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1
Suydam, Marilyn N. "Research Report: Individualized or Cooperative Learning." Arithmetic Teacher 32, no. 8 (April 1985): 39. http://dx.doi.org/10.5951/at.32.8.0039.
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From a recent study comes the conclusion that individualization of mathematics instruction using programmed materials with individuals or cooperative learning teams can be effective and manageable by a single teacher without an aide (Slavin, Leavy, and Madden 1984).
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Villar, Ariel Gulla. "COMPUTER-AIDED MODULAR INSTRUCTIONS IN PROBLEM SOLVING." Journal of Mathematical Sciences & Computational Mathematics 2, no. 1 (November 2, 2020): 90–128. http://dx.doi.org/10.15864/jmscm.2107.
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This study is an experimental pre-test and post-test design which essentially needed to compare the effectiveness of Computer Aided Modular Instruction with the Traditional Method of teaching word problem involving fractions to the grade six (6) pupils of Gadgaran Integrated School, Calbayog City, Samar during the school year 2019-2020.Computer aided modular instruction is a teaching technique that enable pupils interact with the lesson programmed to the computer given to the experimental group. The Traditional Method on the other hand, is a usual way of teaching composing with lecture-discussion given to the control group. A single class consisting of regular grade six (6) pupils was chosen as the subject of the study. Their average grade is approaching proficiency level in Mathematics subject during the first grading period both of experimental and control group. They were randomly assigned and chosen using odd or even technique. The instrument used in this study was researcher made test in Mathematics and was carefully validated. The content topics in the Computer Aided Modules were based on the DepEd Learning competencies set for the grade six level. These are further checked and validated by the Mathematics teachers of Calbayog IV District, Division of Calbayog City. The evaluation survey questionnaire on pupils’ difficulties, reactions and attitudes towards Computer Aided Modular Instruction was adapted from the study of Saladaña on SIM-Based Instruction. The questionnaires were revised by the present researcher of this study. The control and experimental group have significant mean difference in the pre-test and post-test scores but have no significant mean difference in the mean percentage gain of scores. The Computer Aided Modular Instructions and the Conventional Method of Instruction resulted for the same level of achievement for the pupils with slight challenges on the part of pupils and facility in teaching of the teachers. Based on the result it was recommended on the implementation and adaptation of this strategy into the classroom utilizing Computer Aided Instruction in enhancing the better-learning output.
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Tran-Duong, Quoc Hoa. "Designing E-courseware to Support Vietnamese Students in Self-Study Fractions (4th Grade Mathematics) by Programmed Instruction Method." International Journal of Instruction 14, no. 4 (October 1, 2021): 259–80. http://dx.doi.org/10.29333/iji.2021.14416a.
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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.
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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.
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Komiya, Ken, Kensaku Sakamoto, Atsushi Kameda, Masahito Yamamoto, Azuma Ohuchi, Daisuke Kiga, Shigeyuki Yokoyama, and Masami Hagiya. "DNA polymerase programmed with a hairpin DNA incorporates a multiple-instruction architecture into molecular computing." Biosystems 83, no. 1 (January 2006): 18–25. http://dx.doi.org/10.1016/j.biosystems.2005.07.005.
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Olawale, Babawande Emmanuel. "Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences." Education Sciences 14, no. 7 (July 12, 2024): 762. http://dx.doi.org/10.3390/educsci14070762.
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While the pre-service teacher education (PSTE) programme holds global significance, there is a lack of evidence regarding its impact on the teaching practices of mathematics student teachers. Therefore, this study examines the impact of PSTE programmes on mathematics student teachers’ teaching practices during school experiences. Grounded in a post-positivist paradigm, the study employs a mixed-methods research approach and a sequential explanatory mixed-methods design to gather data through questionnaires and semi-structured interviews. The research findings indicate that PSTE programmes have a significant impact on mathematics student teachers’ ability to teach mathematical content that aligns with curriculum standards, enhances their subject knowledge, and increases their confidence. However, the programmes have minimal influence on their ability to implement differentiated instruction during their teaching practices. Based on these findings, the study concludes that although mathematics student teachers may lack the necessary skills to implement differentiated instruction, high-quality teacher education programmes can build their confidence and enable them to effectively manage their classrooms and adapt teaching practices to meet diverse learner needs. Therefore, the study suggests that stakeholders involved in PSTE programmes should provide continuous guidance and constructive feedback to help student teachers overcome challenges and improve their teaching practices. This support system is crucial for the success of the PSTE programme and has a direct impact on the quality of mathematics instruction in schools.
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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instructions of Senior Secondary School Students in Nigeria." Academic Journal of Interdisciplinary Studies 6, no. 2 (July 26, 2017): 9–15. http://dx.doi.org/10.1515/ajis-2017-0001.
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Abstract This study investigated the effect of three instructional elements on achievement in computer-based mathematics instructions. The subjects were senior secondary school students who used four versions of computer-based instructions developed on compact disc to learn about volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objective (3) a version without practice (4) a version without examples. Results indicated that the full package, which included objective, practice and examples, had significant effect on students′ achievement in the computer-based mathematics instructions. Furthermore, of the three elements, practice, had the most effect on the learners′ achievement. Implications of the findings on development of computer-based instructions are also discussed.
