JRAMathEdu (Journal of Research and Advances in Mathematics Education)最新文献_第3页

Undergraduate basic sciences and engineering students’ understanding of the concept of derivative 本科基础理工科学生对导数概念的理解

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2021-09-11 DOI: 10.23917/JRAMATHEDU.V6I4.14093

Saeid Haghjoo, E. Reyhani

{"title":"Undergraduate basic sciences and engineering students’ understanding of the concept of derivative","authors":"Saeid Haghjoo, E. Reyhani","doi":"10.23917/JRAMATHEDU.V6I4.14093","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I4.14093","url":null,"abstract":"Derivative is one of the most important topics in calculus that has many applications in various sciences. However, according to the research, students do not have a deep understanding of the concept of derivative and they often have misconceptions. The present study aimed to investigate undergraduate basic sciences and engineering students’ understanding of the concept of derivative at Tehran universities on based the framework of Zandieh. The method was descriptive-survey. The population included all undergraduate students of Tehran universities who passed Calculus I. The sample included 604 students being selected through multi-stage random cluster sampling. The measurement tool was a researcher-made test for which the reliability coefficient was obtained using Cronbach's alpha (r=.88). Inspired by Hähkiöniemi’s research, nine tasks on derivative learning were given to the students. The students’ responses were evaluated using a five-point Likert scale and analyzed using descriptive responses. The results indicated that students have no appropriate understanding of the basic concepts of derivatives in numerical, physical, verbal, and graphical contexts. Basic sciences students performed meaningfully were better in understanding the tangent line slope compared to engineering students, while engineering students performed meaningfully were better than basic sciences students in the rate of change.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115447311","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: 3

Chess, visual memory and geometric transformations 象棋，视觉记忆和几何变换

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2021-09-11 DOI: 10.23917/JRAMATHEDU.V6I4.14269

Jorge Jhonattan Castellanos Sosa, Francy Karina Maldonado Aguilar

{"title":"Chess, visual memory and geometric transformations","authors":"Jorge Jhonattan Castellanos Sosa, Francy Karina Maldonado Aguilar","doi":"10.23917/JRAMATHEDU.V6I4.14269","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I4.14269","url":null,"abstract":"This work shows how playing chess creates capacities in the student such as increasing visual memory. This helps to classify information in an orderly manner in the mind and contributes to a better understanding of geometric transformations such as displacements, turns and similarities. This was done with a mixed technique (Quantitative and Qualitative), starting with a structured questionnaire that was applied to 487 students. A case study was carried out with two students (one with and the other without notable chess skills) in two schools in Bogotá-Colombia, with the aim of understanding chess as a tool that can help the teacher to teach mathematics¡. In the quantitative part, data were collected by a structured questionnaire, and in the qualitative part, recordings and transcripts were made of what the two students reported in the case study. So, favorable results were achieved for students who usually play chess, because they show a great capacity for visual memory (in the long and short term) that contributes to a more optimal learning of displacements and similarities in the Cartesian plane. This research shows a powerful tool (chess) that can be used in the teaching of mathematics, thanks to the skills and concepts that are generated in the experience with the game.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131811393","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: 1

Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving 职前小学教师数学解题元认知意识与信念

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2021-07-20 DOI: 10.23917/JRAMATHEDU.V6I3.14349

A. Yorulmaz, Humeyra Uysal, Halil Çokçaliskan

{"title":"Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving","authors":"A. Yorulmaz, Humeyra Uysal, Halil Çokçaliskan","doi":"10.23917/JRAMATHEDU.V6I3.14349","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I3.14349","url":null,"abstract":"Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132944363","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: 1

The mediating effect of students’ attitude to student career aspiration and mathematics achievement 学生职业抱负态度对数学成绩的中介作用

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2021-06-29 DOI: 10.23917/jramathedu.v6i3.13784

Quiliano Jr Gonzales Oracion, Ivy Lyt Abina

{"title":"The mediating effect of students’ attitude to student career aspiration and mathematics achievement","authors":"Quiliano Jr Gonzales Oracion, Ivy Lyt Abina","doi":"10.23917/jramathedu.v6i3.13784","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i3.13784","url":null,"abstract":"Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127155191","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: 3

