To see the other types of publications on this topic, follow the link: Lower secondary school mathematics.
Journal articles on the topic 'Lower secondary school mathematics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Lower secondary school mathematics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Novotná, Gabriela. "How lower-secondary pupils approach and perceive understanding mathematics." Scientia in educatione 13, no. 2 (January 2, 2023): 36–50. http://dx.doi.org/10.14712/18047106.2202.
Full textAbstract:
Mathematics requires deep thinking. It may be educationally beneficial if pupils are aware of their own shortcomings in understanding. We investigated how pupils of lower-secondary schools in Prague perceive their understanding mathematics, with a particular focus on whether they have distinctive attitudes towards the quality of their understanding. In the first, quantitative stage, a diagnostic test of surface knowledge and a questionnaire about mathematical understanding were developed and administrated. Using a factor analysis, t-tests and methods of descriptive statistics, we created indices of understanding and ascertained that the respondents were often mixing various levels of depth of their understanding mathematics. The quality of a pupil’s understanding was also influenced by many latent factors, including strategic approach to learning, volition to remember facts, ability to solve tasks independently, perfectionism, and also, to some extent, the parental view of mathematics. In the second stage of the research, some individual semi-structured interviews were conducted to illustrate and validate the results. The findings of the study highlight the need to raise pupils’ awareness of the quality of their mathematical understanding, since it may influence their willingness to deepen their knowledge in mathematics and subsequently their school performance.
2
Norton, Stephen. "Mathematics engagement in an Australian lower secondary school." Journal of Curriculum Studies 49, no. 2 (February 11, 2016): 169–90. http://dx.doi.org/10.1080/00220272.2016.1141995.
Full text
3
Jurečková, Mária, and Lucia Csachová. "Statistical literacy of Slovak lower secondary school students." Technium Social Sciences Journal 9 (July 6, 2020): 163–73. http://dx.doi.org/10.47577/tssj.v9i1.966.
Full textAbstract:
The article is focused on monitoring the level of statistical literacy of 9th grade students at lower secondary schools in the Slovak Republic. The results of several years testing of students were used for this purpose. During the reporting period, more than 50 000 pupils from all over Slovakia participated in the testing. In addition to quantitative data analysis, attention is also paid to qualitative analysis of the problems in the field of statistics that were difficult for students. The article presents a part of the results of the research focused on the analysis of critical points in school mathematics.
4
Hodgen, Jeremy, Dietmar Küchemann, Margaret Brown, and Robert Coe. "Lower secondary school students' knowledge of fractions." Research in Mathematics Education 12, no. 1 (March 2010): 75–76. http://dx.doi.org/10.1080/14794800903569980.
Full text
5
Kaspersen, Eivind, and Bjørn Owe Ytterhaug. "Measuring mathematical identity in lower secondary school." International Journal of Educational Research 103 (2020): 101620. http://dx.doi.org/10.1016/j.ijer.2020.101620.
Full text
6
Hamizah Amiruddin, Nurul Syahmi, Noraini Ahmad, and Siti Salwana Mamat. "Exploring Students’ Self-Efficacy and Anxiety Towards Mathematics Problem Solving During Open and Distance Learning (ODL)." Mathematical Sciences and Informatics Journal 3, no. 1 (May 31, 2022): 39–55. http://dx.doi.org/10.24191/mij.v3i1.18265.
Full textAbstract:
Although mathematics is seen as a crucial precursor to success in modern society, many students still struggle with real mathematical fear. They feel anxious when they engage in solving mathematical problems, especially in the last two years when the learning environment has changed due to the epidemic. One of the affective factors that can influence mathematical anxiety is the beliefs of students about their own ability to resolve issues called self-efficacy. The aim of this research is to explore student self-efficacy and anxiety in solving math problems among high school students during open and distance learning (ODL). The research used a quantitative analytical approach. A survey of 138 students was carried out on forms 1 and 4 at one of the secondary schools in Kota Bharu, Kelantan. The survey follows Diana May's Mathematical Questionnaire on SelfEffectiveness and Anxiety (MSEAQ). The data were analyzed in SPSS using descriptive statistics, an independent sample t-test, and a simple linear regression. The results showed that descriptive statistics had a lower level of self-efficacy and a higher level of mathematical anxiety among Form 1 and Form 4 students. An independent sample t-test revealed no significant difference between lower and upper secondary school students in self-efficacy and anxiety towards mathematics problem solving which means that lower and upper secondary school students can have the same level of mathematics self-efficacy and anxiety. Simple linear regression shows a moderately significant negative linear relationship between mathematics self-efficacy and anxiety. This paper presents an overview of students' self-efficacy and anxiety toward math subjects during secondary school.
