European Journal of Science and Mathematics Education最新文献_第9页

Adapting Bruner’s 3-Tier Theory to Improve Teacher Trainees’ Conceptual Knowledge for Teaching Integers at the Basic School 运用布鲁纳三层理论提高基础学校教师培训生整数教学概念知识

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.61

Edmund Anamboi, R. Benjamin

{"title":"Adapting Bruner’s 3-Tier Theory to Improve Teacher Trainees’ Conceptual Knowledge for Teaching Integers at the Basic School","authors":"Edmund Anamboi, R. Benjamin","doi":"10.12973/ejmse.3.2.61","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.61","url":null,"abstract":"The focus of this action research was to adapt Bruner’s 3-tier theory to enhance conceptual knowledge of teacher trainees on integer operations. It looks into how learners' conceptual knowledge of integer operations changes over time, as well as their attitudes toward using the 3-tier model. Eighty-two (82) teacher trainees, who were in their first year semester one of the 2020/2021 academic year were purposely selected for the study. Data was collected using test and semi-structured interviews. The study found that using Bruner’s 3-tier theory contributed to substantial gains in conceptual knowledge on integers operations among learners. It was also found that learners proffered positive compliments about the Concrete-Iconic-Symbolic (C-I-S) construct of lesson presentation and how it built their understanding to apply knowledge on integers operations. Learners also largely proffered positive image about C-I-S construct as it aroused interest and activated unmotivated learners. On these bases, the study concludes that lessons presentations should mirror C-I-S construct in order to alleviate learning difficulties encountered on integer operations. To do this, the study suggests that workshops on lesson presentation using C-I-S construct be organized for both subject tutors, mentors and lead mentors to re-equip their knowledge and to buy-in the idea among others.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83768255","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

Exploration of Prospective Mathematics Teachers’ Mathematical Connections When Solving the Integral Calculus Problems Based on Prior Knowledge 未来数学教师在解决基于先验知识的积分问题时的数学联系探究

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.105

Didik Sugeng

{"title":"Exploration of Prospective Mathematics Teachers’ Mathematical Connections When Solving the Integral Calculus Problems Based on Prior Knowledge","authors":"Didik Sugeng","doi":"10.12973/ejmse.3.2.105","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.105","url":null,"abstract":"Mathematical connection ability is very important to be mastered by prospective mathematics teacher students as competency to teach in secondary schools. However, the facts show that there are still many students who have weak mathematical connection abilities. This qualitative descriptive study aimed to explore how the process, and product of the mathematical connection made by prospective mathematics teacher students when solving the integral calculus problems based on their prior knowledge. The research subjects were 58 students who were prospective high school mathematics teachers at the University of Jember, Indonesia. Data were collected using documentation, questionnaire, test, and interview methods. After the test results of all subjects were analyzed, six students were interviewed. To find the match between the results of the written test and the results of the interview, a triangulation method was carried out. Data analysis used descriptive qualitative analysis with steps of data categorization, data presentation, interpretation, and making conclusions. The results show that the research subjects have connected and used mathematical ideas in the form of procedures, facts, concepts/principles, and representations in solving integral calculus problems. Students with high prior knowledge abilities can make better mathematical connections than students with moderate and low prior abilities. From these results, it is recommended that lecturers need to improve students' prior knowledge and train the students more intensely to solve integral calculus problems so all students can develop their mathematical connection abilities into very strong categories.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79352040","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

On Pre-Service Teachers’ Content Knowledge of School Calculus: An Exploratory Study 职前教师学校微积分内容知识探究

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.91

Tin Lam, Toh Pee, Kok Ming, Ying Zhu

引用次数: 1

Mathematics Lecturers Professional Learning on the Topic of Even and Odd Functions through Lesson Study 数学讲师通过课堂学习对奇偶函数主题的专业学习

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.119

Hosseinali Gholami

{"title":"Mathematics Lecturers Professional Learning on the Topic of Even and Odd Functions through Lesson Study","authors":"Hosseinali Gholami","doi":"10.12973/ejmse.3.2.119","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.119","url":null,"abstract":"A mathematics instructor with limited knowledge of content and pedagogy has little room for improvement or novelty in the classroom or the ability to arouse students' interest in learning mathematics. This case study was conducted in a foundation center of one of the public universities in Malaysia. The target of current research was to investigate the influence of lesson study (LS) on lecturers’ pedagogical content and content knowledge. The LS group comprises of seven lecturers of the mathematics group and the researcher. The group collaboratively prepared a research lesson on the subject of even and odd functions. Data gathered through interviews and observations on the lecturers’ activities in discussion meetings. Data from observations and interviews were analyzed descriptively and through thematic analysis method respectively. The results of this study show lecturers improved their knowledge in content and pedagogy considerably about even and odd functions. They enhanced their teaching knowledge through collaborative work and sharing of experiences. It seems the findings of this research not only help lecturers to have better performance in teaching the even and odd functions but also encourage them to experience the LS approach in teaching other mathematical concepts.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80171403","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

