No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest
Abstract
The current study aimed to determine the impact of using technology in mathematics teaching and learning on the mathematics performance of students as mediated by students’ interest in mathematics. Simple random sampling techniques were used to sample 216 students from the three selected SHS in Kumasi, Ghana. A structured questionnaire was used as an instrument for data collection since the study is purely quantitative. Amos (ver. 23) was used to analyze the structural paths of the study. The results from the analysis reveal that the impact of technology on mathematics performance was positive and significant, and the impact of mathematics interest on mathematics performance was positive and significant. Also, the impact of technology on mathematics interest was positive and significant. Finally, the connection between employing technology in mathematics teaching and learning and students' performance in mathematics is somewhat mediated by students' interest in mathematics, and this relationship is statistically significant. The Ghana Education Service and the Ministry of Education were further advised by the study to incorporate technology into mathematics instruction and learning to boost senior high school students' interest and performance in the subject.
ResearchGate has not been able to resolve any citations for this publication.
The research was to ascertain the mediating effect of students’ perception in the relationship between the history of mathematics, peer-assisted learning, and students’ interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students’ perception towards mathematics, thereby, students’ perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Teacher self-efficacy beliefs, epistemological beliefs, and beliefs about teaching with technology are regarded as crucial factors for teaching mathematics with technology. However, there is a lack of research that investigates these beliefs while taking into account the multidimensionality of the constructs. In this cross-sectional study with n = 198 upper secondary in-service teachers in Germany, we used multidimensional scales to measure teachers’ i) beliefs about teaching with technology, ii) self-efficacy beliefs, and iii) epistemological beliefs. Furthermore, teachers were asked to self-report on their iv) implementation of technology with respect to different modes of technology use. The results uncover differential associations among the constructs and identify sub-dimensions that are especially central. In particular, three clusters of sub-dimensions can be reconstructed. One cluster reflects a broader set of sub-dimensions and is related to a more integrated and constructivist implementation of technology. In this cluster, self-efficacy can be identified as a central construct. A further cluster is related to using technology to support multiple representations which turned out to be independent of many other sub-dimensions. Finally, the third cluster comprises sub-dimension that can be interpreted as less central. This cluster in particular contains teachers’ beliefs about the detrimental effects of teaching with technology, which points out that beliefs about the risks of technology use are less central than beliefs about the potential benefits of technology. The results can inform more differentiated approaches to teacher professional development related to teaching mathematics with technology.
Background
With the recent pivot to online instruction and/or to mixed online/face-to-face (i.e., hybrid) models of teaching necessitated by the novel coronavirus pandemic, the uses of technology to support instruction would seem to have great importance. Whereas effective integration of technology in mathematics classrooms requires recognition of students’ needs and instructional goals that technology could fulfill, very few comprehensive meta-analytical studies have focused on the roles of instructional technology in support of specific learning goals.
Objectives
In this meta-analysis, we investigated and reviewed the roles and affordances of technology in mathematics instruction and its effects on students' mathematics achievement.
Methods
Cross-searching multiple bibliographic databases generated a total of 3276 potentially relevant full-text studies. After applying a series of inclusion/exclusion criteria, we kept 77 studies with 151 effect sizes. Two researchers then coded for seven sets of study features and student characteristics: technology roles, publication-related features (years and resources), research design, sample size, grade levels, duration of interventions, and types of the testing instruments. The coding achieved acceptable levels of inter-rater reliabilities. Since effect sizes varied across studies and student populations, random-effects models were used for overall effect estimates and moderator analyses.
Results and conclusions
Overall, this meta-analysis revealed a small, positive, and statistically significant effect of technology on students' mathematics achievement with an average Hedges' s g (ḡ) of 0.23. The largest significant moderator effects were found when technology was used to design and support collaborative and communicative environments (ḡ = 0.49); the next-largest moderator effects were found when using technology as supports for problem-solving (ḡ = 0.39), followed by the roles of as supports for conceptual development (ḡ = 0.31) and as adaptive mathematics practices (ḡ = 0.28). This study also found that the effects of technology were differentiated as a function of publication resources, research design, duration of intervention, and the testing instrument.