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JANCHESKI, Metodija, and Sofija JANCHESKA. "Multidisciplinary, Multilingual, Multilevel and Multipurpose Usage of GeoGebra Software in Education." Olympiads in Informatics 13 (July 13, 2019): 41–56. http://dx.doi.org/10.15388/ioi.2019.04.
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The technical characteristics of GeoGebra have been examined, its various views and tools have been described, with special emphasis on interactive tools. The use of GeoGebra in education has been depicted, mainly in mathematics. We emphasized the importance of sharing GeoGebra digital learning materials within the GeoGebra community, which is present and active in more than 190 countries now and is growing astonishingly fast. In this context, various forms of organizing GeoGebra digital learning materials are reviewed: GeoGebra Materials, GeoGebra Wiki, GeoGebra Tube, GeoGebra Books and GeoGebra Exercises. The author demonstrates the universal and effective application of the GeoGebra software in four dimensions. First, GeoGebra can be applied in a variety of disciplines, primarily in mathematics and computer science, and in subjects in the field of natural and technical sciences. Second, the use of GeoGebra also covers a wide range of applications, from primary education to higher education. Third, GeoGebra enables the creation of multilingual digital learning content. Finally, various variations of animations and simulations with different weights can be made in GeoGebra, which can enhance the individualization of teaching within multiple levels of education and enable conditions for programmed instruction. A detailed overview of three conducted researches and the obtained results are provided. The researches include filling in questionnaires by teachers and students, as well as performing teaching lessons in Mathematics and Physics in two secondary schools with students divided into experimental groups (where GeoGebra animations and simulations were applied) and control groups where the classes were held in classical, traditional way, without the use of educational software). According to our researches and observations, free and open-source software like GeoGebra is a great opportunity that should be used to the fullest extent in our education especially in the conditions of obvious need for educational software and digital educational materials, corresponding to our education curricula. In the concluding observations, we give concrete conclusions, suggestions and recommendations for implementing GeoGebra in the educational system.
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Aydin-Güç, Funda, and Adnan Baki. "Evaluation of the learning environment designed to develop student mathematics teachers’ mathematical modelling competencies." Teaching Mathematics and its Applications: An International Journal of the IMA 38, no. 4 (March 26, 2018): 191–215. http://dx.doi.org/10.1093/teamat/hry002.
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Abstract The purpose of this study was to examine the mathematical modelling competencies of student mathematics teachers within a learning environment that was based on a holistic approach to instruction. The participants were student mathematics teachers enrolled in undergraduate programmes at two different universities. In one of the university programmes, the participants took a mathematical modelling course that was taught according to a holistic approach, while the participants at the other university followed the standardized undergraduate programme that did not include a mathematical modelling course. The sub-competencies of mathematical modelling of the student mathematics teachers who participated in the mathematical modelling course were examined using an analytic rubric that was designed according to the holistic approach applied within the context of the study. In order to determine whether the observed changes were related to the experiences of mathematical modelling, these results were compared to the sub-competencies of mathematical modelling of the control group. The findings showed that experience within a learning environment based on mathematical modelling, as well as affective factors, supported the development of modelling competencies. On the other hand, it was observed that certain sub-competencies were difficult to develop; while many sub-competencies were enhanced by the modelling experiences, others were adversely affected. Furthermore, a certain group of sub-competencies was found not to be directly linked to modelling experiences.
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Kagyera Katakara, Denis, Wellars Banzi, and Dany Kamuhanda. "An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes." International Journal of Learning and Development 14, no. 1 (February 13, 2024): 17. http://dx.doi.org/10.5296/ijld.v14i1.21578.
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This study investigates how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect data (N=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, it had a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage of ICT tools (r=0.796, p<0.01). ICT integration into teacher preparation courses could greatly enhance mathematics instruction in Uganda. From the above r=0.796, p<0.01, there is a strong interdependence linking ICT tools and lecturers’ teaching practices which portrays the essence of integrating ICT tools into mathematics education curricula. The implication is that adopting ICT for teacher education improves lecturers’ teaching methodology and, eventually, their learners’ attitudes towards mathematics.
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Lim, Tock Keng, and Liang See Tan. "A pull-out gifted programme in Singapore." Gifted Education International 12, no. 1 (January 1997): 43–46. http://dx.doi.org/10.1177/026142949701200110.
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A variety of programming models, both part- and full-time, have been designed to provide gifted children with appropriate instruction to fulfil their needs and potential. In January 1993, The Chinese High School, an independent school in Singapore, started on a pull-out gifted program where students are selected to attend a challenging, differentiated and enriched curriculum in Mathematics, Science and Computer Science. Interesting enrichment activities carried out in the programme included a Mentor Link programme and a creative computing camp. The strength of such a programming model is that while the gifted students are provided with opportunities for rapid progress and challenging activities within Mathematics, Science and Computer Science, they also have the opportunities to study and interact with their regular classmates and to be leaders in their regular classes. The pull-out gifted programme, as set up in Chinese High, was able to combine the advantages of both full- and part-time programmes. This paper presents the characteristics and activities of the pull-out programme.