Professional competency: Pre-service mathematics teachers’ understanding toward probability concept 专业胜任力:职前数学教师对概率概念的理解

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2021-06-29 DOI: 10.23917/jramathedu.v6i3.13779

Sitti Karimah Sulfiah, Y. M. Cholily, Agus Subaidi

{"title":"Professional competency: Pre-service mathematics teachers’ understanding toward probability concept","authors":"Sitti Karimah Sulfiah, Y. M. Cholily, Agus Subaidi","doi":"10.23917/jramathedu.v6i3.13779","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i3.13779","url":null,"abstract":"The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons’ delivery engenders more comprehensible instruction in teachers’ students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers’ professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three pre-service teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"282 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132096288","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: 2

Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning 认知灵活性:探讨小学生数学学习中解决问题的能力

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-12-28 DOI: 10.23917/JRAMATHEDU.V6I1.11630

S. Rahayuningsih, Sirajuddin Sirajuddin, N. Nasrun

{"title":"Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning","authors":"S. Rahayuningsih, Sirajuddin Sirajuddin, N. Nasrun","doi":"10.23917/JRAMATHEDU.V6I1.11630","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I1.11630","url":null,"abstract":"In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method. In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129864460","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: 13

Rubric as a learning tool in teaching application of derivatives in basic calculus 在基础微积分中导数教学中的应用

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-12-23 DOI: 10.23917/JRAMATHEDU.V6I1.11449

Leah Conejos Auxtero, R. Callaman

{"title":"Rubric as a learning tool in teaching application of derivatives in basic calculus","authors":"Leah Conejos Auxtero, R. Callaman","doi":"10.23917/JRAMATHEDU.V6I1.11449","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I1.11449","url":null,"abstract":"Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116143838","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: 3

A design approach to mathematics teacher educator development in East Africa 东非数学教师教育发展的设计方法

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-12-16 DOI: 10.23917/JRAMATHEDU.V6I1.11898

J. Golding, M. S. Batiibwe

{"title":"A design approach to mathematics teacher educator development in East Africa","authors":"J. Golding, M. S. Batiibwe","doi":"10.23917/JRAMATHEDU.V6I1.11898","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V6I1.11898","url":null,"abstract":"Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131604808","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

Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content) 封面(封面、编委会、索引和摘要、目录)

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-10-01 DOI: 10.23917/jramathedu.v3i1.7710

E. Editorial

引用次数: 0

Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels 民族数学语境学习在提高思维水平问题解决能力中的应用

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-09-30 DOI: 10.23917/JRAMATHEDU.V5I3.11679

Andi Saparuddin Nur, S. Waluya, Rochmad Rochmad, Wardono Wardono

{"title":"Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels","authors":"Andi Saparuddin Nur, S. Waluya, Rochmad Rochmad, Wardono Wardono","doi":"10.23917/JRAMATHEDU.V5I3.11679","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I3.11679","url":null,"abstract":"The differences in the development of students' thinking levels, especially in adolescence, impact the way they perceive problems. Contextual learning with ethnomathematics can provide opportunities for students to develop problem-solving abilities based on their level of thinking. This study examined the contextual learning with ethnomathematics to enhance problem-solving abilities based on thinking levels.This experimental research was conducted by posttest only control group design. The participants of this research were 60 students at a junior high school in Gowa Regency, South Sulawesi Province.Data were collected using observation sheets to determine local cultural characters that appeared at the time of treatment. The thinking level category uses the group assessment for logical thinking (GALT) test. The students' mathematical problem-solving abilities use the curved side space material to suit the local cultural context. The data analysis technique used descriptive statistics and covariance analysis (ANCOVA). This study results indicate that contextual learning with ethnomathematics influences problem-solving abilities based on the level of thinking. Furthermore, local cultural characters appear in each category of students' thinking levels. Students with formal thinking levels have better problem-solving abilities than transitional and concrete thinking levels. Contextual learning with ethnomathematics fosters problem-solving abilities based on the thinking levels","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116214586","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: 22