Major takeaways
Focusing on the roles and functions of technology, this study can contribute to guide potential synthetical studies as well as the future design of educational technology. In particular, technology is used effectively when it is used (a) to create and design a collaborative and communicative learning environment where students have chances to collaborate and interact with each other and (b) as supports for mathematics problem-solving and for mathematics conceptual development. On the other hand, technology is less effective when it is used for monitoring and assessing students' learning processes without follow-up instructions.
The findings suggested that technology intervention lasting for a shorter time is the better choice. When technology is used for longer periods of instruction, maintaining its novelty and students’ curiosity should be considered. This study also suggested that incorporating computer-adaptive testing in technology-based intervention programs is more likely to detect technology effects as adaptive testing could continuously adjust to the abilities of individual students.
Lay Description
What is already known about this topic?
• Technology is now widely used in mathematics classrooms for aiding teachers' instruction.
• The affordances and functions of technology and its alignment with instructional goals are the key to effectively integrate technology in mathematics classrooms.
What this paper adds?
• Our study contributes to a comprehensive and systematic taxonomical framework of technology roles, which integrated previous multiple theoretical perspectives, thus, this framework can reflect the complexity and the dynamic nature of technology integration in present-day mathematics classrooms
• Our framework based on the roles and functions of technology has been shown to be useful to guide synthetical studies.
Implications for practice and/or policy
• Teachers might consider using technology to support collaborative learning in their mathematics classrooms in order to enhance their students' mathematics learning.
• Software developers and researchers also should place more efforts in designing interactive technology learning environments or systems where students can work together and learn from each other.
• Program implementors should consider incorporating adaptive testing in technology when testing students' learning outcomes from technology-based intervention programs so that students' authentic learning performance and levels are measured.
Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.
This paper investigates the direct effects of Supply Chain Integration (SCI) and Information and Communication Technology (ICT) on firm performance, as well as the moderator effect of ICT. In the Abossey-Okai business enclave, the cross-sectional method was used to distribute questionnaires to owners of small and medium enterprises (SMEs) to evaluate the various dimensions of the study. The results indicate that all SCI dimensions (customer, internal, and supplier) had a positive and significant effect on firm performance. Also, ICT had a positive moderating influence on the relationship between SCI dimensions and firm performance. ICT had a significant impact on firm performance. Practically, this research will assist owners and managers of SMEs in coordinating with various departments and implementing internal practices that will build up cooperation by sharing vital information and instituting ways of decreasing cost. With these structures in place, it will help focal firms cooperate and coordinate well with external players diligently and access vital information to improve overall performance. Examining the individual dimensional effect of SCI on SMEs performance and extending the framework by individually moderating the relationship with ICT tools, this research adds to SCI’s and ICT’s available literature.
Acknowledging the relevance of mathematics education, as well the evidence about predictors related to achievement in this domain, the present study performed a predictive analysis of students’ mathematics achievement in the National Exam for Secondary Education, employing the Regression Tree Method and a model with 53 predictors. Results indicated that the model explained 29.97% of the mathematics achievement variance. Certain variables are related to worse achievement in mathematics: Students’ family monthly income equal or smaller than 2 minimum wages, be female, have not attended Primary and Secondary Education in private schools, live in North, North East and Center West regions of Brazil, be highly motivated to perform the exam to obtain Secondary Education certificate or scholarship. The results obtained highlight the role of variables related to the individual, school and family as predictors of mathematics achievement.