7
Piotrowski, Marek. "Requiem for junior high school. Case study - lower secondary school exam 2012." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.
Full textAbstract:
The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.
8
Bütüner, Suphi Önder. "Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics." Journal of Education and Training Studies 6, no. 1 (December 13, 2017): 9. http://dx.doi.org/10.11114/jets.v6i1.2722.
Full textAbstract:
This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes, yet those who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics to motivate students at the beginning of their classes. The mean score of teachers who participate in this study at the history of mathematics knowledge test was computed 3.5 indicating that their knowledge levels concerning the history of mathematics were low. Additionally, it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.
9
Lian, Lim Hooi, Wun Thiam Yew, and Chew Cheng Meng. "Assessing Lower Secondary School Students’ Common Errors in Statistics." Pertanika Journal of Social Sciences and Humanities 30, no. 3 (September 9, 2022): 1427–50. http://dx.doi.org/10.47836/pjssh.30.3.26.
Full textAbstract:
Statistical literacy has been emphasised in the school mathematics curriculum, with the growing concern about students’ ability to think critically in solving statistical problem-solving tasks. However, the current studies revealed that secondary school students’ errors mainly involve the problem of basic concepts in statistics, data interpretation, and the selection of an appropriate representation of data. Therefore, this study aimed to analyse the common errors made by students in solving statistics tasks with multi-level complexity. A survey method was applied in this study. The sample of this study consisted of 356 Form One (Grade 7) students from eight secondary schools. The instrument of this study consisted of five superitem tasks, which represented the five content domains: line graph, bar graph, pie chart, dot plot, and histogram. There are four levels of items in each superitem task. Thus, the total number of items is 20. The format of all the 20 items in the five superitem tasks is open-ended. The common errors were then analysed based on all the participants’ solutions shown in their answer script. The findings found that most students could not achieve the highest level of statistical competency. They failed to think qualitatively while justifying data. This study provides a meaningful analysis that assists the teaching and learning of statistics to better link numeracy and literacy. The application of the superitem tasks provides valuable information that enables the teachers to understand their students’ statistical processes better.
10
Yang, Xinrong, Frederick Leung, and Shasha Zhang. "Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China." Sustainability 11, no. 9 (April 27, 2019): 2476. http://dx.doi.org/10.3390/su11092476.
Full textAbstract:
This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep motive in learning mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to learning in the subject of mathematics. Two factors of students’ lower-level conceptions of learning mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to mathematics learning, while students’ higher-level conceptions of learning mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to learning mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”.
11
Triadafillidis, T. A. "The effectiveness of practical work in lower secondary school mathematics: A cultural approach." Journal of Mathematical Behavior 15, no. 2 (June 1996): 161–66. http://dx.doi.org/10.1016/s0732-3123(96)90014-0.
Full text
12
Tanudjaya, Citra Putriarum, and Michiel Doorman. "EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS." Journal on Mathematics Education 11, no. 2 (April 2, 2020): 277–300. http://dx.doi.org/10.22342/jme.11.2.11000.277-300.
Full textAbstract:
Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.
13
Rejeki, Sri, Christina Kartika Sari, Muhamad Toyib, and Meladia Salsabila Ulfah. "Improving Mathematics Teachers� Skills in Designing Context-based Tasks for Lower Secondary School Learning." Indonesian Journal of Community Services 4, no. 2 (November 21, 2022): 148. http://dx.doi.org/10.30659/ijocs.4.2.148-155.