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Karadag, Ruhan, and S. Serdar Keskin. "The effects of flipped learning approach on the academic achievement and attitudes of the students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.
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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.
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Devi, Sharmila. "Development of CAI (Computer Assisted Instruction) Programme for the Students of VIII Class in the Subject of Mathematics." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 192–94. http://dx.doi.org/10.15373/2249555x/aug2013/65.
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Ping, Lau Sai, Ilda Salwani Binti Ameer Hamza, Ruzihan Binti Abdullah, Murni Binti Mohamad Yasin, Suzalin Binti Zaini Sooria, and Lee Bee Bee. "The Effectiveness Of Lesson Study On Differentiated Instruction Among Mathematics Head Panels In District Of Port Dickson." Postulat : Jurnal Inovasi Pendidikan Matematika 1, no. 2 (December 17, 2020): 205. http://dx.doi.org/10.30587/postulat.v1i2.2124.
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This study is to examine the effectiveness of lesson study on differentiated instruction among Mathematics headpanels in district of Port Dickson, Malaysia. Teachers who received substantial professional development canboost their students’ achievement. The effectiveness of professional development practice is being measuredby the heads of panel understanding about differentiated instruction and the application of differentiatedinstruction in the classroom. Teachers often struggle to deliver mathematics lesson effectively in classroom dueto different learning styles and students’ mixed abilities in the classroom. Some students learn at a slower paceand some in advance stage. The activities provided by teachers may work best for some students but will notwork for others. During lesson, teachers often assign tasks, which many students end up with disappointmentand confusion. Students become passive learners and teacher felt frustrated. Therefore, differentiatedinstructions make sense because it offers different paths to understand content, process and product. The aimof the present study was to obtain information from the school teachers in the implementation and planning ofdifferentiated instruction in teaching and learning. Moreover, the research team were interested in knowing thestrategy of differentiated instruction used in teaching and learning that support quality teaching. This studyinvolved 33 mathematics head panels from national primary schools in district of Port Dickson who volunteeredto participate in this study. In this programme, heads of panel will be able to share their experiences inconducting and implementing differentiated instructions in classroom among peers in the district. Structuredquestionnaires and interviews were used in this qualitative study to collect data. Results indicated that thelesson study carried out by the Port Dickson District Education Office is effective. Furthermore, the lessonstudy that were carried out by heads of panel in theirs school managed to boost self confidence among theseheads of panel. In fact, they showed willingness to share best practices to all mathematics teachers in the district205
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Darragh, Lisa. "The promise of online mathematics instruction programmes: producing the mathematics learner and school mathematics." Research in Mathematics Education 23, no. 3 (September 2, 2021): 262–77. http://dx.doi.org/10.1080/14794802.2021.1993977.
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Ige, Olugbenga Adedayo, and Loyiso C. Jita. "INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 780–803. http://dx.doi.org/10.33225/jbse/20.19.780.
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The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. Keywords: evidence portfolios, instructional practices, science education, short learning intervention programme, secondary school teachers
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Darragh, Lisa. "'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools." New Zealand Annual Review of Education 26 (July 1, 2021): 162–67. http://dx.doi.org/10.26686/nzaroe.v26.6931.
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Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.
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Ali, Clement Ayarebilla, and Ernest Kofi Davis. "Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work." Journal of Education and Learning 7, no. 2 (January 16, 2018): 210. http://dx.doi.org/10.5539/jel.v7n2p210.
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Even though basketry is an age old occupation in Ghana and the world over, it appears mathematics tasks and activities involving the designs and structures have remained unnoticed and inadequately tapped for early school instructions. This qualitative survey therefore, purposively sampled four teachers, two basket artisans and six pupils in the Bolgatanga Municipality of Upper East Region of Ghana to harness, discuss and apply the tasks and activities indigenous basket resources could be employed to enhance conceptual knowledge and understanding in prenumber and early work. The findings showed that apart from providing employment and income for local artisans, teachers and pupils were equipped with prenumber activities that lead to the acquisition of early number work in pre-algebra, pre-geometry and pre-statistics tasks and activities in mathematics. We therefore, recommended instructional policies and programmes that promote and improve upon conceptual learning of prenumber and early school mathematics with indigenous resources.
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Mat Salleh, Muhamad Furkan, Nurul Akmal Md Nasir, and Mohamad Hisyam Ismail. "STEM Facilitators Training Programme: Trainee Teachers’ Perceptions of the Impact on their Personal Growth as Future Teachers." Asian Journal of University Education 16, no. 3 (October 21, 2020): 281. http://dx.doi.org/10.24191/ajue.v16i3.11091.