Although much research has found girls to be less interested in mathematics than boys are, there are many countries in which the opposite holds. I hypothesize that variation in gender differences in interest are driven by a complex process in which national culture promoting high math achievement drives down interest in math schoolwork, with the effect being amplified among girls due to their higher conformity to peer influence. Predictions from this theory were tested in a study of data on more than 500,000 grade 8 students in 50 countries from the 2011 and 2015 waves of TIMSS. Consistent with predictions, national achievement levels were strongly negatively correlated with national levels of math schoolwork interest and this variation was larger among girls: girls in low-achievement, high-interest countries had especially high interest in math schoolwork, whereas girls in high-achievement, low-interest countries had especially low interest in math schoolwork. Gender differences in math schoolwork interest were also found to be related to gender differences in math achievement, emphasizing the importance of understanding them better.
Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.
The purpose of this study was to determine the relationship between student interest in mathematics and their academic performance using Agogo State College as study area in the Asante Akim North District. The descriptive survey design was used for the study. The study was carried out among SHS students of the school under study. The target population was 670. However, 200 students were sampled using proportionate stratified sampling. The instruments used for the study were questionnaire which was self-prepared and self-administered and secondary data (document review). The findings from the study showed that, most students do not have interest in mathematics; the students believe that mathematics has relevance in one's life and one's academics; and also high or strong relationship exists between students' interest in studying mathematics and academic performance and it is in a positive direction. It was recommended that, students should seek counseling on mathematics so as to increase their interest in studying mathematics whiles the curriculum developers should make the teaching and learning of mathematics practical and activity-oriented. More so, teachers should be motivated so that they may assist students in teaching and learning mathematics skills to increase students' interest in studying mathematics to foster high academic performance.
This study sought to explore the relationship between pre-service teachers' perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers' self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.
Background
Teachers can have a significant impact on student interest and learning in science, technology, engineering, and math (STEM) subjects and careers. Teacher self-efficacy can also significantly affect student learning. Researchers investigated the effects of teacher professional development and integrated STEM curriculum development on teacher self-efficacy. Participants in the study included high school science and engineering technology teachers enrolled in a National Science Foundation–ITEST project called Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). The TRAILS program sought to prepare teachers to integrate STEM content using engineering design, biomimicry, science inquiry, and 3D printing as pedagogical approaches. Teachers learned within a community of practice working alongside industry partners and college faculty. The purpose of the study was to investigate the impact of the 70 h of professional development to train three cohorts of teachers over 3 years on teacher self-efficacy. The research design utilized a quasi-experimental nonequivalent control group approach, including an experimental group and an untreated control group.
Results
Measurements on beliefs about teacher self-efficacy were collected on pretest, posttest, and delayed posttest survey assessments. Researchers analyzed the T-STEM survey results for teaching self-efficacy using the Wilcoxson signed-rank test for detecting significant differences. Science teachers showed a significant increase in teacher self-efficacy comparing the pretest and delayed posttest scores after TRAILS professional development and STEM lesson implementation (p = .001, effect size = .95). Additionally, significant differences between groups (science experimental vs science control group teachers) using the Wilcoxon rank-sum test were detected from pretest to posttest (p = .033, effect size = .46), posttest to delayed posttest (p = .029, effect size = .47), and pretest to delayed posttest (p = .005, effect size = .64). There were no significant differences detected in the control group. Engineering technology teachers showed no significant differences between the pretest, posttest, and delayed posttest self-efficacy scores.
Conclusions
The results indicate the science teachers’ self-efficacy increased after professional development and after lesson implementation. Potential implications from this research suggest that the science teacher participants benefited greatly from learning within a community of practice, engaging in science practices, and using science knowledge to solve a real-world problem (engineering design).
Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p < .001). The provision of teacher trainings on digital tool use significantly moderated the overall effect. Use of intelligent tutoring systems or simulations such as dynamic mathematical tools was significantly more beneficial than hypermedia systems. On a descriptive level, the effect size was larger when digital tools were used in addition to other instruction methods and not as a substitute. The results open up new directions for future research and can inform evidence-based decision-making on the use of digital tools in education.