Full textAbstract:
Using context-based problems is essential to mathematics learning, especially with implementing the Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM). However, this has not been supported by learning resources that provide context-based math problems optimally. Therefore, there is a need for efforts to improve the skills of mathematics teachers in designing context-based problems. This community service or Pengabdian kepada Masyarakat (PkM) activity aims to enhance teachers' skills in designing context-based math problems based on numeracy AKM. This PkM activity was carried out as training involving ten mathematics teachers of Muhammadiyah Junior High School (SMP) in Kartasura District, Sukoharjo Regency, Central Java, Indonesia as training participants. In the first stage, the training was conducted online via Zoom Video Conference. Furthermore, the second phase of the activity focused on assisting the teachers of the training participants in compiling context-based junior high school math problems in numeracy AKM, especially on number content. The assistance was carried out using the Schoology Learning Management System (LMS). The results of PkM showed that based on the post-training survey, 75% of participants stated that they understood the concept of numeracy AKM and 100% of participants were ready to integrate numeracy AKM in the implementation and assessment of mathematics learning, especially in number content. The achievement of PkM targets is also reflected in training products as a collection of AKM-oriented mathematics problems on number content. Furthermore, further assistance is needed, focusing on the design of AKM context-based questions on geometry, algebra, and statistical content.
14
Gunnarsdóttir, Guðný Helga. "Professional Development: Possibilities and restrictions for mathematics teachers in lower secondary school in Iceland." Mathematics Enthusiast 11, no. 1 (February 1, 2014): 155–72. http://dx.doi.org/10.54870/1551-3440.1297.
Full text
15
Beckmann, Astrid. "Non-linear functions in secondary school of lower qualification level (German Hauptschule)." Mathematics Enthusiast 4, no. 2 (June 1, 2007): 251–57. http://dx.doi.org/10.54870/1551-3440.1074.
Full text
16
Augaitis, Antanas, and Romutė Augaitienė. "Loginė matematinių sąvokų įvedimo seka ir tikslumas pagrindinės mokyklos matematikos kurse (procentas)." Holistinis mokymasis 3 (2017): 21–29. http://dx.doi.org/10.7220/2351-7409.3.2.
Full text
17
Dudek, Karol, and Paweł Bernard. "POLISH LOWER AND UPPER SECONDARY SCHOOL STUDENTS’ CONCEPTIONS OF A SCIENTIST." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 40–52. http://dx.doi.org/10.33225/pec/15.63.40.
Full textAbstract:
There is an increasing problem of a much smaller number of students in natural sciences or mathematics in Poland. The number of students is decreasing so dramatically that some courses are closed. Therefore, it becomes very important to look for the possible causes. The starting point for these considerations is the study on the image of a scientist. The image of a scientist and the factors that shape it have been the subject of research in various countries around the world for more than fifty years. The aim of the present research was to determine what the image of a scientist according to Polish students is. Additionally, the impact of the students’ age (in the range of 13-19 years old) on this image was analysed. The study involved 938 students of lower and upper secondary public schools from all over the country chosen randomly. The research was based on a questionnaire which was anonymous and community-based. The main questions were preceded by an enquiry about the respondent’s personal information such as gender, age, type of school they attend, and school locality. These data were needed for the analysis of such factors as, for example, the effect of gender. The obtained results showed that the image of a scientist according to Polish students is quite similar to the stereotype adopted by students from other countries. Contrary to some earlier reports, Polish students usually presented a scientist as a young person and paid more attention to personal safety equipment like a lab coat, gloves and goggles. It should be noted that this stereotype is quite archaic and is not associated with a real vision of a scientist. This lack of awareness may have an impact on shortage of students in the structure of science studies. Key words: Draw-A-Scientist Test (DAST), images of a scientist, stereotype of a scientist.
18
Iversen, Kjærand, and Per Nilsson. "Lower secondary school students’ reasoning about compound probability in spinner tasks." Journal of Mathematical Behavior 56 (December 2019): 100723. http://dx.doi.org/10.1016/j.jmathb.2019.100723.
Full text
19
Ling, Loh Su, Vincent Pang, and Denis Lajium. "A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 242–64. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264.
Full textAbstract:
Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.
Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria. 31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.
Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.
Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.
Keywords: STEM education, needs assessment, case study, gap, interventions
Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264
20
Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.
Full textAbstract:
Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.
21
Dönmez, Ismail, Sahin Idin, and Seraceddin Gürbüz. "DETERMINING LOWER-SECONDARY STUDENTS’ STEM MOTIVATION: A PROFILE FROM TURKEY." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 38–51. http://dx.doi.org/10.33225/jbse/22.21.38.
Full textAbstract:
The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and fathers’ education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students’ STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. Keywords: lower-secondary school students, quantitative research, STEM, STEM motivation
22
Vattøy, Kim-Daniel, and Siv M. Gamlem. "Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (November 26, 2019): 39–55. http://dx.doi.org/10.23865/up.v13.1970.
Full textAbstract:
The teacher is a key agent in facilitating for adolescent perspectives during lessons. Feedback dialogues have an inherent capacity to capitalise on or undervalue adolescent perspectives in instruction and learning. The present study focused on lower-secondary school teachers’ regard for adolescent perspectives in feedback dialogues with students in lessons on English as a foreign language (EFL, n = 65) and mathematics (n = 113). The data material consisted of video recordings coded with the regard for adolescent perspectives dimension in the Classroom Assessment Scoring System–Secondary Manual. Teacher–student interactions in both EFL and mathematics lessons generally showed scores in the low range for regard for adolescent perspectives. The mathematics lessons had consistently lower scores for quality. Four cases represented the maximum and minimum mean scores for the dimension, regard for adolescent perspectives, in the observed lessons. These cases provided examples of episodes when teachers either succeeded or failed to make room for adolescent perspectives in teacher–student interactions. The results indicate that attention to adolescent perspectives seems to be a neglected aspect of feedback dialogues in lower-secondary school.
23
Janštová, Vanda, and Helena Zdobinská. "Distant science practicals–COVID-19 experience from Czech lower secondary schools." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (January 6, 2023): em2212. http://dx.doi.org/10.29333/ejmste/12795.
Full textAbstract:
This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.
24
Matteucci, Mariagiulia, and Stefania Mignani. "Gender differences in performance in mathematics at the end of lower secondary school in Italy." Learning and Individual Differences 21, no. 5 (October 2011): 543–48. http://dx.doi.org/10.1016/j.lindif.2011.03.001.
Full text
25
Hodgen, Jeremy, Dietmar Küchemann, Margaret Brown, and Robert Coe. "Lower secondary school students' attitudes to mathematics: evidence from a large-scale survey in England." Research in Mathematics Education 12, no. 2 (September 2010): 155–56. http://dx.doi.org/10.1080/14794802.2010.496983.
Full text
26
Jailani, Jailani, Heri Retnawati Heri Retnawati, Nidya F. Wulandari, and Hasan Djidu. "MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 80–101. http://dx.doi.org/10.33225/pec/20.78.80.
Full textAbstract:
The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.
27
Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700110.
Full textAbstract:
Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
28
Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700105.
Full textAbstract:
Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
29
Osafehinti, I. O. "Relative achievements at lower secondary school level of products of mother‐tongue primary education." International Journal of Mathematical Education in Science and Technology 19, no. 3 (May 1988): 379–87. http://dx.doi.org/10.1080/0020739880190303.
Full text
30
Braskén, Mats, Kirsti Hemmi, and Berit Kurtén. "Implementing a Multidisciplinary Curriculum in a Finnish Lower Secondary School – The Perspective of Science and Mathematics." Scandinavian Journal of Educational Research 64, no. 6 (June 3, 2019): 852–68. http://dx.doi.org/10.1080/00313831.2019.1623311.
Full text
31
Chung, Sueim, and Eun-Jeong Yu. "Current Status of Research and Practice in ESD: Focused on the Secondary School Subject Areas." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 73–93. http://dx.doi.org/10.22251/jlcci.2022.22.13.73.
