European Journal of Science and Mathematics Education最新文献_第4页

The impact of changing environment on undergraduate mathematics students’ status 环境变化对数学本科学生地位的影响

European Journal of Science and Mathematics Education Pub Date : 2023-10-01 DOI: 10.30935/scimath/13438

Mario Lepore, R. Capone

引用次数: 0

Undergraduate Students' Attitudes and Mathematical Reasoning During the Pandemic: The Mediating Role of Metacognitive Awareness 大流行期间大学生态度与数学推理:元认知意识的中介作用

European Journal of Science and Mathematics Education Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.169

Choon Tak, Kwan Eu, Hutkemri Zulnaidi

{"title":"Undergraduate Students' Attitudes and Mathematical Reasoning During the Pandemic: The Mediating Role of Metacognitive Awareness","authors":"Choon Tak, Kwan Eu, Hutkemri Zulnaidi","doi":"10.12973/ejmse.4.3.169","DOIUrl":"https://doi.org/10.12973/ejmse.4.3.169","url":null,"abstract":"During the Covid-19 pandemic, this study investigated the role of metacognitive awareness as a mediator in the correlation between attitude and mathematical reasoning among undergraduates who are first year university students. These studies distribute mathematical reasoning assessments, metacognitive awareness questionnaires, and attitude surveys as research data. One hundred eighty-four undergraduate students from one public institution in Malaysia's Klang Valley area participated in the research. The impact of metacognitive awareness on attitude and mathematical reasoning was studied using Version 25 of the Statistical Packages for the Social Sciences. The findings indicated that undergraduate mathematics and science education students excelled in non-mathematics and science education students in mathematical reasoning capacity. According to the findings, undergraduate mathematics and science education students had good metacognitive understanding and used more approaches in mathematical reasoning assessment. Further study implies that more research should be conducted to assess different demographics, such as institute training teachers' metacognitive awareness and attitude towards mathematical reasoning.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438177","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

Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students 运用能力倾向治疗互动模型整合人格价值，提高五年级学生数学故事解题能力

European Journal of Science and Mathematics Education Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.191

Rosleny Babo, Agustan Syamsuddin*

{"title":"Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students","authors":"Rosleny Babo, Agustan Syamsuddin*","doi":"10.12973/ejmse.4.3.191","DOIUrl":"https://doi.org/10.12973/ejmse.4.3.191","url":null,"abstract":"This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437884","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

Not Asking for Help/Feeling Dumb: Preservice Elementary Teachers Reflect on Math Classes 不寻求帮助/感觉愚蠢:职前小学教师对数学课的反思

European Journal of Science and Mathematics Education Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.161

Carmen M., Janelle L.

{"title":"Not Asking for Help/Feeling Dumb: Preservice Elementary Teachers Reflect on Math Classes","authors":"Carmen M., Janelle L.","doi":"10.12973/ejmse.4.3.161","DOIUrl":"https://doi.org/10.12973/ejmse.4.3.161","url":null,"abstract":"Preservice elementary teachers have had a variety of experiences in their math classes which influence their willingness to engage in math as well as their confidence in doing so. This study examined the responses of two sets of preservice elementary teachers, in 2017 and in 2022, to questions about their \"best\" and \"worst\" experiences in math classes. Previous research has seldom asked preservice elementary teachers to examine what they do as students to create a better math experience and research is only now beginning on how COVID-19 may have affected student behavior. Inductive analysis revealed that the emotional intelligence of teachers greatly affected preservice elementary teachers' willingness to meaningfully engage in math. For example, a recurring theme in the data was a strong sense of not wanting to appear dumb, which prevented the students from asking questions or seeking help when needed. This study demonstrates that the classroom environment plays a significant role in preservice elementary teachers' success in math, confidence and comfort level with the subject, and, undoubtedly, how they will eventually teach math to their future students.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438179","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

Switching from Knowledge to Competence-Based Teachings: Biology Teachers’ Attitudes and Instructional Practices 从知识教学转向能力教学:生物教师的态度与教学实践

European Journal of Science and Mathematics Education Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.201

