Eurasia Journal of Mathematics, Science and Technology Education最新文献_第8页

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency 转变南非十一年级课堂的社会数学规范，提高学习者的数学能力

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14281

Lekwa Mokwana, S. Maoto, K. Chuene

{"title":"Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency","authors":"Lekwa Mokwana, S. Maoto, K. Chuene","doi":"10.29333/ejmste/14281","DOIUrl":"https://doi.org/10.29333/ejmste/14281","url":null,"abstract":"In this paper we use parts of qualitative data from the first author’s doctoral study to explore how transforming existing sociomathematical norms enhance learners’ mathematical proficiency. The study was conducted in a grade 11 mathematics classroom comprising of 23 learners, facilitated by the first author as learners engaged in a mathematical discourse on analytical geometry. Data were gathered through video recording, documents and researcher journal. We adopted Yackel and Cobb’s (1996) interpretive framework and Kilpatrick et al.’s (2001) notion of mathematical proficiency as lenses, which guided the data analysis. We analyzed the data following Polkinghorne’s (1995) narrative analysis method. We found that transforming existing sociomathematical norms to enhance learners’ mathematical proficiency involved a three-stages process: negotiating entry into learners’ existing sociomathematical norms, disrupting learners’ existing sociomathematical norms and constituting ‘new’ sociomathematical norms. As learners developed new taken-as-shared meanings regarding acceptable mathematics explanations, justifications and mathematically different solutions they enhanced their conceptual understanding, procedural fluency, adaptive reasoning, and strategic competence.","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":"140084425","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

Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning 网络虚拟实验室对八年级学生自我调节学习的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-03-01 DOI: 10.29333/ejmste/14282

Fatma Al-Duhani, Rohaida Mohd Saat, Mohd Nor Syahrir Abdullah

{"title":"Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning","authors":"Fatma Al-Duhani, Rohaida Mohd Saat, Mohd Nor Syahrir Abdullah","doi":"10.29333/ejmste/14282","DOIUrl":"https://doi.org/10.29333/ejmste/14282","url":null,"abstract":"Self-regulated learning (SRL) is an important factor in online learning and is defined as the process of actively managing one’s own learning process to achieve a desired outcome. However, many issues remain unsolved about how to improve cognitive strategies and self-regulation in online learning environments where teachers are not physically present. As a result, this study aims to explore the effectiveness of a web-based virtual laboratory on enhanced students’ SRL. A quasi-experimental pre-/post-test with a control group design was employed involving 40 female students aged 14-15 years old. While the students in the experimental group carried out the practical activities using a specially developed web-based virtual laboratory, the students in the control group used a physical laboratory. The results obtained indicated that the virtual laboratory significantly enhanced metacognitive self-regulation, effort regulation, peer learning, and overall SRL more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, students can navigate the virtual lab website at their own pace at anytime and anywhere.","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":"140088343","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 unified state examination in mathematics in urban and rural schools: The impact of the 2020-2021 pandemic 国家统一数学考试对城市和农村学校的影响：2020-2021 年大流行病的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-19 DOI: 10.29333/ejmste/14240

O. Korshunova, Nadezhda V. Telegina, Leila A. Petrova, O. Pashanova, Valentina V. Latysheva, A. Prokopyev

{"title":"The unified state examination in mathematics in urban and rural schools: The impact of the 2020-2021 pandemic","authors":"O. Korshunova, Nadezhda V. Telegina, Leila A. Petrova, O. Pashanova, Valentina V. Latysheva, A. Prokopyev","doi":"10.29333/ejmste/14240","DOIUrl":"https://doi.org/10.29333/ejmste/14240","url":null,"abstract":"This mixed methods study investigates the impacts of the COVID-19 pandemic on outcomes and perceptions related to the high-stakes unified state exam (USE) mathematics assessment in Russia. Quantitative descriptive analyses of USE scores from 2018-2021 revealed statistically significant distributional differences over time, with progressive increases in higher performance tiers. However, while a positive trend was discernible, strength of association tests indicated it was marginally moderate across years. Stratified pass rate analyses illuminated between-group variances, with specialized schools strongly rebounding after initial 2020 declines observed universally. To gain stakeholder insights, surveys were administered to students and teachers from urban versus rural regions. Attitudes regarding the mandatory USE removal diverged between groups; optimism permeated small rural schools despite hardships, while skepticism was pronounced among urban teachers citing accountability concerns. Stress perceptions revealed dissonances signaling wellbeing impacts. Overall, while achievement markers show positive trajectories, attitudinal variations based on school-types underline social dimensions shaping high-stakes test experiences. Results implicate targeted support policies and context-sensitive analytical approaches for optimal crisis mitigation. Granular investigations of less-understood equity gaps, expanding methodologies and detailed demographic profiling would enrich these findings. By quantifying exam trends alongside experiential nuances, the study develops a contextualized understanding of mathematical assessment transformations, informing localized continuity planning for uncertain futures.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450807","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

DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers 以 DECODE 为基础的 STEM 研习班提高职前教师的学术适应能力和教学能力

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-19 DOI: 10.29333/ejmste/14243

Rajasekaran Rajasekaran, P. S. Sreedevi, Chun-Yen Chang

{"title":"DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers","authors":"Rajasekaran Rajasekaran, P. S. Sreedevi, Chun-Yen Chang","doi":"10.29333/ejmste/14243","DOIUrl":"https://doi.org/10.29333/ejmste/14243","url":null,"abstract":"This study examines DECODE model and academic resilience to improve pre-service teachers’ (PSTs) teaching abilities. Effective teaching in the changing context of education requires pedagogical skills and problem-solving. Teacher resilience is becoming more important to adapt and succeed in adversity. Development, inquiry, cooperation, observation, debate, and assessment make DECODE model a revolutionary teaching method. This study examines how DECODE adoption and academic resilience affect PSTs’ progress to influence teacher preparation and training. DECODE paradigm, instructional competence, and academic resilience are contextualized in this literature review. STEM-based workshop for 97 PSTs from various academic levels. Linked samples JAMOVI t-test examines academic resilience changes post-workshop. Both t-values and p-values (<0.05) show a statistically significant improvement in academic resilience. DECODE model improves participant scores for teaching competency statistically significantly. Teaching effectiveness and resilience are linked, emphasizing the necessity for thorough teacher preparation. Results show DECODE model and the training improve teaching skills and academic resilience.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451767","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 effect of PIQMAS application on the engagement processes of upper basic stage mathematics and science students 应用 PIQMAS 对高年级基础阶段数学和科学学生参与过程的影响

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-19 DOI: 10.29333/ejmste/14242

Nardin Hamad, Asma Hussein, Bushra Allan, Nuha Karakra, Wajeeh M. Daher

{"title":"The effect of PIQMAS application on the engagement processes of upper basic stage mathematics and science students","authors":"Nardin Hamad, Asma Hussein, Bushra Allan, Nuha Karakra, Wajeeh M. Daher","doi":"10.29333/ejmste/14242","DOIUrl":"https://doi.org/10.29333/ejmste/14242","url":null,"abstract":"New strategies, methods and projects for the learning of the mathematics and science disciplines are needed. One such project is the project for improving quality of mathematics and science (PIQMAS) education. In the present research, we consider the project implementation in Palestine. Specifically, we examine students’ engagement when implementing the project. To do that, we consider three components of engagement: the cognitive, the behavioral and the emotional. To collect the data, we used interviews and observations, which ensured the triangulation of data collection. We interviewed 13 science and mathematics teachers who carried out the project. We used deductive and inductive content analysis to analyze the interviews and observations transcripts. The research results indicated that the project impacted positively the three components of students’ engagement, which indicates the importance of incorporating new teaching methods, especially PIQMAS, in the teaching of science and mathematics. It is recommended to study different aspects of students’ learning in PIQMAS environment.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450850","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

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman 探索阿曼苏丹国高中物理学生对基于项目的混合学习的准备情况

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-19 DOI: 10.29333/ejmste/14241

Fathiya Al-Kamzari, Norlidah Alias

引用次数: 0

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains 三岁儿童对基于两个 STEAM 领域的课堂体验的数学论证

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-09 DOI: 10.29333/ejmste/14187