The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could teach their fellow classmates by discussing mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathematics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy and engage in the video creation activity and that the activity helps them to learn mathematics better and improves their communication skills, teamwork skills, and filmmaking techniques.
The primary aim of this preliminary study is to examine a possible association between interest and mathematics performance among Malaysian students in a technology-enhanced learning environment. The Mathematics Interest Inventory was administered to 40 students to measure students’ interest towards mathematics, while a mathematics test was used to measure students’ mathematics performance. Results of the descriptive statistical analyses revealed that the students were relatively interested in mathematics. Correlational analyses showed that interest was not significantly correlated to mathematics performance among the students. Nevertheless, a significant relationship between interest and mathematics performance was found among students who had lower mathematics performance. The findings of this study pointed to the importance of igniting interest among students with lower mathematics performance given its strong link to mathematics performance. The Interest-Driven Creator theory served as an anchor in the theoretical framework of the study and it was discussed within the context of mathematics learning.
The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how mobile AR-based learning applications affect students’ learning gains through ANCOVA. Moreover, students’ attitudes towards the applications are discussed. The participants are 68 junior high school students. The experimental results show that the mobile AR-based applications would be helpful for students’ learning gains in the topic of probability. Students’ attitude towards the AR applications in this series of lessons was positive. Overall, it was found that mobile AR-based learning applications have positive effects on junior high students learning mathematics.
Abstract Integrated STEAM education in South Korea is an approach to preparing a quality STEM workforce and literate citizens for highly technology-based society. Through a literature review, this study examined the STEAM education initiative in South Korea and investigated its effects on learning and teaching. Studies in South Korea found that teacher professional development courses increased teachers’ recognition of the initiative as well as their confidence in teaching STEAM. Teacher interviews showed that coaching in classroom practices within teachers’ professional development was helpful. Although studies reported that many science teachers adopted STEAM in science teaching, there was a lack of research on how teachers taught STEAM lessons, let alone the connections between teachers’ perceptions of STEAM and their classroom practices. As for STEAM effects on student learning, a number of meta-analyses showed that students’ experiences with STEAM were effective in both cognitive and affective learning. The effect was higher in affective domains. Interviews with college students who had STEAM experiences in grade school showed that the effects could be long-term. The meta-analysis studies failed to identify significant mediating factors, which required further in-depth research on how contextual variables function in student learning. This paper provides a glimpse of what can be achieved through STEAM efforts, and what should be further researched for better theory and practice.
Abstract Conventional teacher-led instruction remains dominant in most elementary mathematics classrooms in Taiwan. Under such instruction, the teacher can rarely take care of all students. Many students may then continue to fall behind the standard of mathematics achievement and lose their interest in mathematics; they eventually give up on learning mathematics. In fact, students in Taiwan generally have lower interest in learning mathematics compared to many other regions/countries. Thus, how to enhance students’ mathematics achievement and interest are two major problems, especially for those low-achieving students. This paper describes how we designed a game-based learning environment, called Math-Island, by incorporating the mechanisms of a construction management game into the knowledge map of the elementary mathematics curriculum. We also report an experiment conducted with 215 elementary students for 2 years, from grade 2 to grade 3. In this experiment, in addition to teacher-led instruction in the classroom, students were directed to learn with Math-Island by using their own tablets at school and at home. As a result of this experiment, we found that there is an increase in students’ mathematics achievement, especially in the calculation and word problems. Moreover, the achievements of low-achieving students in the experimental school outperformed the low-achieving students in the control school (a control group in another school) in word problems. Moreover, both the low-achieving students and the high-achieving students in the experimental school maintained a rather high level of interest in mathematics and in the system.
