International Journal of Education in Mathematics Science and Technology最新文献

Focus on the Assessment Concerns of In-service and Pre-service Mathematics Teachers 在职和职前数学教师的评估关注

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3040

Yaniv Biton, Ester Halfon

{"title":"Focus on the Assessment Concerns of In-service and Pre-service Mathematics Teachers","authors":"Yaniv Biton, Ester Halfon","doi":"10.46328/ijemst.3040","DOIUrl":"https://doi.org/10.46328/ijemst.3040","url":null,"abstract":"Evaluation in mathematics is an inherent part of the discipline. In the current study, issues in the assessment of mathematics that concern MTs and S-MTs are studied. The basic assumption for this study is that improving teachers’ ability to deal with the challenges of assessment necessitates examining whether those issues are essential or technical. We first identified assessment issues that concern teachers and student teachers and then defined them as essential or technical difficulties. Sample questions included: What concerns do elementary and middle school MTs and S-MTs have with respect to student assessment, particularly with respect to alternative assessment methods? To what degree do these concerns represent essential or technical difficulties? At what frequency do elementary and middle school MTs and S-MTs encounter these difficulties? We found three main concerns – validity and reliability of exams; heterogeneity of the evaluated students; knowledge and achievements as reflected in the evaluation. The found that teachers seek solutions to practical assessment concerns and aspire to professional and credible evaluations that contribute to the students’ math development.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"36 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367016","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

Effects of Inquiry-Based Approaches on Students’ Higher-Order Thinking Skills in Science: A Meta-Analysis 探究性教学对学生科学高阶思维能力的影响:一项元分析

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3216

Ronilo Palle Antonio, Maricar Sison Prudente

{"title":"Effects of Inquiry-Based Approaches on Students’ Higher-Order Thinking Skills in Science: A Meta-Analysis","authors":"Ronilo Palle Antonio, Maricar Sison Prudente","doi":"10.46328/ijemst.3216","DOIUrl":"https://doi.org/10.46328/ijemst.3216","url":null,"abstract":"Demonstrating higher-order thinking skills is crucial for thriving in a volatile, uncertain, complex, and ambiguous (VUCA) environment. In science education, inquiry-based learning has increasingly been recognized as a potent approach to stimulate students' higher-order thinking skills. While prior research has shown evidence of its positive impact on student achievement, no study has critically synthesized its effect on students' higher-order thinking skills in the context of science learning. Thus, this study conducted a meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The study extracted twenty-six (26) effect sizes from twenty (20) studies, involving 1,349 students exposed to both inquiry-based and conventional approaches. Using the Comprehensive Meta-analysis Software, effect size (Hedges g) was calculated to determine the magnitude of the effectiveness of inquiry-based approaches. The overall weighted effect size of g = 0.893 demonstrates that inquiry-based approaches have a significantly large and positive impact on students' higher-order thinking skills. Moderator analysis suggests that regardless of students' educational level, scientific discipline, or level of inquiry, the use of the inquiry-based approach in teaching scientific concepts maximizes students' higher-order thinking skills. Although various inquiry-based approaches were effective when combined with other instructional strategies for teaching scientific concepts, only a few studies integrated technology into the implementation of inquiry-based approaches in science. Given the positive findings of this meta-analysis, science teachers are further encouraged to adapt inquiry-based approaches to enhance their teaching practices and support students in strengthening their higher-order thinking skills.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"75 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413351","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 Story of Definite Integrals: A Calculus Textbook Narrative Analysis 定积分的故事:微积分教科书叙事分析

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3045

Amanda Huffman Hayes

{"title":"The Story of Definite Integrals: A Calculus Textbook Narrative Analysis","authors":"Amanda Huffman Hayes","doi":"10.46328/ijemst.3045","DOIUrl":"https://doi.org/10.46328/ijemst.3045","url":null,"abstract":"There is a plethora of textbooks to choose from. While most textbooks contain the same content, teachers need to understand the textbook they have chosen to support their students’ learning, as textbooks can significantly impact student learning and teacher instruction. When searching for a way to understand the various textbooks, my research question became, How do calculus textbooks tell the story of definite integrals? My research is in response to the never-ending search for how teachers can select and use their resources. Also, this study contributes to understanding the relationships between stories and knowledge construction using Dietiker’s (2015) narrative framework to analyze the written calculus curriculum. I wrote the specific stories of introducing the definite integral as told by five calculus textbooks. Analyzing how the stories developed disclosed the similarities and differences among the texts in teaching definite integrals. The analysis also revealed a variety of avenues to introduce and teach definite integrals, including a focus on the area under the curve, Riemann sums, or the Fundamental Theorem of Calculus, and some implications to the context of physics related to these avenues. These insights provide teachers with a deeper understanding of textbook lessons and the variances that can potentially alter student learning.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"22 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412157","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