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This study was conducted to find out the perceptions of Science and Mathematics trainee teachers on STEM Facilitator Training Program (SFTP) and to examine the impacts of SFTP on their personal growth as future teachers. The study employed a mixed-method design in which the data of the study were gathered through a short survey and group interview. The number of samples used for each method was dissimilar. 125 samples were selected by using stratified random sampling to answer the survey. The reliability of instruments used was determined by Cronbach’s alpha coefficient = 0.944 > 0.6. indicating that the items used are highly reliable. Additionally, the researchers selected 6 pre-service teachers (3 respondents represented Science and Mathematics programmes respectively) to be involved in a semi-structured group interview. The study noted that they had high positive perception towards the programme. The design training programmes were suitable for the pre-service teachers as there is no significant difference in the respondents’ perceptions. Irrespective of the semesters, the results specify that there is no difference in terms of their perception after participating in the programme. The pre-service teachers joined the program as most of them saw SFTP as a good platform to expand their ability as future teachers and to have a real experience dealing with school students. The study also reported that there were several skills and knowledge that the respondents gained throughout their involvement in SFTP. It is clear that SFTP has impacted the personal growth of the respondents as future teachers as they claimed to be more confident in delivering Science and Mathematics content, were able to speak with more control and order, found that their instruction had improved and knew the important aspects needed to give an effective delivery in class. Overall, they believed SFTP had helped them improve their skills as future Science and Mathematics teachers.
Keywords: STEM Teachers, STEM Education, Teacher Training, Pre – service Teachers
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Suliman, Ashairi, Mohamed Yusoff Mohd Nor, and Melor Md Yunus. "ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP)." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 522–31. http://dx.doi.org/10.21831/cp.v39i3.30760.
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The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP. This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.
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Ahsan, Nighat. "Empowering Tomorrow A Systematic Approach to STEM Education Pedagogy for Achieving Sustainable Development Goals and Students' Conceptual Understanding." International Journal of Trends and Innovations in Business & Social Sciences 1, no. 4 (December 31, 2023): 146–55. http://dx.doi.org/10.48112/tibss.v1i4.676.
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The purpose of this research was to compare three different approaches to STEM education in terms of their impact on students' retention of STEM concepts and their ability to apply those concepts in real-world contexts: project-based learning, problem-based learning, and inquiry-based learning. Sixty (60) students in 9th grade made up the study's research sample. A cooperative teacher assisted them in their education. Two groups were formed from the participants. In contrast to the experimental group, which received training based on STEM concepts, the control group received more conventional methods of instruction. A 2x3 factorial design was utilised in the quantitative and experimental studies. We used the conceptual understanding in STEM subjects test (CUSST) to quantify students' grasp of STEM concepts. The study's primary findings indicated that STEM instructional strategies increased students' conceptual comprehension. All three phases of teacher preparation (pre-service, induction, and in-service) should incorporate STEM (science, technology, engineering, and mathematics) instructional practices into the science curriculum and training modules. The incorporation of STEM fields has the potential to enhance science education programmes, methodology, textbooks, and curricula. Stakeholders may be able to use this study as a springboard to investigate current teacher professional development programmes for gaps.
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Kuzle, Ana. "Promoting Writing in Mathematics: Prospective Teachers’ Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving." Center for Educational Policy Studies Journal 3, no. 4 (December 31, 2013): 41–59. http://dx.doi.org/10.26529/cepsj.222.
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Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.
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Makupe, Michael Allie, and Masilo France Machaba. "English as a language of preference in mathematics learning: perspectives from high school learners in township contexts." Interdisciplinary Journal of Education Research 6 (July 24, 2024): 1–15. http://dx.doi.org/10.38140/ijer-2024.vol6.24.
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The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathematics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.
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Adelabu, Folake Modupe, and Jogymol Alex. "Online Baseline Assessment in Mathematics: Initial Teacher Education Entry-Level Student Performance." Academic Journal of Interdisciplinary Studies 11, no. 1 (January 3, 2022): 68. http://dx.doi.org/10.36941/ajis-2022-0006.
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This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teachers wrote the online baseline test with 20 items in an invigilated computer laboratory environment. The test items were from the online Computer Aided Mathematics Instruction (CAMI) program which is aligned to the Grade 7 CAPS curriculum of South Africa. The data were analysed by the CAMI system and were further analysed using Microsoft Excel 2016. The result of the test showed an average performance of 38,67% (Variance: 0,66% and SD: 0,81%). This sheds light into the disturbingly limited mathematics subject content knowledge the student teachers enter the HEI with. The programme structure of the Senior Phase mathematics content module of the HEI was also analysed. The authors of this paper recommend that student teachers need to be thoroughly engaged in learning the content during their training as future mathematics teachers. This paper contributes to the ongoing research on ITE programmes at HEIs that prepare teachers for their mathematics teaching role in the senior Phase classrooms.
Received: 21 September 2021 / Accepted: 11 December 2021 / Published: 3 January 2022
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Mok, Ida Ah Chee. "From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong." International Journal of Chinese Education 8, no. 1 (June 7, 2019): 73–94. http://dx.doi.org/10.1163/22125868-12340106.
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Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.
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Ng, Khar Thoe, Jeyaletchumi Muthiah, Shah Assanarkutty Jahan Assanarkutty, Deva Nanthini Sinniah, Nelson Cyril, Nanthini Jayaram, Kamalambal Durairaj, and Sivaranjini Sinniah. "Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations." Dinamika Jurnal Ilmiah Pendidikan Dasar 15, no. 2 (October 23, 2023): 142. http://dx.doi.org/10.30595/dinamika.v15i2.19591.