Full textAbstract:
Objectives The purpose of this study is to examine the current status of research and practice in ESD focusing on secondary school subjects to reorganize ESD elements around the subject curriculum, which is one axis of the school curriculum. Methods After analyzing the studies that were searched from the keywords ESD from RISS, the study investigated the status of the perception and practice of secondary school teachers teaching Korean language, social studies, mathematics, science, foreign language/Chinese/Liberal arts, physical education/art, practical skills/other subjects nationwide through an online survey. The Excel program and SPSS Statistics 27 program were used for the analysis, trends were identified with descriptive statistics, and statistical significance was examined with one-way ANOVA. Results As a result of the study, although the majority of studies were conducted on elementary school students, comparing only the secondary school level, research was mainly conducted for science and social studies subjects in high schools, and practical/other subjects in middle schools. Teachers in science and social studies, where ESD research is active, responded that the degree of ESD reflection was similar to the general and subject curriculum. Whereas in subjects like Korean language and mathematics, with insufficient ESD research, teachers responded that the degree of ESD reflection was lower in the subject curriculum compared to the general curriculum. Excluding the mathematics department, it can be seen that the subject connection is salient when teaching ESD as a subject learning topic. Regarding the difficulties experienced while practicing ESD, teachers in social studies, foreign language/Chinese/Liberal Arts, physical education/arts, and practical/other subjects chose students' lack of interest and awareness, and mathematics teachers chose teachers’ lack of professionalism. Conclusions The results of this study have great significance in that it explored the necessity of promoting integrated education focusing on the theme of each subject by acknowledging the independence and differentiation of each subject’s unique content and themes in secondary schools like Korea where there is a clear division between subjects.
32
McPherson, Gary E., and Susan A. O'Neill. "Students’ motivation to study music as compared to other school subjects: A comparison of eight countries." Research Studies in Music Education 32, no. 2 (December 2010): 101–37. http://dx.doi.org/10.1177/1321103x10384202.
Full textAbstract:
This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.
33
Schøne, Pål, Kristine von Simson, and Marte Strøm. "Peer gender and educational choices." Empirical Economics 59, no. 4 (April 19, 2019): 1763–97. http://dx.doi.org/10.1007/s00181-019-01697-2.
Full textAbstract:
Abstract We use idiosyncratic variation in gender composition across cohorts within Norwegian lower secondary schools to analyze the impact of female peers on students’ educational choices. We find that having more female peers in lower secondary school increases the probability of choosing STEM over language subjects in upper secondary school for both girls and boys. It also increases the probability of choosing a vocational track instead of an academic track. Registry data and survey evidence suggest that potential mechanisms are related to relative performance in STEM subjects, as well as less gender discrimination for girls and increased willingness to compete for boys.
34
Zalewska, Elżbieta. "Comparing the results of examination tests." Wiadomości Statystyczne. The Polish Statistician 60, no. 12 (December 28, 2015): 70–81. http://dx.doi.org/10.5604/01.3001.0014.8258.
Full textAbstract:
The article presents the theory of parallel testing and a few selected examples of the application of tests comparing the results of the examination. To examine whether these methods were taken into account the results of the secondary school examination conducted in years 2011–2013 in mathematics and natural sciences with a corresponding smoothing test in the Lodz voivodship. The level of both secondary school and matriculation exams from year to year is getting lower. This creates an additional problem with the comparison of the results of examination for recruitment to high schools and universities. The introduction of smoothing methods to the creation of examination papers would facilitate recruitment.
35
Ukobizaba, Fidele, Kizito Ndihokubwayo, Angel Mukuka, and Jean Uwamahoro. "From what Makes Students Dislike Mathematics towards its Effective Teaching Practices." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 1200–1216. http://dx.doi.org/10.1590/1980-4415v35n70a30.
Full textAbstract:
Abstract This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.
36
Jekayinfa, Olatunji James, Olajumoke Olayemi Salami, Funmilayo Elizabeth Olu-Ajayi, and Seun Owonuwa. "Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria." British Journal of Education 10, no. 8 (July 1, 2022): 31–43. http://dx.doi.org/10.37745/bje.2013/vo10.n8pp3143.
Full textAbstract:
This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.
37
McCallum, Faye, and Sarah Hazel. "The experience is in the journey: An appreciative case-study investigating early career teachers employment in rural schools." Australian and International Journal of Rural Education 26, no. 2 (November 15, 2016): 19–33. http://dx.doi.org/10.47381/aijre.v26i2.51.