Mathematics, Gender and the Meaning in Life: The Results of PISA testing in Bosnia and Herzegovina 数学、性别和生命的意义:波斯尼亚和黑塞哥维那的PISA测试结果

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.171

H. Memišević, Inga Biscevic

引用次数: 0

The Effectiveness of The STEM Approach on Science Process Skills in Studying Reaction Rate STEM方法对研究反应速率的科学过程技能的有效性

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.135

D. Fitri, Raudhatul Fadhilah*

{"title":"The Effectiveness of The STEM Approach on Science Process Skills in Studying Reaction Rate","authors":"D. Fitri, Raudhatul Fadhilah*","doi":"10.12973/ejmse.3.2.135","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.135","url":null,"abstract":"The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91310381","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 Study of Students’ Self-Efficacy in Mathematics Performance Based on Bugis Ethnicity and Gender 基于民族和性别的学生数学成绩自我效能感研究

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.155

S. Alam, Mega Teguh, Tatag Yuli

{"title":"A Study of Students’ Self-Efficacy in Mathematics Performance Based on Bugis Ethnicity and Gender","authors":"S. Alam, Mega Teguh, Tatag Yuli","doi":"10.12973/ejmse.3.2.155","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.155","url":null,"abstract":"The study on mathematical performance was significant enough to be studied further to measure students' self-efficacy. Although studies on student self-efficacy in math performance from a gender perspective were abundant, studies on this relationship from the perspectives of ethnic culture and gender were scarce. Therefore, the objective of this study was to examine the self-efficacy of Bugis Junior High School students in solving math problems based on gender. The researchers used an algebra problem in the context of the Bugis ethnic culture. For this data set, two of 25 students at a public junior high school in Bone, South Sulawesi, Indonesia, were interviewed based on ethnicity and gender. Qualitatively, the triangulation technique was employed for data analysis. The study results revealed that male students outperformed girls in terms of self-efficacy, namely magnitude, strength, and generality, in math performance. Furthermore, female students had lower self-efficacy in terms of confidence, supportive experience in completing math tasks, and confidence in their ability to complete math tasks in similar or different contexts, compared to male students, who had higher self-efficacy. This result provided new knowledge by exploring the characteristics of students' self-efficacy by integrating ethnicity and gender.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"173 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77774360","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

Comparing Examination Standards without Graded Candidate Scripts 没有评分的考生剧本比较考试标准

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.79

Ian Jones, Colin Foster, Jodie Hunter

引用次数: 0

High School Student’s Emotional Intelligence and Self-Reliance in Learning Mathematics: A Simple-Regression Analysis 高中生情绪智力与数学学习自立:简单回归分析

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.145

Andie Tangonan

{"title":"High School Student’s Emotional Intelligence and Self-Reliance in Learning Mathematics: A Simple-Regression Analysis","authors":"Andie Tangonan","doi":"10.12973/ejmse.3.2.145","DOIUrl":"https://doi.org/10.12973/ejmse.3.2.145","url":null,"abstract":"The prediction potential of the model \"emotional intelligence and self-reliance\" to students' mathematical performance was investigated in this study. This research was conducted in the third and fourth quarters of the academic year 2021-2022. The quantitative research design, specifically comparative and regression analysis, was used in this study. The comparative design was utilized to assess the differences in emotional intelligence and self-reliance between male and female students, and the regression analysis was performed to see if the model \"emotional intelligence and self-reliance\" can predict students' mathematical performance. In terms of emotional intelligence and self-reliance, the findings show no significant difference between male and female students. Furthermore, the student's emotional intelligence and self-reliance were strong predictors of mathematics performance. It implies that emotional intelligence and self-reliance are essential factors in better math learning. The study suggested that teachers may improve their students' emotional intelligence and self-reliance by integrating social and emotional learning programs into their classes.","PeriodicalId":36049,"journal":{"name":"European Journal of Science and Mathematics Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73103032","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

An On-Campus Approach to Online Mathematics Teaching: A Case Study on a Pre-Calculus Course 校园数学在线教学:以微积分预科课程为例

European Journal of Science and Mathematics Education Pub Date : 2022-12-15 DOI: 10.12973/ejmse.3.2.191

Tonje Jin, Kirsi Helkala

引用次数: 1