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Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs). During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS to monitor/evaluate participants’ engagement in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item. After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality education
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Ali, Clement Ayarebilla. "Visually impaired student-teachers’ knowledge and use of basic assistive technology tools for mathematics." African Educational Research Journal 9, no. 4 (December 13, 2021): 945–55. http://dx.doi.org/10.30918/aerj.94.21.151.
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Studies show that assistive technology tools have provided opportunities for the visually impaired in some developed countries to pursue mathematics programmes and foster inclusive education. However, their counterparts in developing countries sparingly participate in any mathematical activity due to low knowledge and use of these tools. The main purpose of this study was to expose student-teachers with visual impairments to basic assistive technology tools. The knowledge and use of the tools helped to convert, convey and interpret basic mathematical equations. The design was a case study involving five student-teachers who were admitted to the Department of Basic Education, University of Education, Winneba to pursue a Post Diploma in Mathematics programme. A semi-structured interview guide was used to collect the data whose items contained tools for general administration, additional support, STEM, mathematics instruction, polynomials and assessment. These served as the cases of the study and data analysis. The analysis was undertaken in two stages. The first stage explored their knowledge and use of the assistive technology tools. The second stage analysed transcriptions of statements. The two stages helped to corroborate the findings. To ensure the validity and reliability of the findings, the interview guide was validated by post-graduate students of the Department of Special Education and Basic Education. The findings showed that the student-teachers had little knowledge and use of the basic assistive technology tools. However, they were still desirous to learn and use the basic assistive technology tools for mathematics teaching and learning. It was therefore recommended that stakeholders make available and accessible common basic assistive technology tools to schools, and restructure the mathematics curriculum to suit the integration of assistive technology tools.
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Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.
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This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
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UYGUR KABAEL, Tangül, and Ayla ATA BARAN. "An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in Web-Based PISA Education." Bartın University Journal of Faculty of Education 12, no. 2 (April 15, 2023): 315–24. http://dx.doi.org/10.14686/buefad.1053557.
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In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.
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You, Sukkyung, Eui Kyung Kim, Sun Ah Lim, and Myley Dang. "Student and Teacher Characteristics on Student Math Achievement." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199142. http://dx.doi.org/10.1177/1834490921991428.
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Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.
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Akpan, Ekemini T., Joseph B. Umoh, and Godwin D. James. "Principal Component Analysis of Cognitive Executive Functions: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools." Asian Journal of Education and Social Studies 50, no. 6 (May 18, 2024): 222–31. http://dx.doi.org/10.9734/ajess/2024/v50i61408.
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There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.
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Segade, Balsa, and Balsa. "Educational STEM Project Based on Programming." Proceedings 21, no. 1 (August 5, 2019): 41. http://dx.doi.org/10.3390/proceedings2019021041.
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We propose a sequence of activities to be programmed to improve the learning of Science, Technology, Engineering and Mathematics in Secondary Education. This proposal consists on generate and transform images and figures programming in Octave. This enables the students to use basic and iterative instructions to construct a complex program, understand and structure problems, logic reformulation of problems, design of systematic processes for the resolution, generalization and comparison of solutions. Initial analyses of the implementation of the activities will be presented.
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Uysal, Sengul, and Koksal Banoglu. "Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?" Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 201–13. http://dx.doi.org/10.18844/cjes.v13i2.3196.
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This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement.
Keywords: PISA, CHAID, mathematics, homogeneity.
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Filiz, Tunahan, and Gönül Güneş. "A Systematic Review of Instructional Interventions Applied to Primary School Students with Mathematics Learning Difficulties." International Journal of Education and Literacy Studies 11, no. 4 (October 20, 2023): 281–96. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.281.
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This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with Math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms of methodological and intervention characteristics. Methodological characteristics were analyzed in two categories: participant characteristics and tests for identifying students. Intervention characteristics were analyzed in six categories: grade level, instructional intervention, implementer, implementation method, intervention duration, and mathematics learning area. It was found that the articles examined generally targeted students with MLD, and standardized achievement tests were used to identify students. The articles reviewed determined that third grade students were studied as participant students and strategy teaching was frequently used as an intervention programme. In the reviewed studies, the instructional interventions applied to students with math learning difficulties were implemented mainly by expert implementers in small-group teaching. It was observed that the number of sessions for instructional interventions ranged from 4 sessions to 96 sessions, with an average intervention duration of 16.91 hours. Finally, it was determined that the instructional interventions in the analyzed studies mainly focused on the learning domain of numbers and operations as the mathematics learning area.
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Kumi-Manu, Rosemary Naana, and Peter Kwegyir-Aggrey. "Management of Time by Teachers of Public Basic Schools in The Shama District of The Western Region of Ghana." International Journal for Innovation Education and Research 10, no. 1 (January 1, 2022): 120–36. http://dx.doi.org/10.31686/ijier.vol10.iss1.3598.