Full textAbstract:
Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students’ self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students’ responses; and (3) to identify which factors had the greatest influence on the students’ aspirations to continue their schooling. A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the ‘best predictors’ of students’ aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.Â
38
Watson, Jane, Suzie Wright, Ian Hay, Kim Beswick, Jeanne Allen, and Neil Cranston. "Rural and regional students' perceptions of schooling and factors that influence their aspirations." Australian and International Journal of Rural Education 26, no. 2 (November 15, 2016): 4–18. http://dx.doi.org/10.47381/aijre.v26i2.64.
Full textAbstract:
Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: to identify (1) students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) which factors had the greatest influence on the students' aspirations to continue their schooling. A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.
39
Tunaboylu, Ceren, and Ergül Demir. "The Effect of Teaching Supported by Interactive Whiteboard on Students’ Mathematical Achievements in Lower Secondary Education." Journal of Education and Learning 6, no. 1 (November 9, 2016): 81. http://dx.doi.org/10.5539/jel.v6n1p81.
Full textAbstract:
The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable.According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.
40
Berisha, Valbona, and Ruzhdi Bytyqi. "Types of mathematical tasks used in secondary classroom instruction." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 751. http://dx.doi.org/10.11591/ijere.v9i3.20617.
Full textAbstract:
This study examined the quality and types of mathematical tasks used for classroom instruction in an upper secondary school – gymnasium. All the mathematical tasks presented in nine different school classrooms during the first semester of the school year 2018/2019 were analysed against a 5D analytical framework. The dimensions of the individual task analysis were contextual features; the answer forms required; forms of presentation; types of required mathematical activity and cognitive demands involved. Performed analysis gived perspective on the learning opportunities offered in classroom instruction for building mathematical competencies specified in the current state education curriculum. The results indicate that the selection of tasks was not in accordance with the curriculum requirements. Mostly, teachers used close-ended, non-applicative, lower-level cognitive tasks presented in symbolic form, promoting operations and calculations as a central activity. These types of tasks are usually associated with knowledge and skills of lower orders. In this case, classroom instruction had low potential and very little room left to build a significant portion of competencies and learning outcomes of higher orders.
41
Rathmann, Katharina, Max Herke, Ludwig Bilz, Arja Rimpelä, Klaus Hurrelmann, and Matthias Richter. "Class-Level School Performance and Life Satisfaction: Differential Sensitivity for Low- and High-Performing School-Aged Children." International Journal of Environmental Research and Public Health 15, no. 12 (December 5, 2018): 2750. http://dx.doi.org/10.3390/ijerph15122750.
Full textAbstract:
This study investigates whether class-level school performance affects students’ life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the “big-fish-little-pond”-effect regarding students’ life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children’s life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.
42
Butnaru, Simona. "SOCIO-EDUCATIONAL CORRELATES OF BULLYING IN THE SCHOOL CONTEXT." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 66–72. http://dx.doi.org/10.12955/pss.v2.203.
Full textAbstract:
Bullying is an increasingly common problem in schools, associated with negative educational outcomes for both bullies and victims. This study explored the socio-educational family and school variables related to bullying, victimization and positive behavior, such as age, gender, separation from parents, school results, and truancy. In this study 311 students (50.8% boys) have participated, they were aged between 6 and 16 years (M = 11.01, SD = 1.71), enrolled in primary school (47.3%) and in secondary school (52.7%), all were from urban areas. 43.8% of respondents were separated from one or both parents due to divorce (17.4%), parental death (6.1%), migration (20%) or abandonment (0.3%). Bullying, victimization and positive behavior were measured with one standardized scale; the data about school results and attendance of the students was collected from the school registers; family information was self-reported by participants. Because Cronbach’s Alpha for the positive behavior scale was 0.57, lower that 0.7, this scale was not considered for further data analysis. Empirical data for the study was collected before the outbreak of the COVID-19 pandemic.