María Salgado, A. Berciano, Beatriz Abad-Villaverde

{"title":"Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains","authors":"María Salgado, A. Berciano, Beatriz Abad-Villaverde","doi":"10.29333/ejmste/14187","DOIUrl":"https://doi.org/10.29333/ejmste/14187","url":null,"abstract":"In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789950","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

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains 三岁儿童对基于两个 STEAM 领域的课堂体验的数学论证

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-09 DOI: 10.29333/ejmste/14187

María Salgado, A. Berciano, Beatriz Abad-Villaverde

{"title":"Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains","authors":"María Salgado, A. Berciano, Beatriz Abad-Villaverde","doi":"10.29333/ejmste/14187","DOIUrl":"https://doi.org/10.29333/ejmste/14187","url":null,"abstract":"In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849902","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

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives 探究技能教学及其与阿联酋中学生批判性思维的关系：科学教师观点的系统回顾

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14155

Othman Abu Khurma, Farah El Zein

{"title":"Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives","authors":"Othman Abu Khurma, Farah El Zein","doi":"10.29333/ejmste/14155","DOIUrl":"https://doi.org/10.29333/ejmste/14155","url":null,"abstract":"Undoubtedly, due to continuous changes in time, environment, and demand, teaching techniques in science education should be constantly explored, reflected upon, and improved. This paper explores the current evidence related to secondary science teachers’ perspectives about teaching inquiry skills in the United Arab Emirates (UAE). After a systematic Boolean search in online databases, a research synthesis was conducted on the perspectives of secondary science teachers regarding inquiry and critical thinking of students in the context of UAE. Eight quantitative and qualitative studies were analyzed, and results showed that science teachers’ perspectives on teaching inquiry skills varied across studies. Additionally, some factors should be addressed when teaching critical thinking including socio-psycho factors (e.g., attitudes towards learning science, teacher competence, professional development, student characteristics, teaching and learning practices, and classroom management). This study recommends that further attention should be paid to teaching theories and approaches such as active learning strategy, sociocultural theory, constructivism theory, and affective filter hypothesis. These results are important since they identify the need of reevaluation of inquiry-based teaching and learning of science (e.g., critical thinking skill as a key one) in UAE secondary schools.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139686327","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 literature review about local wisdom and sustainability: Contribution and recommendation to science education 关于地方智慧和可持续性的系统文献综述：对科学教育的贡献和建议

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI: 10.29333/ejmste/14152

Nurdiyah Lestari, P. Paidi, Slamet Suyanto

{"title":"A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education","authors":"Nurdiyah Lestari, P. Paidi, Slamet Suyanto","doi":"10.29333/ejmste/14152","DOIUrl":"https://doi.org/10.29333/ejmste/14152","url":null,"abstract":"The theme “local wisdom, sustainability, and education” attracted the attention of researchers, and the number of publications began to increase, making it interesting to study. This systematic literature review (SLR) aims to review various research published in journals indexed in Scopus database related to the theme “local wisdom, sustainability, and education”. The review focuses on publication trends as well as the contributions and recommendations that can be obtained. Disbursement was focused on the largest database in the world (Scopus), where 186 articles were obtained. preferred reporting items for systematic reviews and meta-analysis model was used to obtain suitable articles, so that finally only 10 articles met the criteria to be analyzed. We obtained data that the dominant research was conducted using a qualitative approach or method. There is no dominant author, and all authors are not related to each other. Local wisdom and sustainability “meet” in the word Indonesia, showing Indonesia’s position and urgency in this study. The theme “local wisdom, sustainability, and education” is still not an interesting issue asking for international collaboration, so research collaboration is still local. We discuss all the findings. We also discuss the contributions and recommendations of the 10 articles analyzed, which can be grouped into aspects of sustainable agriculture, sustainable watershed management, implementation of environmental education curricula, and teacher professionalism development. Contributions and recommendations are aimed at all aspects of education (both formal, non-formal and informal education). Findings can be a consideration or baseline for researchers to study theme of “local wisdom, sustainability, and education” according to their respective backgrounds and objectives.","PeriodicalId":35438,"journal":{"name":"Eurasia Journal of Mathematics, Science and Technology Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139686875","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