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Teaching and Learning process and other school programmes in public basic schools in the Shama District are conducted with little regard for official timelines. This negates government efforts to improve basic education delivery and effective and efficient time management. The purpose of the study was to undertake a survey of time management among teachers and pupils in basic schools in the Shama District of the Western Region in Ghana. The study used both quantitative and qualitative designs to collect data from sixteen (16) selected public basic schools. The estimated population of five hundred (500) people consisted of circuit supervisors, headteachers, teachers, parents and pupils. Using the simple random sampling technique of the lottery and convenience methods, the sample size was 132 respondents – 4 circuit supervisors, 16 head teachers, 64 teachers, 16 parents and 32 pupils. Questionnaires, interview guide and observation were used to collect the data from respondents. The study revealed teachers rarely use TLMs in lesson presentation. Supervision of instruction by circuit supervisors was infrequent. Inadequacy of core textbooks in Mathematics, Science, English Language and Social Studies, overcrowded classrooms, teachers mainly use the lecture method in lesson delivery, etc. were some of the results of the study. The study recommended timely release and disbursement of the capitation grant to schools for effective teaching and learning as well as efficient time management. Teachers should vary their instructional strategy, prompt and adequate school supplies and regular, clinical and purposive instructional supervision to improve teaching and learning outcomes in the schools.
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Cadigan, Francoise Jane, Yichun Wei, and Rodney A. Clifton. "Mathematic Achievement of Canadian Private School Students." Alberta Journal of Educational Research 59, no. 4 (October 30, 2014): 662–73. http://dx.doi.org/10.55016/ojs/ajer.v59i4.55823.
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Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students’ morale, motivation, interest in mathematics, expected education, effort invested in the PISA test, and socioeconomic status were significantly and positively related to their academic performance. Surprisingly, the cost of their tuition fees, reported hours spent on math homework, sense of belonging, and higher ratio of instructional time on mathematics were significantly, but negatively, related to the students’ math performance.
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Guerzon, John Michael, and Stephenie Busbus. "Systematic Literature Review on the Perceptions of Teachers of STEM Integration." SEAQIS Journal of Science Education 3, no. 02 (December 1, 2023): 1–8. http://dx.doi.org/10.58249/sjse.v3i02.115.
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Low academic performance of students has always been a challenge in science and mathematics education despite the introduction of different constructivist approaches, like STEM integration, to promote student learning. The beliefs and perceptions of teachers about a certain approach were believed to shape curriculum implementation. This necessitates a review of the perceptions of teachers of STEM integration. PRISMA 27-item components of reporting systematic literature review were employed to extract patterns relevant to the benefits, challenges, and recommendations identified by K-12 teachers. From n=721, only five research articles were left for final review after a four-phase screening process. Teachers generally view STEM integration as promoting student achievement (problem-solving skills) and motivation or interest. There is an emerging view that science integration in mathematics instruction is stronger than mathematics integration in science instruction. Interestingly, a misperception was identified about technology education integration. This implies incorporation of STEM integration concepts in the undergraduate curriculum as teacher preparation was identified as one of the main problems on which improvements may be focused. The lack of equipment to support technology education integration as well as the appropriate skills needed to deliver the lesson was another emerging theme. In turn, the need for upskilling programmes to support the teachers in delivering 21st-century learning approaches is emphasised. Content knowledge is a prerequisite to pedagogical knowledge. To implement STEM integration, teachers need to know the contents of the different disciplines integrated.
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Akinsola, M. K., and S. A. Ifamuyiwa. "Effect of two programmed instructional strategies on senior secondary school students' mathematical achievement." African Journal of Research in Mathematics, Science and Technology Education 12, no. 2 (January 2008): 81–96. http://dx.doi.org/10.1080/10288457.2008.10740636.
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Zakariya, Yusuf F., Øystein Midttun, Svein Olav Glesaaen Nyberg, and Thomas Gjesteland. "Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course." Mathematics 10, no. 13 (June 21, 2022): 2164. http://dx.doi.org/10.3390/math10132164.
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Several universities are witnessing an increase in students’ enrolment in mathematics-intensive programmes over the last decades. This increase has come with the price of high failure rates in foundational mathematics courses, which poses challenges to mathematics teaching and learning in higher education. It is therefore inevitable, for some universities, to transform the teaching and learning of mathematics to more student-centred approaches that engage the students mathematically and enhance their success rates. We approach this transformative effort by investigating students’ perception of teaching, feedback, and assessment as a first step in reforming the teaching of a first-year mathematics course at a Norwegian university. The results of both quantitative and qualitative analyses of the data generated using a questionnaire from 107 (80 men) engineering students show that the status quo of teachings offers little support for learning. The teaching is dominated by teacher-led instruction, note-taking, and large pieces of proof which make learning difficult for students during class activities. The results also show that the current structure of the course offers limited formative feedback to students and that the assessment tasks require restructuring to capture students’ time and effort. We discuss the implications of these findings and make some recommendations for improvement.
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Ahmad Fuad, Nurul Sofia, Nabilah Abdullah, and Shireena Basree Abdul Rahman. "The Teaching of Science and Mathematics in English in Malaysia: Teachers’ views on the implementation of two national initiatives." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 211–16. http://dx.doi.org/10.21834/ebpj.v5isi3.2554.