Emmanuel Bizimana, Dieudonné Mutangana, Adrian Adrian

{"title":"Switching from Knowledge to Competence-Based Teachings: Biology Teachers’ Attitudes and Instructional Practices","authors":"Emmanuel Bizimana, Dieudonné Mutangana, Adrian Adrian","doi":"10.12973/ejmse.4.3.201","DOIUrl":"https://doi.org/10.12973/ejmse.4.3.201","url":null,"abstract":"The study investigated the attitudes of Biology teachers towards the Biology Competence-Based Curriculum (BCBC) and their instructional practices at the lower secondary school level in Nyamagabe district, Rwanda. A descriptive survey design was adopted. Also, a purposive sampling technique was used to select 26 (16 male and 10 female) teachers of Biology. Data were collected using a questionnaire addressed to Biology teachers in selected schools and analyzed and presented in terms of frequencies, percentages, mean, and standard deviation. A one-way ANOVA was employed in the hypothesis testing. The findings indicated that these teachers had positive attitudes towards the implementation of BCBC. As for female ones, they had more positive attitudes towards BCBC implementation than the male ones. Considering those from boarding schools, they had a more positive attitude than the ones from day schools. Additionally, teachers with less teaching experience had more favorable attitudes than those with long experience. Teachers' age did not have any effect on their attitudes. The study also revealed that teachers of Biology rarely applied competence-based approaches in their teaching and assessment processes of students’ learning. It was inferred that the usage of CBC approaches differed significantly among teachers from boarding and day schools. The usage of CBC assessment methods did not differ significantly among teachers. From the findings, it was concluded that CBC seems not to be effectively implemented in the lower secondary schools under the study. Consequently, a recommendation was made to facilitate Biology teachers in schools with in-service training for professional development.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438168","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

Writing Activities as Intervention for Improving Academic Achievement in Mathematics 写作活动对提高数学学业成绩的干预作用

European Journal of Science and Mathematics Education Pub Date : 2023-09-15 DOI: 10.12973/ejmse.4.3.181

Dazel Ann, Rodrigo A.

{"title":"Writing Activities as Intervention for Improving Academic Achievement in Mathematics","authors":"Dazel Ann, Rodrigo A.","doi":"10.12973/ejmse.4.3.181","DOIUrl":"https://doi.org/10.12973/ejmse.4.3.181","url":null,"abstract":"Much research in Mathematics instruction has focused on collaborative learning and differentiated instruction. However, very little research in the Philippines focused on utilizing writing activities as an instructional intervention. Even in Mathematics, a subject grounded in computations, this can be beneficial. By explaining how a problem is solved, or why a solution is erroneous, students will learn how the concepts may be applied in a deeper sense. Given the pandemic's limits and the Philippines' low-performance ratings in international assessments, there is a pressing need to develop innovations to continue learning. Hence, this study investigated whether writing activities are effective in improving academic achievement in mathematics classrooms. Using an explanatory sequential mixed methods design, the study involved selected Grade 8 students in a public school in Pasig City. The results of the quantitative data showed a significant difference in the pre-test and post-test scores of the experimental group as compared to the control. This was supported by the qualitative data which revealed that writing activities help understand the topics, remember concepts, and serve as a reviewer before an assessment. Overall, the study suggests that writing activities as an intervention in mathematics are effective in improving the student’s academic achievement.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438167","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

Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools 中小学校跨年龄同伴数学辅导课程的课堂观察

European Journal of Science and Mathematics Education Pub Date : 2023-07-01 DOI: 10.30935/scimath/12983

Elba Barahona, Yolanda N. Padrón, H. Waxman

引用次数: 0

Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices 信仰可信吗？初学数学教师的信念与教学实践调查

European Journal of Science and Mathematics Education Pub Date : 2023-07-01 DOI: 10.30935/scimath/12905

Mustafa Guler, D. Celik

引用次数: 1

A systematic literature review on augmented reality in mathematics education 增强现实在数学教育中的系统文献综述

European Journal of Science and Mathematics Education Pub Date : 2023-07-01 DOI: 10.30935/scimath/13124

M. Bulut, Rita Borromeo Ferri

引用次数: 1

Active learning strategies for an effective mathematics teaching and learning 主动学习策略是有效的数学教与学

European Journal of Science and Mathematics Education Pub Date : 2023-07-01 DOI: 10.30935/scimath/13135

Isabel Vale, Ana Barbosa

{"title":"Active learning strategies for an effective mathematics teaching and learning","authors":"Isabel Vale, Ana Barbosa","doi":"10.30935/scimath/13135","DOIUrl":"https://doi.org/10.30935/scimath/13135","url":null,"abstract":"Learning is an active enterprise, where three dimensions stand out, cognitive, social, and physical, and, in addition, not all students learn in the same way. Grounded on these ideas, this article reports a study that aims to understand and characterize the performance of pre-service teachers when experiencing active learning strategies during their mathematics classes. The participants were 48 future teachers of primary education (3-12 years old) that experienced paper folding, a gallery walk, and a math trail as active learning strategies. We followed a qualitative methodology, collecting data though observations, written productions, and photographic records. The analysis involved a qualitative and inductive approach resorting to content analysis. The results of the study show that the participants valued these experiences, due to their potential in the development of a diversity of mathematical concepts and abilities, and throughout them showed traits of cognitive, social, and physical engagement. Active learning provided collaborative work and mathematical communication enabling the emergence of different strategies to solve the proposed tasks. The participants were able to reflect and be aware of their ideas, mistakes, and difficulties, as well as of others, in a non-threatening environment, where movement was highlighted for not being a popular dimension in mathematics classes. Although more research is needed, the results encourage the use of active learning strategies as a valuable approach to teaching and learning.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43491797","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