This study examined the influence of school environmental variables on students' performance in Junior Secondary School mathematics in Gwer-East Local Government Area of Benue State. The study adopted an expo-facto design. A sample of 120 Junior Secondary School II students from ten schools was drawn out of a population of 3,482 JSS II students from Gwer-East Local Government Area of Benue State, Nigeria. A validated 20-item Influence of Environmental Variables on Students Performance Questionnaire (IEVSPQ) was used to collect data. Mean and standard deviation were used to answer the four research questions raised for the study. The result revealed that nearness of school to noisy facilities has a negative influence on the performance of mathematics students in Junior Secondary Schools. Classroom size, library facilities and power supply influences the performance of mathematics students in Junior Secondary School to a high extent. It was recommended among others that school environmental variables should be taken into consideration in the siting and running of schools in order to enhance the students' performance in Junior Secondary School mathematics.
The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students’ attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobile-supported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students’ attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its’ effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.
The aim of this study is to determine effects of the Project-Based (PBL) STEM (Science Technology, Engineering Mathematics) education on academic achievements and career interests of vocational high school students. Pretest-posttest design, one group of pre-trial model, was used in the study. The participants of the research consisted of 18 students in eleventh-grade at the furniture department of vocational high school. Quantitative data collection tools were used to gather the data for the study. “STEM Achievement Test” and “STEM Career Interest Scale” were applied to the students as pretest and posttest. The data obtained from the achievement test and carrier interest test were analyzed by using non-parametric Wilcoxon signed-rank test with SPSS 16.0 software. It was found at the end of the study that, students improved significantly their academic achievement in the furniture design course and developed career interests in a positive direction. /
Bu çalışmanın amacı, proje tabanlı (PJT) fen, teknoloji, mühendislik ve matematik (STEM) eğitiminin, meslek lisesi öğrencilerinin akademik başarılarına ve mesleki ilgilerine etkisini tespit etmektir. Araştırmada deneme öncesi modellerden, tek grup ön test - son test deseni kullanılmıştır. Araştırmanın katılımcılarını, meslek lisesi mobilya bölümü 11. sınıf, 18 öğrenci oluşturmuştur. Araştırmada nicel veri toplama araçları kullanılmıştır. Nicel veri toplama araçları olarak, öğrencilere “STEM Başarı Testi” ve “Mesleki İlgi Testi” ön test – son test olarak uygulanmıştır. Çalışmada, başarı testi ve mesleki ilgi testlerinden elde edilen veriler, SPSS 16.0 programında non-parametrik Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiştir. Çalışma sonunda, derste uygulanan STEM-PJT eğitiminin öğrencilerde akademik başarıyı anlamlı düzeyde artırdığı ve mesleki ilgiyi olumlu yönde etkilediği tespit edilmiştir.
In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students’ development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.
A number of previous researchers indicated that students' mathematics interest still low because most of them have perceived that mathematics is very difficult, boring, not very practical, and have many abstract theorems that were very hard to understand. Another cause is the teaching and learning process used, which is mechanistic without considering students' needs. Learning is more known as the process of transferring the knowledge to the students. Let students construct their own knowledge with the physical and mental reflection that is done by activity in the new knowledge. This article is literature study. The purpose of this article is to examine the Concrete-Pictorial-Abstract approach in theoretically to improve students' mathematics interest. The conclusion of this literature study is the Concrete-Pictorial-Abstract approach can be used as an alternative to improve students' mathematics interest.
Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female's interest in STEM.
The present study employed a person-oriented approach to (1) identify elementary school students’ self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and to examine (2) the stability and change of these motivational profiles from 2nd to 3rd grade, (3) gender differences in profile membership as well as (4) the relation to students’ STEM (Science, Technology, Engineering and Mathematics) occupational aspirations. Based on data from 383 Finnish students (56.7% girls) three profiles were identified: High motivation across all three subjects, low motivation across all subjects, and a math-motivated profile with low motivation in the other two subjects. Latent transition analyses revealed moderate stability, particularly in the high motivation profile. Girls were less likely to be and to remain in the math-motivated profile, but they were more likely than boys to remain in the high motivation profile. The math-motivated profile transition pattern was associated with students’ STEM occupational aspirations.
