai Bao Thien Trung, Nguyen Thi Nga, Tang Minh Dung

{"title":"Digital game-based learning in mathematics education at primary school level: A systematic literature review","authors":"Nguyen Ngoc Dan, Le Thai Bao Thien Trung, Nguyen Thi Nga, Tang Minh Dung","doi":"10.29333/ejmste/14377","DOIUrl":"https://doi.org/10.29333/ejmste/14377","url":null,"abstract":"In recent decades, digital game-based learning (DGBL) has become a trend among scholars and practitioners in many parts of the world. Therefore, there were some systematic literature reviews in the past few years conducted to identify the trends of DGBL research with diverse subjects and educational levels, however, there is a lack of review that focuses only on mathematics education at primary school levels. This study seeks to provide a comprehensive overview of DGBL research within the context of elementary mathematics learning. Using PRISMA (2020) flow diagram, this study identified 45 articles related to the topic during the period of 2006-2023. Papers were coded and analyzed by years, regions, elementary mathematics topics, research issues, outcomes, research approaches, research design, data collection tools, game genres, and gameplay mode. The results from this systematic review identified the trends in DGBL research related to elementary mathematics learning, highlighted gaps in existing literature, provided insights, and oriented future studies on the topic. The findings of the research reveal a pronounced interest among scholars in the content topics of elementary mathematics, highlighting the research issues that attract attention, the methodologies employed in studies, and the types of games and gaming modes frequently utilized for elementary school children. The article discusses the trends of DGBL within elementary mathematics education, offering in-depth analyses and identifying research gaps that could guide future directions.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356501","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

The influence of natural science scientific register in isiNdebele on classroom practices 伊斯恩德贝勒语中的自然科学科学注册送68对课堂实践的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14417

T. Ntuli

{"title":"The influence of natural science scientific register in isiNdebele on classroom practices","authors":"T. Ntuli","doi":"10.29333/ejmste/14417","DOIUrl":"https://doi.org/10.29333/ejmste/14417","url":null,"abstract":"This study is an interpretive qualitative case study. Its goal was to look at the influence of natural science scientific register in isiNdebele on classroom practices. The study was conducted in some schools of the Siyabuswa 2 circuit in the Mpumalanga Province. The stakeholders’ (teachers, learners, and parents) information was gathered through interviews and observations. Data gathered from interviews and observations were analyzed using content analysis. Interviews and observations that were recorded on audio were examined by playing them back numerous times after being transcribed into a word document. The findings demonstrated that the usage of indigenous languages favorably influences learner interactions and discourses in the classroom. This is because there was the most interaction in the classroom when learners were taught natural sciences using isiNdebele register. As opposed to when they taught using the English register, where they were mostly passive. This emphasizes the requirement for the creation of scientific registers in native languages. Consequently, it is advised that indigenous languages’ scientific language registers be incorporated into education and learning as they positively influence interactions and discourses, which yield to meaningful learning and better performance.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352830","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 quantitative case study of secondary school students’ level of statistical thinking 中学生统计思维水平的定量案例研究

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14358

Salbiah Mohamad Hasim, Roslinda Rosli, Lilia Halim

{"title":"A quantitative case study of secondary school students’ level of statistical thinking","authors":"Salbiah Mohamad Hasim, Roslinda Rosli, Lilia Halim","doi":"10.29333/ejmste/14358","DOIUrl":"https://doi.org/10.29333/ejmste/14358","url":null,"abstract":"In the 21st century, statistical thinking has become necessary for all citizens as this skill is vital for societal literacy. Students with statistical thinking will grasp and apply the problem’s context to develop research and draw conclusions, as well as the coherence of the whole process from asking questions to collecting data, evaluating, and testing hypotheses. Although statistical thinking is increasingly in demand in various emerging vocations, students and teachers find statistics challenging to understand. Thus, the study examines the level of statistical thinking of the process of describing data, organizing and reducing data, representing data, and analyzing and interpreting data among high school students based on gender. The statistical thinking test modification of the framework validation test, code, and subprocess reference was used to collect research data from 35 grade 10 students. The research data were statistically analyzed using the statistical package for social sciences version 23 software through descriptive and inferential statistics, specifically an independent t-test analysis. The findings revealed that none of the students achieved an analytical level of understanding; instead, their general statistical thinking skills were at the transitional level, followed by the idiosyncratic and quantitative levels. The findings also demonstrated no statistically significant gender-related disparities in students’ statistical thinking. The study proposes several recommendations, including the necessity of connecting statistical activities to the reality of students’ life and area of study and emphasizing practical rather than theoretical aspects.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354657","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

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school 职前教师对将教育机器人技术纳入小学教育的看法

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14356

Ricardo Silva, C. Costa, Fernando Martins

{"title":"Pre-service teachers’ perceptions towards integrating educational robotics in the primary school","authors":"Ricardo Silva, C. Costa, Fernando Martins","doi":"10.29333/ejmste/14356","DOIUrl":"https://doi.org/10.29333/ejmste/14356","url":null,"abstract":"This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355326","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 the top-50 most-cited articles on socio-scientific issues in K-12 education 对 K-12 教育中社会科学问题被引用次数最多的 50 篇文章进行系统回顾

