European Journal of Science and Mathematics Education最新文献_第3页

Problem-solving in a real-life context: An approach during the learning of inequalities 在现实生活中解决问题：不等式学习过程中的一种方法

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13828

Helena Rocha, Floriano Viseu, Sara Matos

{"title":"Problem-solving in a real-life context: An approach during the learning of inequalities","authors":"Helena Rocha, Floriano Viseu, Sara Matos","doi":"10.30935/scimath/13828","DOIUrl":"https://doi.org/10.30935/scimath/13828","url":null,"abstract":"This study was conducted while 9th grade students learn to solve inequalities and seeks to understand their approach to solving problems with a real-life context. Specifically, the aim is to understand: (1) What are the main characteristics of the students’ approaches to the proposed problems? (2) What is the impact of the real context on the students’ resolutions? A qualitative and interpretative methodology is adopted, based on case studies, with data collected through documentary collection and audio recording of discussions between a pair of students while solving problems. The main conclusions suggest a trend to approach problems without establishing immediate connections with what was being done in the classroom, with students’ decisions being essentially guided by criteria of simplicity. The real context of the problems seems to have the potential to develop in students a more integrated mathematics, focused on understanding and not so much on the repetition of mechanical and meaning-independent procedures. The students’ familiarization with the context in question is one of the aspects highlighted by this study.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"161 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393695","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

Does the use of the calculator reduce anxiety in the study of differential and integral calculus? 使用计算器是否会减少微积分和微积分学习中的焦虑？

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13867

Jaime Segarra, A. Cabrera-Martínez

{"title":"Does the use of the calculator reduce anxiety in the study of differential and integral calculus?","authors":"Jaime Segarra, A. Cabrera-Martínez","doi":"10.30935/scimath/13867","DOIUrl":"https://doi.org/10.30935/scimath/13867","url":null,"abstract":"The objective of this research is to study if the use of the calculator decreases students’ anxiety in the subject of differential and integral calculus. Specifically, the research is carried out with 30 engineering students. Auzmendi anxiety factor questions are used to measure anxiety. The study is carried out in two moments; in the first the calculator is not used and in the second if they use it. In the second case, the calculator is used in problems involving the application of derivatives and integrals. The results indicate that the students reduce their anxiety when they use the calculator. Thus, in seven of the nine questions, students who use the calculator obtain a higher mean, it helps to reduce anxiety. In general, t-student test indicates that the moment students use the calculator they have less anxiety, and it helps to reduce errors in the mathematical process. Teachers should consider the calculator as a resource that motivates the student and helps reduce anxiety. In addition, the use of the calculator helps to reduce mathematical errors in basic operations and in the application of derivatives and integrals.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"30 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125654","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

Assessing the added value of a history-based activity for students with low mathematics skills 评估以历史为基础的活动对数学能力差的学生的附加值

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13868

Thomas De Vittori, Gaëlle Louaked, Marie-Pierre Visentin

{"title":"Assessing the added value of a history-based activity for students with low mathematics skills","authors":"Thomas De Vittori, Gaëlle Louaked, Marie-Pierre Visentin","doi":"10.30935/scimath/13868","DOIUrl":"https://doi.org/10.30935/scimath/13868","url":null,"abstract":"The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pre-test and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students’ results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students’ disorientation is one of the purposes of history in mathematics education.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128992","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

First-year engineering students’ affective behavior about mathematics in relation to their performance 工科一年级学生的数学情感行为与成绩的关系

European Journal of Science and Mathematics Education Pub Date : 2024-01-01 DOI: 10.30935/scimath/13884

A. Panaoura, Marios Charalambides, Eleni Tsolaki, Savvas Pericleous

{"title":"First-year engineering students’ affective behavior about mathematics in relation to their performance","authors":"A. Panaoura, Marios Charalambides, Eleni Tsolaki, Savvas Pericleous","doi":"10.30935/scimath/13884","DOIUrl":"https://doi.org/10.30935/scimath/13884","url":null,"abstract":"The present study examines the first-year engineering students’ attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students’ performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"47 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129296","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

Modelling-based pedagogy as a theme across science disciplines–Effects on scientific reasoning and content understanding 跨科学学科的以建模为基础的教学法——对科学推理和内容理解的影响

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13516

K. Malone, A. Schuchardt

{"title":"Modelling-based pedagogy as a theme across science disciplines–Effects on scientific reasoning and content understanding","authors":"K. Malone, A. Schuchardt","doi":"10.30935/scimath/13516","DOIUrl":"https://doi.org/10.30935/scimath/13516","url":null,"abstract":"Due to the increased use of scientific models and modelling in K-12 education, there is a need to uncover its effects on students over time. Prior research has shown that the use of scientific modelling in K-12 classes is associated with improved conceptual knowledge and problem-solving skills. However, few studies have explicitly tested the longitudinal benefits of using model-based instruction on students’ scientific reasoning skills (SRS) and content knowledge. This paper studies the effects of the use of modelling-based pedagogy in a longitudinal comparative case study on students’ SRS using hierarchical linear modeling. Our findings showed that initial exposure to modelling-based instruction increased scientific reasoning scores significantly. By the end of their first year of science instruction, the average high school freshman in our study achieved the scientific reasoning level of many undergraduate STEM majors. More importantly, students in the lowest quartile of scientific reasoning demonstrated increased scores over the three years of the modeling-based course sequence. In addition, reasoning scores in the modelling classes were a significant predictor of post-content knowledge in all subjects. Our results suggested that students should be exposed to model-based instruction early and consistently to achieve equity in science instruction.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702031","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

Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study 科学领域远程教育教师专业发展计划之影响追踪:Α纵向个案研究

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13721

Eirini Tzovla, Katerina Kedraka

引用次数: 0

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach 基于教学方法的心理计算成绩：一项基于神经认知方法的眼动追踪研究

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13459

Malena Manchado Porras, Inmaculada Menacho Jiménez, Jose Carlos Piñero-Charlo, M. Canto-López

{"title":"Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach","authors":"Malena Manchado Porras, Inmaculada Menacho Jiménez, Jose Carlos Piñero-Charlo, M. Canto-López","doi":"10.30935/scimath/13459","DOIUrl":"https://doi.org/10.30935/scimath/13459","url":null,"abstract":"Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th & 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]CBC=16.22; MABN=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (MCBC=5.01; MABN=3.85; p=.001), and a lower pupil diameter average in AOIs (MCBC=4.07; MABN=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43335870","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

Environmental education in the school system at elementary schools in Slovakia 斯洛伐克小学学校系统中的环境教育

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13377

Veronika Piscová, Jarmila Lehotayová, J. Hreško

{"title":"Environmental education in the school system at elementary schools in Slovakia","authors":"Veronika Piscová, Jarmila Lehotayová, J. Hreško","doi":"10.30935/scimath/13377","DOIUrl":"https://doi.org/10.30935/scimath/13377","url":null,"abstract":"Environmental education (EE) in elementary schools (6 − 15 years old) in Slovakia is not systematically defined, it is often dependent on the voluntary efforts and enthusiasm of teachers. Schoolchildren acquire environmental knowledge in a limited form during the teaching of individual subjects, especially Biology, Geography and to some extent, also Chemistry, Physics etc. In elementary schools, the school subject of EE is absent. Therefore, the aim of the presented study is to find out the current situation in formal and informal EE at elementary schools in Slovakia. We gathered data on formal EE in the form of a google questionnaire survey, in which only 18% of all elementary schools in Slovakia were willing to participate. Through some questions in the google questionnaire, these elementary schools also provided informations about the inclusion of formal, informal and non-formal education at elementary schools. Our SWOT analysis indicate a need for systematic EE in elementary schools, as well as improvements of teaching materials and teacher training in this area. At the same time, we present the EE model at the Rakovec nad Ondavou Elementary School with Kindergarten, which is included in the Green School Network and actively involved in Erasmus projects providing the opportunity to implement part of the study and internships abroad.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44133834","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

Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers 职前教师在大学化学中有意义学习和记忆的实际问题解决任务

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13497

V. C. Handa, V. Talisayon

{"title":"Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers","authors":"V. C. Handa, V. Talisayon","doi":"10.30935/scimath/13497","DOIUrl":"https://doi.org/10.30935/scimath/13497","url":null,"abstract":"This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention in a nonlaboratory chemistry component of a physical science course for pre-service teachers (PSTs). It utilized a mixed-methods research using a modified quasi-experimental design followed by a detailed analysis of change in the conceptual understanding of case participants. The researcher employed mechanical and statistical matching to select 80 participants in two intact groups. The study’s findings revealed that using PPST as a mode of instruction significantly promoted ML and meaningful retention of chemistry concepts. The study generated patterns of explanation, patterns of change in the level of conceptual understanding, and patterns of regression in understanding. The study further argued that PSTs exposed to PPST experienced ML as evidenced by (1) the outcome–significant differences in performances in ML and meaningful retention tests, (2) the process–qualitative evidence of positive change in conceptual understanding, and (3) the context–use of PPST designed for PSTs to engage in a learning process meaningfully. This study called for further research on the inclusion of PPST in other nonlaboratory classes in chemistry and other science subjects, both at secondary and tertiary level.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46699147","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

STEM professional development programs for science and mathematics primary school teachers: A systematic literature review 科学与数学小学教师STEM专业发展计划:系统文献综述

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13629

Afizal Abd Ghani, R. Rosli, Zanaton H. Iksan, Lilia Halim, Kamisah Osman, S. Maat, Siti Nur Diyana Mahmud, M. S. Mahmud, Azmin Shah Rambely, Ah-Nam Lay

{"title":"STEM professional development programs for science and mathematics primary school teachers: A systematic literature review","authors":"Afizal Abd Ghani, R. Rosli, Zanaton H. Iksan, Lilia Halim, Kamisah Osman, S. Maat, Siti Nur Diyana Mahmud, M. S. Mahmud, Azmin Shah Rambely, Ah-Nam Lay","doi":"10.30935/scimath/13629","DOIUrl":"https://doi.org/10.30935/scimath/13629","url":null,"abstract":"In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43105743","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