Fulltext: https://authors.elsevier.com/a/1c8zA,8E164KY0
This study investigates the mediating roles of self-efficacy and mathematics anxiety on the effects of mathematics interest on mathematics achievement. A total of 158161 eighth grade students from 4 province of China participated in the large-scale survey. The findings reveal that (1) mathematics interest had a direct and positive effect on students’ mathematics achievement; (2) the positive relationship between mathematics interest and mathematics achievement was partially mediated by self-efficacy; (3) self-efficacy and then mathematics anxiety serially mediated the relationship between mathematics interest and mathematics achievement, but the effect of self-efficacy on mathematics anxiety was relatively smaller. Implications for mathematics education and suggestions for future study are discussed.
It is argued that Khan Academy (KA) is a useful platform for learning math. However, little research has been conducted on how learners perceive using KA. The case study examined the effectiveness of KA combined with traditional learning, as perceived by secondary students (N = 27) in math. Qualitative tools included a reflective diary accompanied by semi-structured interviews. Main categories emerging from content analysis were the teacher, the student, teacher-student relations, subject and content, and learning environment. Main findings show: 1. students perceived themselves as independent learners, investing in and aware of their functions as learners, more committed to the subject of math. 2. Teachers using KA were perceived as more professional, dedicated, connected to students' needs, and innovative. 3. KA was perceived as encouraging independence, available, and more interesting than books. 4. Learning math via KA was more motivating and enjoyable. 5. The teacher-student relationship was the emotional and motivational basis perceived as more important than the innovative learning environment. The main conclusion is that KA is effective in promoting personalization, independence and innovative teaching-learning processes. However, the teacher's mediation of cognitive and emotional learning is crucial. Hence, teachers should exploit KA while creating and maintaining direct lines of teacher-student interaction.
The aim of this study is to determine the effect of computer-supported collaborative learning (CSCL) using GeoGebra software on 11th grade students’ achievement in exponential and logarithmic functions. This study was carried out with quasi-experimental design consisting of a pre-test and a post-test with the experimental group and the control group. The study was conducted with 35 11th grade students (18 for the experimental group, 17 for the control group) in Istanbul, Turkey. The experimental group was taught through CSCL activities using GeoGebra software, while the control group was taught through textbook-based direct instruction. Data were collected via the mathematics achievement test (MAT) developed by researchers and consisted of 20 multiple-choice items. MAT was administered to both groups as a pre-test and a post-test. Data were analysed with SPSS-17.0 package program using t-test and ANCOVA. Results revealed that CSCL using GeoGebra software had significant effects on students’ achievement in exponential and logarithmic functions.
Purpose
This paper aims to investigate the mathematics self-efficacy of students who are non-maths specialists. The project explores the student experience in the context of a maths module with a blended design, comprising both online content and face-to-face teaching. The aim was to reflect on the role of blended learning in this context.
Design/methodology/approach
Using a mixed-method analysis, the study uses data gathered via student surveys and discussion forums, as well as module grades, to provide evidence regarding whether the online component of the module enables students to master the required maths skills. The data are examined under four themes that emerged as critical to improving the self-efficacy of students: flexibility, the interactivity of the online platform, the module's blended design and the functionality of the platform.
Findings
The findings are that the blended approach increases academic self-efficacy in the area of mathematics, also enhancing the student experience. These benefits arise from the combination of allowing the individual mastery of technical skills in the private and stress-free environment provided by the online platform and access to social resources in the classroom setting.
Originality/value
The paper details the influence of self-efficacy on academic performance and the effectiveness of a blended learning approach, in the area of mathematics. It provides insight into the importance of providing multiple opportunities for students to become autonomous as they develop academic self-confidence through the mastery of maths skills.
Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimensions of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class averages of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association of residualized interindividual perceptions of interaction quality with math achievement was observed.