Facilitating Mathematics and Computer Science Connections: A Cross Curricular Approach 促进数学和计算机科学的联系:一个跨课程的方法

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3104

Kimberly Beck, Jessica F. Shumway, Umar Shehzad, Jody Clarke-Midura, Mimi Recker

{"title":"Facilitating Mathematics and Computer Science Connections: A Cross Curricular Approach","authors":"Kimberly Beck, Jessica F. Shumway, Umar Shehzad, Jody Clarke-Midura, Mimi Recker","doi":"10.46328/ijemst.3104","DOIUrl":"https://doi.org/10.46328/ijemst.3104","url":null,"abstract":"In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students’ long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner‑oriented account of our experience.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"43 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412786","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 Effects of Technical Skills, Attitudes, and Knowledge on Students' Readiness to Use 4.0 Industrial Revolution Technologies in Education 技术技能、态度和知识对学生准备在教育中使用4.0工业革命技术的影响

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3638

Sultan Hammad Alshammari

{"title":"The Effects of Technical Skills, Attitudes, and Knowledge on Students' Readiness to Use 4.0 Industrial Revolution Technologies in Education","authors":"Sultan Hammad Alshammari","doi":"10.46328/ijemst.3638","DOIUrl":"https://doi.org/10.46328/ijemst.3638","url":null,"abstract":"Technological advancements have led to the emergence of the Fourth Industrial Revolution (4IR). Students’ readiness to use 4IR technologies is thus essential for the development of knowledgeable, competent, and skilled graduates. However, ensuring students’ readiness to use 4IR technologies is quite challenging, leading to a need to understand the factors that influence readiness in this regard. In this study, a research model was developed for examining effects of students’ technical skills, attitudes, and knowledge on their readiness to use 4IR technologies. Data were collected from 182 students through an online survey. A two-step data analysis was then performed using AMOS. A confirmatory factor analysis was conducted to assess the research model, and SEM was then applied to examine the hypotheses and relationships between the constructs. The results demonstrated that students’ technical skills, attitudes, and knowledge levels significantly influenced their readiness to use 4IR technologies. Recommendations for policy and decision makers in higher education were drawn from this research to increase students’ readiness for adopting and using 4IR technologies.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413355","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

TPACK in In-service Secondary Education Teachers: A Systematic Review of the Literature 中等教育在职教师的TPACK:文献系统回顾

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3198

Javier Ricardo Guzmán González, Grace Judith Vesga Bravo

{"title":"TPACK in In-service Secondary Education Teachers: A Systematic Review of the Literature","authors":"Javier Ricardo Guzmán González, Grace Judith Vesga Bravo","doi":"10.46328/ijemst.3198","DOIUrl":"https://doi.org/10.46328/ijemst.3198","url":null,"abstract":"The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement was conducted. The search for papers was carried out in the Scopus, Web of Science, Sage Journal, and SciELO databases in September 2022. 37 articles were selected for review. The review of the studies made it possible to establish that the papers were mainly grouped into two categories: the first related to teachers' perception of TPACK, which includes research with self-perception questionnaires, case studies and relationships of self-perception with other variables such as barriers to technology integration in the classroom, pedagogical beliefs, and online education; and the second to developing training courses based on TPACK, complemented with self-perception questionnaires in the form of pretest-posts, classroom observations, and interviews. The results of the first category are dissimilar since TPACK levels differ from one study to another in variables such as gender and teaching experience. From the second, it is established that teacher professional development courses favor improving technological integration in the classroom.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"SE-2 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413359","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

Computational Thinking Research in Mathematics Learning in the Last Decade: A Bibliometric Review 近十年来数学学习中的计算思维研究:文献计量学综述