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14379

Shuo Ban, Siti Nur Diyana Mahmud

{"title":"A systematic review of the top-50 most-cited articles on socio-scientific issues in K-12 education","authors":"Shuo Ban, Siti Nur Diyana Mahmud","doi":"10.29333/ejmste/14379","DOIUrl":"https://doi.org/10.29333/ejmste/14379","url":null,"abstract":"Socio-scientific issues (SSI) has been shown to serve as a useful learning context in K-12 education, not only to help students improve their scientific literacy and develop 21st century skills such as argumentative and decision-making but also to promote students’ sense of self-efficacy and civic responsibility. From the perspective of highly cited papers, combined with the relevance model of science education, this review conducted a systematic review of the top-50 most-cited articles in SSI in K-12 research in the Web of Science database and made a diagnostic evaluation of them according to the relevance model of science education. The results showed that the effects of teaching intervention on the nature of science is the most emphasized theme. High school students are the most focused demographic, and energy is the most highlighted topic. The relevance model of science education shows imbalances in dimensions, imbalances between present and future, and imbalances between intrinsic and extrinsic factors. This review thematically illustrates what is known and what needs to be known for future research of SSI in K-12 education. On this basis, the research trend and future education measures of SSI in K-12 education are put forward, and the further integration of SSI into school education is proposed.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352462","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

The concept of pH and its logarithmic scale: A Micro Bit experience through inquiry, modeling, and computational thinking pH 值及其对数标度的概念：通过探究、建模和计算思维获得微位体验

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14378

Alejandro Carlos Campina López, Antonio Alejandro Lorca Marín, M. Á. De las Heras Pérez, Marija Bosnjak Stepanovic

{"title":"The concept of pH and its logarithmic scale: A Micro Bit experience through inquiry, modeling, and computational thinking","authors":"Alejandro Carlos Campina López, Antonio Alejandro Lorca Marín, M. Á. De las Heras Pérez, Marija Bosnjak Stepanovic","doi":"10.29333/ejmste/14378","DOIUrl":"https://doi.org/10.29333/ejmste/14378","url":null,"abstract":"The present work describes an educational experience carried out in a secondary school in Spain, where the case of Tinto River is presented as a learning scenario to understand the concept of pH and its logarithmic scale. Through the use and programming of controller boards (Micro Bit) and sensors, this study aims to address the underlying level of abstraction and alternative conceptions related to these topics. The intention is to provide practical examples for the development of a teaching-learning sequence based on inquiry, modeling, and computational thinking. This sequence addresses a current socio-scientific issue, while also considering students’ comments, and considering the Spanish digital competence model. The analysis includes an evaluation of its strengths, weaknesses, opportunities, and threats. The results indicate that the sequence can be highly motivating in understanding the concepts presented and in acquiring digital competencies. However, it also reveals limitations in terms of time required and the complexity of its design.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140357420","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

Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching 设计关于跨学科数学和科学教学中教师适应性专业知识的视频刺激问卷

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14355

Colleen Vale, Gahyoung Kim, W. Widjaja, J.P. Ferguson, Amanda K. Berry, J. V. van Driel, Lihua Xu, Lam Pham

引用次数: 0

Lexical ambiguities in statistics declared by in training and in-service teachers 在职和受训教师申报的统计数据中存在的词汇歧义

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14359

Francisco Rodríguez-Alveal, Ana C. Maldonado-Fuentes, Danilo Díaz-Levicoy

引用次数: 0

Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review 揭开学生数学素养的秘密，解决数学问题：系统文献综述

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14404

Lukman Hakim Muhaimin, Rizqi Amaliyakh Sholikhakh, Sri Yulianti, Ardani Ardani, Agus Hendriyanto, Sani Sahara

{"title":"Unlocking the secrets of students’ mathematical literacy to solve mathematical problems: A systematic literature review","authors":"Lukman Hakim Muhaimin, Rizqi Amaliyakh Sholikhakh, Sri Yulianti, Ardani Ardani, Agus Hendriyanto, Sani Sahara","doi":"10.29333/ejmste/14404","DOIUrl":"https://doi.org/10.29333/ejmste/14404","url":null,"abstract":"Mathematical literacy is the ability to use mathematical knowledge in real-life situations, making it an essential component of education because of its importance in solving everyday problems. Mathematical literacy is also part of the Program for International Student Assessment (PISA) global assessment. Because of the importance of the subject, this Systematic Literature Review (SLR) investigated the relationship between students’ mathematical literacy and their ability to solve mathematical problems. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach was used, and articles published from January 2013 to August 2023 were obtained from databases including ERIC (342), ProQuest (1,329), and Scopus (27). Following PRISMA, a total of 20 articles were included in the review. Of the 20 articles, most were conducted on junior high school students in Turkey. The majority of reviewed studies found students to have a low level of mathematical literacy, which caused difficulties in formulating problems. The examined studies also revealed several internal and external factors affecting mathematical literacy. Problems used by PISA were the most frequently employed to measure students’ mathematical literacy in the reviewed studies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140357766","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

Pre-service teachers’ perceptions about the contributions of field work and construction of a physical model to modelling aquifers 职前教师对实地考察和构建物理模型对含水层建模的贡献的看法

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14357

Araitz Uskola, Nahia Seijas

引用次数: 0