The Mann-Whitney U test showed significant age differences: secondary school students scored higher in aggression than primary school students. We also found significant gender differences in bullying behavior: boys’ reported higher level of aggression. The Independent Sample Student’s t-test indicated gender differences in school results: the boys obtained lower school results in Language and Mathematics than the girls. Separation from one or both parents did not lead to significant differences in bullying behavior, but pupils separated from their parents had fewer school absences than their colleagues not separated from their parents. Pearson’s correlation indicated that students with higher bullying scores, also scored higher on victimization and had higher number of school absences, but had scored lower grades in Language and Mathematics. One-way ANOVA indicated that victimization was influenced by age and bullying was influenced by gender. Also, one-way ANOVA indicated an effect of bullying on school results. Two-way ANOVA showed an interaction effect between gender and separation from parents on bullying. When living with both parents, boys had higher bullying scores, but under separation condition, the boys scored slightly lower than girls. The implications of the results for education and counseling are discussed.
43
Mutlu, Ebru, and Asuman Duatepe-Paksu. "Pre-Service Lower Secondary School Mathematics Teachers’ Ability of Drawing the Symmetry of a Figure according to a Line." ITM Web of Conferences 22 (2018): 01038. http://dx.doi.org/10.1051/itmconf/20182201038.
Full textAbstract:
The aim of the present study is to investigate pre-service lower secondary school mathematics teachers’ ability of drawing a given figure’s symmetry according to the lines in various positions. The sampling of the study comprised eight pre-service mathematics teachers who were attending a mathematics education department and willing to participate in the study. The criterion sampling methods was used. Six open-ended questions were asked to determine the ability of the prospective teachers to take the symmetry of a given figure according to the lines in different situations. Furthermore, interviews were conducted with the participants on their definitions of symmetry and symmetry according to a line. The data of the study were the prospective teachers’ drawing papers and the video recordings of the interviews including the definitions of the concepts of symmetry and symmetry according to a line. Content analysis was used to analyze the data. The findings indicated that the prospective teachers were successful in drawing the symmetry of a given figure according to the vertical, horizontal and oblique lines, and they used an informal language to define the concepts of symmetry and symmetry according to a line.
44
Stula, Jasmina. "Intellectual abilities and personality traits as the predictors of success of the secondary school pupils gifted in mathematics." Psihologija 39, no. 4 (2006): 491–507. http://dx.doi.org/10.2298/psi0604491s.
Full textAbstract:
The central problem of the paper deals with the success of the secondary school pupils gifted in mathematics to master the mathematics domain at the secondary school level, where the two aspects of the problem have been discussed. In the first part of the research, the stress is put on the structure establishment of success in mathematics, while the second part deals with finding out the most appropriate model of the variable prediction, on the basis of the intellectual abilities and personality traits. A variable of the success in mathematics has been implemented through three groups of indicators: 1. Grades from the relevant subjects, 2. Participation and rewards at the competitions, 3. Teacher?s evaluation of the performance quality. The predictor variables have been implemented through the attainment at the cybernetics battery of the KOG 3 intelligence tests and the basic dimensions and specific personality traits of the Five-factor model. The obtained results suggest composite nature of the variable success in mathematics in the context of giftedness, where, on the basis of the latent structure of the variable, it would be appropriate to discuss the existence of its two levels marked as: "a success in mathematics of higher rank" and "a success in mathematics of lower rank". When it concerns the prediction of both levels of the variable success in mathematics, particular variable constellations of the intelligence and personality domain appeared to be appropriate for predicting the variance of both a success in mathematics of higher rank and a success in mathematics of lower rank.
45
Lehtonen, Daranee, Lucas Machado, Jorma Joutsenlahti, and Päivi Perkkilä. "The Potentials of Tangible Technologies for Learning Linear Equations." Multimodal Technologies and Interaction 4, no. 4 (October 23, 2020): 77. http://dx.doi.org/10.3390/mti4040077.