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3086

Ilham Muhammad, Husnul Khatimah Rusyid, Swasti Maharani, Lilis Marina Angraini

{"title":"Computational Thinking Research in Mathematics Learning in the Last Decade: A Bibliometric Review","authors":"Ilham Muhammad, Husnul Khatimah Rusyid, Swasti Maharani, Lilis Marina Angraini","doi":"10.46328/ijemst.3086","DOIUrl":"https://doi.org/10.46328/ijemst.3086","url":null,"abstract":"This study aims to map the landscape of the importance of previous research on computational thinking (CT) in mathematics learning over the last decade. This research is a literature review research, there are 113 publications collected from the Scopus database which are then analyzed using the bibliometric analysis method assisted by the Vosviewer application. The data taken from the Scopus database was refined so that it became 113 publications. The results of the study show that publications are spread across various continents, including America, Asia, Africa, and Europe. The United States and the United Kingdom are the most influential countries and have high cooperation with other countries in this field. The main conclusion from this study is that computational thinking has an important role in learning mathematics and STEM. The integration of computational thinking in the mathematics curriculum can improve students' understanding of mathematics and help them face the challenges of the digital age. In addition, the development of effective training methods for mathematics teachers as well as the assessment of good computational thinking learning tools and platforms can help improve the effectiveness of computational thinking teaching in mathematics contexts. These innovations will help better understand how computational thinking can be effectively integrated in mathematics learning and prepare students for a future filled with digital technologies.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"18 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367021","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

Stereotypes and Views of Science among Elementary Students: Gender and Grade Differences 小学生的刻板印象与科学观:性别与年级差异

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3058

Catarina Ferreira, Bianor Valente

{"title":"Stereotypes and Views of Science among Elementary Students: Gender and Grade Differences","authors":"Catarina Ferreira, Bianor Valente","doi":"10.46328/ijemst.3058","DOIUrl":"https://doi.org/10.46328/ijemst.3058","url":null,"abstract":"Several empirical studies reveal that students are poorly informed, and often hold stereotyped views of science and scientists. The present study aimed to investigate the Portuguese elementary school students' images of scientists and their work and the influence of gender and grade level on the development of these images. Two hundred and eighty-nine elementary school students enrolled in grades 1-5 in urban public schools participated in the study. Students were asked to draw a scientist and to answer questions about the drawing. The data collected were analyzed, considering three different features: stereotypical indicators, specialized research fields, and scientists' activity. Several descriptive and bivariate analyses were performed. Portuguese students tended to report the same stereotyped image of scientists described in other countries, and students' knowledge seems to be limited to a few fields of specialization and influenced by the pandemic context experienced during the DAST application. Moreover, the results showed differences according to the student's gender and grade level that may result, among other factors, from the influence of the atypical organization of the Portuguese education system in the first years of schooling.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367018","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

Engineering Praxis Ethos: Designing Experiences to Support Curricular and Instructional Improvement in STEM Education 工程实践精神:支持STEM教育课程和教学改进的设计经验

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3218

Oscar H. Salcedo, David J. Carrejo, Sergio Luna

引用次数: 0

The Degree of Special Education Teachers’ Employment of Electronic Educational Games in Teaching Disabled Students 特殊教育教师在残疾学生教学中使用电子教育游戏的程度

International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI: 10.46328/ijemst.3762

Burhan Mahmoud Hamadneh, Mamoun Mohammed AL-Azzam, Turki Mahdi Alqarni, Abdulaziz Derwesh Almalki

{"title":"The Degree of Special Education Teachers’ Employment of Electronic Educational Games in Teaching Disabled Students","authors":"Burhan Mahmoud Hamadneh, Mamoun Mohammed AL-Azzam, Turki Mahdi Alqarni, Abdulaziz Derwesh Almalki","doi":"10.46328/ijemst.3762","DOIUrl":"https://doi.org/10.46328/ijemst.3762","url":null,"abstract":"The study aimed to reveal the degree of special education teachers’ employment of electronic educational games in teaching the disabled. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey method was used. The study sample consisted of (96) male and female teachers, of whom (47) male and (47) female teachers were chosen in a stratified random manner from the Directorate of Education for Najran region in the Kingdom of Saudi Arabia in the academic year 2022/2023. A questionnaire consisting of (30) items was used, distributed in three domains: planning, implementation, and evaluation. The results showed that the degree of special education teachers’ employment of electronic educational games in teaching students with disabilities obtained a mean of (2.57), with a low degree. The results also showed that there are statistically significant differences in the responses of the study sample about the degree of special education teachers’ employment of electronic educational games in teaching students with disabilities due to the variables of academic qualification in favor of postgraduate studies, and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education should pay attention to holding and organizing various specialized training programs to develop the capabilities of special education teachers to employ electronic educational games in teaching, especially in planning, implementation, and evaluation.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"13 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366331","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