Eurasia Journal of Mathematics, Science and Technology Education最新文献_第7页

Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors 导数概念教学的最佳实践：经验丰富的微积分教师的教诲

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14380

T. Mkhatshwa

引用次数: 0

Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database 数学教育中的元认知：从学术编年史到未来研究设想--利用 Scopus 数据库进行的文献计量分析

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-04-01 DOI: 10.29333/ejmste/14381

Hoang Thi-Nga, Vu Thi-Binh, Tien-Trung Nguyen

{"title":"Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database","authors":"Hoang Thi-Nga, Vu Thi-Binh, Tien-Trung Nguyen","doi":"10.29333/ejmste/14381","DOIUrl":"https://doi.org/10.29333/ejmste/14381","url":null,"abstract":"Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.","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":"140353729","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

Spatial visualization skills present in items of the Brazilian high school national exam 巴西高中全国统考项目中的空间可视化技能

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-03 DOI: 10.29333/ejmste/14322

Carmen Vieira Mathias, Cristian Martins da Silva, Fábio Luiz Borges Simas

引用次数: 0

Challenges in geometric modelling–A comparison of students’ mathematization with real objects, photos, and 3D models 几何建模的挑战--比较学生利用实物、照片和三维模型进行数学学习的情况

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-03 DOI: 10.29333/ejmste/14321

Simone Jablonski

引用次数: 0

Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers Heutagogy in action：揭示数学实习教师虚拟 "空中校园 "体验的变革力量

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-03 DOI: 10.29333/ejmste/14320

Jogmol Kalariparampil Alex, Angel Mukuka

{"title":"Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers","authors":"Jogmol Kalariparampil Alex, Angel Mukuka","doi":"10.29333/ejmste/14320","DOIUrl":"https://doi.org/10.29333/ejmste/14320","url":null,"abstract":"The fourth industrial revolution has brought about significant changes in various fields including the education sector. It is increasingly essential for individuals, particularly student teachers, to embrace lifelong learning and acquire the know-how and skills required to grow into autonomous and critical thinkers. In this paper, we examine the virtual “air campus” experiences of 39 first-year student teachers of mathematics at a rural university in South Africa’s Eastern Cape Province. The heutagogical approach served as a lens for trainee teachers’ virtual “air campus” explorations. An exploratory qualitative case study design was employed to provide answers to two main questions that guided the inquiry. Findings of the study show that trainee teachers had varied experiences regarding what they learned from their virtual “air campus” visits. These include what constitutes effective teaching and how students learn as well as correction of common misconceptions regarding specific concepts in school mathematics. Through virtual lesson observations on the “air campus” of their choice, trainee teachers were also able to create their professional identities in terms of their future goals, ideal teacher traits, and desired teaching and learning environments. These findings demonstrate that integrating virtual learning environments into teacher education curricula and assessment has practical implications for enhancing trainee teachers’ self-directed learning, critical thinking, and professional identity development.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081303","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 refined framework for qualitative content analysis of mathematics textbooks 数学教科书定性内容分析的改进框架

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14284

Fereshteh Zeynivandnezhad, İpek Saralar-Aras, A. Halai

{"title":"A refined framework for qualitative content analysis of mathematics textbooks","authors":"Fereshteh Zeynivandnezhad, İpek Saralar-Aras, A. Halai","doi":"10.29333/ejmste/14284","DOIUrl":"https://doi.org/10.29333/ejmste/14284","url":null,"abstract":"Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091294","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

Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences 评估黎巴嫩中学生的科学素养水平：探索性别差异

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14279

Marina Baltikian, Sirpa Kärkkäinen, J. Kukkonen

{"title":"Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences","authors":"Marina Baltikian, Sirpa Kärkkäinen, J. Kukkonen","doi":"10.29333/ejmste/14279","DOIUrl":"https://doi.org/10.29333/ejmste/14279","url":null,"abstract":"In recent years, educational reforms have made scientific literacy a major priority because of its increasing importance in today’s dynamic world. Program for international student assessment 2015 evaluated scientific literacy from 72 countries, and Lebanon ranked 65th. Scientific literacy levels among Lebanese secondary school students and gender differences are unknown. This study fills this research gap. A total of 130 students from Lebanon’s private secondary schools were involved in this research. Scientific literacy levels were assessed using an instrument developed by Gormally et al. (2012), who conceptualized nine science competencies contributing to scientific literacy including understanding research designs, creating and interpreting graphs, and solving quantitative problems. Welch’s ANOVA and Mann-Whitney U tests were used to analyze the data. Lebanese secondary school students have very low scientific literacy levels, and no significant difference was observed between genders. We present recommendations for adding desired skills to the curriculum based on a review of the underlying factors.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087682","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

Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy 通过农村混合学习策略在农村学校开展 11 年级物理科学的教与学活动

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14295

T. Nkanyani, Awelani V. Mudau, Lettah Sikhosana

{"title":"Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy","authors":"T. Nkanyani, Awelani V. Mudau, Lettah Sikhosana","doi":"10.29333/ejmste/14295","DOIUrl":"https://doi.org/10.29333/ejmste/14295","url":null,"abstract":"The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092583","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

Characterization of STEM teacher education programs for disciplinary integration: A systematic review 科学、技术、工程与数学（STEM）教师教育项目的学科整合特征：系统回顾

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14280

Carlos Mauricio Agudelo Rodríguez, Ronald Andrés González-Reyes, Andrés Bernal Ballen, Martha Andrea Merchán Merchán, Ellie Anne López Barrera

{"title":"Characterization of STEM teacher education programs for disciplinary integration: A systematic review","authors":"Carlos Mauricio Agudelo Rodríguez, Ronald Andrés González-Reyes, Andrés Bernal Ballen, Martha Andrea Merchán Merchán, Ellie Anne López Barrera","doi":"10.29333/ejmste/14280","DOIUrl":"https://doi.org/10.29333/ejmste/14280","url":null,"abstract":"STEM education is established as an alternative for developing 21st century skills, with the premise of integrating its component disciplines. Although numerous studies exist on the subject, STEM teacher training programs are not widely discussed. Therefore, a systematic literature review was conducted in Scopus and Web of Science to identify the intentions of the training and the design and implementation of such teacher training programs. Among the 15 articles identified, there are three groups of intentions: Improving knowledge, developing competencies and skills, and changing attitudes and perceptions. Five methodological strategies were identified: project-based learning, problem-based learning, collaborative learning, ODR (observation/discussion/reflection) approach, and design-based learning. Disciplinary integration can be achieved through content or competencies. It is concluded that design-based learning is the most appropriate strategy for disciplinary integration. It is recommended that research be conducted to measure the impact of modality and time of training on the development of STEM competencies.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087939","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 bibliometric analysis covering the relevant literature on science anxiety over two decades 对二十多年来有关科学焦虑的相关文献进行文献计量分析

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14283

Aygul A. Khafizova, Sergei P. Zhdanov, Oksana V. Beltyukova, Natalia I. Lapidus, L.Yu. Grebenshchikova, Irina V. Lushchik

{"title":"A bibliometric analysis covering the relevant literature on science anxiety over two decades","authors":"Aygul A. Khafizova, Sergei P. Zhdanov, Oksana V. Beltyukova, Natalia I. Lapidus, L.Yu. Grebenshchikova, Irina V. Lushchik","doi":"10.29333/ejmste/14283","DOIUrl":"https://doi.org/10.29333/ejmste/14283","url":null,"abstract":"This study aimed to examine publications related to science anxiety to contribute to developing relevant literature. A bibliometric analysis was conducted on 71 articles published between 2003 and 2022 from the Scopus database. The analysis examined the bibliographic links between the sources, authors, countries, and publications through the VOSviewer software. The results regarding keyword analysis showed that the five most frequently used keywords in the selected articles are anxiety, science anxiety, students, self-efficacy, and education. The results also showed that 80% of research papers on science anxiety, among the top 10 highest cited publications, were conducted in the USA. All of the top-10 publications were published in journals that have published articles in education literature for a long time. In addition, the results indicated that half of the publications also used psychology education journals. Furthermore, the bibliographic coupling of the authors showed that research teams from the USA authored the most publications on science anxiety. In light of the results, recommendations for future studies are made in conclusion.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083341","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