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The Education Ministry has introduced two initiatives - English in the Teaching of Mathematics and Science (ETeMS) and Dual Language Programme (DLP) - to enhance mathematics and science learning using English as the medium of instruction. Numerous discontentment on ETeMS were reported but were not addressed before the DLP introduction in 2016. This qualitative research narrates teachers’ views on both ETeMS and DLP, focusing on the coordinators’ and implementers’ challenges. Eleven mathematics and science school teachers have participated in this case study. Findings reveal that student-, resource- and teacher-related factors remained key reasons impeding effective learning of the two subjects. Keywords: national policy; teaching and learning; science and mathematics; English. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2554
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Oginni, Omoniyi Israel. "Integration of programmed instructon into mathematics and science teaching: A panacea to students dwindling interest in mathematics and science in Nigerian schools." European Journal of Educational Research 1, no. 3 (July 15, 2012): 199–209. http://dx.doi.org/10.12973/eu-jer.1.3.199.
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Davis, Ernest Kofi. "Linguistic Influences on Junior High School Students’ Mathematics Word Problem Solving." Ghana Journal of Education: Issues and Practice (GJE) 5 (December 1, 2019): 20–48. http://dx.doi.org/10.47963/gje.v5i.464.
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Mastery of language of instruction is important for the successful teaching and learning of Mathematics since mathematical concepts are communicated through the use of language. The study sought to find Ghanaian Junior High School (JHS) 2 students’ performance in Mathematics word problems. It also investigated the linguistic difficulties students face when solving Mathematics word problems and how their English language proficiency affect their problem-solving procedures. A sequential mixed methods design was employed in the study. The target population was made up of all JHS 2 public school students in the Cape Coast Metropolis in the Central Region of Ghana. One hundred and eighty-seven JHS 2 students were selected from six public schools in the Cape Coast Metropolis through stratified random sampling procedures. Achievement test and interview guide were developed and used for the study. The data collected through the test were analysed using descriptive statistics, while that of the interview were analysed using percentages and presented as narrative description with some illustrative examples from what students said in the process of explaining their procedures. The results from the study showed that students had very weak ability in Mathematics word problem solving. Their performance declined as the difficulty level of the questions increased from primary to JHS. The authors recommended amongst others, the need for Mathematics teachers to pay extra attention to the teaching of word problem solving in Mathematics and in- service and pre-service providers to pay attention to Mathematics word problem in professional development programmes.
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Tan Geok Shim, George, Abang Mohammad Hudzaifah Abang Shakawi, and Farah Liyana Azizan. "Relationship between Students’ Diagnostic Assessment and Achievement in a Pre-University Mathematics Course." Journal of Education and Learning 6, no. 4 (November 6, 2017): 364. http://dx.doi.org/10.5539/jel.v6n4p364.
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Educators have always highlighted the importance of mathematics mastery in education for many years. With the current emphasis of Science, Technology, Engineering and Mathematics (STEMs) education, mathematics mastery is even more vital because it supports the learning and mastery of science fields such as engineering and science. Furthermore, in higher education, mathematics is essential because majority of the courses require the use of mathematical concepts in their learning. In recent years, many countries including Malaysia have seen an increase in the enrolment number of tertiary students. The increase in student enrolment has resulted in a population of students with diverse abilities, and this creates challenges for educators in providing instruction to the students. Educators need to detect students’ mathematical ability at an early stage before teaching them new content. One way to gather information about students’ basic mathematics skill is through the use of diagnostic test. Diagnostic test in education is a preliminary assessment mainly used to detect students’ strengths and weaknesses in learning. It allows educators to cater their teaching style and content to suit to the students’ basic knowledge. With researches indicating the importance and benefits of using diagnostic test in various subjects, it is important to further examine the use of diagnostic test in the local context of pre-university studies. This study investigated the relationship between students’ mathematics diagnostic test results and final mathematics examination performances at a public pre-university programme. The samples of the study consisted of 250 pre-university students and the data of the study were collected through a mathematics diagnostic test paper, a questionnaire and a final mathematics examination. The outcomes of the study show that there was a strong positive correlation between mathematics diagnostic test results and students’ mathematics achievement in pre-university.
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Fayowski, V., and P. D. MacMillan. "An evaluation of the Supplemental Instruction programme in a first year calculus course." International Journal of Mathematical Education in Science and Technology 39, no. 7 (October 15, 2008): 843–55. http://dx.doi.org/10.1080/00207390802054433.
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Ariyanti, Hidayatul Purnama. "PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI)." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 6, no. 2: (December 26, 2016): 37–44. http://dx.doi.org/10.36456/buanamatematika.v6i2:.367.
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This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students' mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students' representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students' mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students' mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students' mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students' mathematical representation and communication.
Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.
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Mandíková, Dana, and Petra Pschotnerová. "Research on the results of secondary school physics education of Generation Z in the Czech Republic." Journal of Physics: Conference Series 2715, no. 1 (February 1, 2024): 012001. http://dx.doi.org/10.1088/1742-6596/2715/1/012001.