Full textAbstract:
Tangible technologies provide interactive links between the physical and digital worlds, thereby merging the benefits of physical and virtual manipulatives. To explore the potentials of tangible technologies for learning linear equations, a tangible manipulative (TM) was designed and developed. A prototype of the initial TM was implemented and evaluated using mixed methods (i.e., classroom interventions, paper-based tests, thinking aloud sessions, questionnaires, and interviews) in real classroom settings. Six teachers, 24 primary school students, and 65 lower secondary school students participated in the exploratory study. The quantitative and qualitative analysis revealed that the initial TM supported student learning at various levels and had a positive impact on their learning achievement. Moreover, its overall usability was also accepted. Some minor improvements with regard to its pedagogy and usability could be implemented. These findings indicate that the initial TM is likely to be beneficial for linear equation learning in pre-primary to lower secondary schools and be usable in mathematics classrooms. Theoretical and practical implications are discussed.
46
Sopiyah, Juntika Nurikhsan, and Anne Hafina. "Efektivitas Teknik Konseling Cognitive Behavioral untuk Meningkatkan Self-Efficacy Siswa pada Pelajaran Matematika." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 11, no. 2 (January 6, 2020): 102–24. http://dx.doi.org/10.37640/jip.v11i2.128.
Full textAbstract:
This paper discusses the effect of CBT in improving students’ low self-efficacy on mathematics. Method being used was quantitative as well as single subject approach with A-B design. The target group being used were students of XI-MIA class. Results of research indicated that CBT was effectively improved students’ self-efficacy on mathematics. Students’ self-efficacy of post intervention was higher than pre intervention of CBT for each single subject of study. The authors recommended for the counseling teachers to use CBT as one of the techniques to improve students’ self-efficacy on mathematics. The teacher of mathematics were also expected not only delivered mathematical contents, but also are expected to strengthen students’ beliefs and self-efficacy on mathematics. For the following researchers, we would like to suggest to enlarge subjects not only for senior secondary classroom, but also for junior high school and primary school classroom. Suggestion also were addressed for subjects other than mathematics that students have lower self-efficacy, and with group setting.
47
Sundqvist, Inkeri. "The changing view of mathematics among girls after participating in math club activities." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 47–58. http://dx.doi.org/10.31129/lumat.v2i1.1081.
Full textAbstract:
The article assesses the effects of a math club for girls that was held in spring 2013. The effects were evaluated by mapping the changes in the views of mathematics among girls, who participated in the club activities. The SoMa Club for female lower secondary school pupils focused on applied mathematics. The activities were developed in collaboration with researchers form University of Helsinki’s Department of Mathematics and Statistics.
48
Schipolowski, Stefan, Aileen Edele, Nicole Mahler, and Petra Stanat. "Mathematics and science proficiency of young refugees in secondary schools in Germany." Journal for Educational Research Online 2021, no. 1 (March 30, 2021): 78–104. http://dx.doi.org/10.31244/jero.2021.01.03.
Full textAbstract:
Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.
49
Kaiser, Izabella. "EARLY SCHOOL MATHEMATICS EDUCATION FROM THE PERSPECTIVE OF FUTURE TEACHERS. REFLECTIONS AFTER PRACTICAL TEACHING PLACEMENT." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 171–81. http://dx.doi.org/10.5604/01.3001.0013.2216.
Full textAbstract:
The level of competence in mathematics among Polish students is insufficient, as illustrated for instance by low final examination scores in lower and upper secondary schools. Thus, it is only natural to ask questions about whether mathematics is being taught appropriately and whether adequate strategies, methods, and educational principles are being used. In this context it is necessary to ask future teachers – sophomores majoring in preschool and early school education – if they feel prepared and ready to introduce small children to the realm of mathematics. Most future practitioners of this challenging profession dislike mathematics and consider their current professional competences to be average. When assessing students’ preparedness, in both substantive and methodological terms, the author found that reluctance towards mathematics and belief that mathematics is an exceptionally difficult subject are both transferrable. On a more optimistic note, the analyzed group of students are ready to further improve their professional skills through lifelong learning.
50
Brezavšček, Alenka, Janja Jerebic, Gregor Rus, and Anja Žnidaršič. "Factors Influencing Mathematics Achievement of University Students of Social Sciences." Mathematics 8, no. 12 (December 1, 2020): 2134. http://dx.doi.org/10.3390/math8122134.
Full textAbstract:
The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.