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Abstract There are no uniform exit tests in physics at the end of secondary school studies in the Czech Republic to give a picture of what students take away from their physics studies. Therefore, we decided to take advantage of the fact that in 1995 the Czech Republic participated in the TIMSS international survey of learning outcomes in mathematics and science, in which for the first and also the last time secondary school students were tested, including those who had taken more demanding mathematics and physics courses. The specialised physics 90-minute test was then taken by students in the final year of four-year gymnasiums in the Czech Republic. This particular physics test was administered to current gymnasium students. Gymnasium students represent the population of secondary school students who have physics instruction listed as a compulsory part of their education in the Framework Educational Programmes. Therefore, these respondents can provide very valuable information about what students take away from studying physics in primary and secondary school. The paper describes ongoing research, its methodology and how the data were collected.
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Komochkina, E. A., and T. V. Selezneva. "FLT in a non-linguistics university with the ADDIE model of instructional design." Rhema, no. 3 (September 30, 2023): 80–96. http://dx.doi.org/10.31862/2500-2953-2023-3-80-96.
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The article considers the issues of teaching FL communication to nonlinguistics students in terms of latest developments of instructional design determined by the research in personality psychology, cognitivism, structural linguistics. The authors suggest using the ADDIE model to design the teaching process in the context of the insufficiency of classroom hours for the discipline “Foreign language”. The authors have designed a course programme “Young professio-nal” embracing terminological thesaurus, speech patterns, specialized texts, tests, exercises to develop FL communication skills, with 3/4 of the study time focusing on students’ autonomous work with teaching materials in “Electronic educational environment”. The ADDIE model-based learning technology was tested with 4th year – physics and mathematics students of State University of Education and positively assessed.
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Atem, Enow William, Dr Nekang Fabian Nfon (Ap), and Dr Nguéhan Siméon Boris. "STUDENTS’ PRACTICE OF MATHEMATICS AND ITS EFFECT ON THEIR NUMERICAL SKILLS IN PROBLEM-SOLVING IN SECONDARY SCHOOLS IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON." American Journal of Applied Sciences 6, no. 6 (June 1, 2024): 28–38. http://dx.doi.org/10.37547/tajas/volume06issue06-06.
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For several decades mathematics has been called the “critical filter”, because students who are inadequately prepared in mathematics during secondary school lose many career choices that would otherwise be available to them. Also, for those students who pursue post-secondary education in Cameroon, success in O-Level mathematics is a pre-requisite for most degree programmes in business, computing and the sciences. This makes mathematics very pivotal in reshaping the future and students’ attitude towards mathematics an area of concern. Negative attitudes towards mathematics are damaging, leading to disengagement, increased anxiety and lack of confidence, and reluctance to try to improve skills. Cameroon needs graduates with advanced mathematics skills to promote innovation, data synthesis, and technology if it is to solve challenging problems and be competitive in the global scenario. This study examined students’ practice of mathematics and its effect on their numerical skills in problem- solving in secondary schools in Fako Division, South West Region of Cameroon. The objective is to find out whether students’ practice of mathematics has any influence on their numerical skills in problem-solving. The mixed research methodology with convergent parallel design was used. The target population comprised 6350 form five students from secondary schools in Fako Division. The accessible population was made up of 1036 students and the sample size of the study was made of 512 form five students from six colleges using the random sampling technique. There were also 26 teachers and 6 Heads of Mathematics Department. Data was collected using questionnaire and interview guide. Instruments were validated and the reliability coefficients gave satisfactory values of 0.75 and 0.743 for students’ and teachers’ questionnaire respectively. The statistical analyses and findings reveal that students’ practice of mathematics has a positive correlation with their numerical skills in problem-solving. It was recommended that: (1) problem-solving should be part of each curricular unit and begin in kindergarten. For this to be effective, the teaching of problem-solving should not be isolated, instead, it can serve to support and enrich the learning of mathematics concepts and notation. (2) teachers should cultivate students’ interest in mathematics as early as possible. Varying classroom instruction practices could be a remedy to enhance students’ understanding, achievement, and motivation in learning mathematics.
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Huang, Kuo-Hung, and Ching-Ching Cheng. "EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1062–64. http://dx.doi.org/10.33225/pec/20.78.1062.
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Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy & Rhoten, 2002).
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Bansilal, Sarah. "The difficulty level of a national assessment of Grade 9 mathematics: The case of five schools." South African Journal of Childhood Education 7, no. 1 (March 30, 2017): 8. http://dx.doi.org/10.4102/sajce.v7i1.412.
Full textAbstract:
The introduction of the Annual National Assessment (ANA) programme by the South African education department was met with much resistance from unions with some stating that it is not matched well to the curriculum. In this small-scale study, I compare the differences in outcomes between the internal summative assessment and the ANA for Grade 9 learners from five schools. The results indicate that the learners’ results from the final exam were statistically significantly higher than that from the ANA for all five schools. This suggests that the ANA was considerably more difficult than the schools’ assessments. However, the learners’ scores in each of the two assessments were strongly correlated, suggesting that both tests assessed similar skills. Interviews with the teachers suggested that some of the reasons for the lower results in the ANA were that the test was too long, some instructions were not clear, the timing in September was not ideal and there were too many higher level questions. It is hoped that the results from this study could be used by the education department to improve the functioning of the assessment programme.