We review literature relevant to using technology in the teaching/learning of mathematics to highlight four roles of effective technology use: (a) promoting cycles of proof; (b) presenting and connecting multiple representations; (c) supporting case-based reasoning; and (d) serving as a tutee. We then discuss how they intersect with good instruction. Finally, we provide specific examples to illustrate how these roles of technology can be used to maintain the focus of a technology course on mathematics.
The study aimed at determining factors influencing poor performance of students in mathematics in selected Basic Schools in the Ningo Prampram District in Accra, Ghana. Descriptive research design was adopted in which random and convenience sampling method was used to select 60 teachers for the study. Data was collected through questionnaire analysed using SPSS version 21. The study found that the most highly ranked school environmental factors responsible for student's low academic performance in mathematics were lack of supervision and monitoring of teachers by head teachers and circuit supervisors, larger class size and lack of teaching and learning materials in school. Similarly, the most highly ranked teacher factor that contributed to student's low academic performance in mathematics was untrained teachers teaching the subject. Also, high level of absenteeism among students and unruly student behaviour were the most highly ranked student's characteristics responsible for their poor performances in mathematics. For parental support, the highly ranked variables that contributed to poor performance in mathematics were parents not helping wards with their homework, inability of parents to provide wards essential instructional needs for mathematics studies and parents inability to approach the school to ascertain how their wards are faring in mathematics. However, independent t-test and ANOVA analyses did not find statistical differences between the gender of teachers and the qualifications with regards to perceived causes of low performance in mathematics. .It is recommended that metropolitan, directorate and circuit supervisors intensify supervision and provision of learning materials in schools.
The quantum of instruction time allocated to curriculum subjects such as
mathematics facilitates greater exposure to knowledge and skill development,
leading to higher levels of achievement. There are a number of
manifestations of time to consider when investigating the quantum of
time in mathematics education. The OECD have investigated the time
allocated to mathematics by schools internationally, while also reporting
on the prevalence of private tuition and time spent on homework.
However, to date, no attention has been afforded to the provision of
‘hidden curriculum time’ for mathematics. This study seeks to advance
the work of the OECD and describes a case study that sought to ascertain
if teachers in Ireland provide additional mathematics lessons outside of
school hours. The authors examined how prevalent this practice is, how
many additional minutes some students receive as a result of this
practice and ascertained teachers’ reasons for providing/not providing
these additional mathematics classes. The results from this case study
show that the majority of teachers at Senior Cycle provide these classes
while a large proportion of Junior Cycle teachers also do. In extreme
cases, these additional classes expose students to an additional 88.3 hours of
mathematics over the two-year Senior Cycle programme.
This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth-grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics learning that reflect a gender gap. Data were analyzed using the Mantel–Haenszel differential item functioning analysis procedure to investigate test items that favored either boys or girls. The results showed that boys were more likely than girls to correctly answer the more difficult, unfamiliar, life-related mathematical problems. In contrast, girls were more likely than boys to correctly answer the familiar, less difficult, and not life-related problems. Some recommendations were suggested to diminish this gender gap that goes each way.
The purpose of this study was to investigate pre-service teachers’ views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
This article describes a statistical study of students' performance in mathematics. The objective of this study is to explores factors that influence student performance in Business Mathematics course at UiTM Kedah. Primary data were collected by distributing direct questionnaire to hundred students in UiTM Kedah enrolled in the Business Mathematics course. A factor analysis yielded four factors which are interest, role of the teacher, peers and attitude.
The purpose of the present study was to examine the effects of 3 school-related constructs—motivation, attitude, and academic engagement—on 8th-grade students' achievement in mathematics and science. Although cognitive abilities of the students and their home backgrounds are important predictors of achievement, in recent years affective variables have emerged as salient factors affecting success and persistence in mathematics and science subject areas. The authors used the nationally representative sample of 8th graders drawn from the National Education Longitudinal Study 1988. They used structural equation models to estimate and test the hypothesized relationships of 2 motivation factors, 1 attitude factor, and 1 academic engagement factor, on achievement in mathematics and science. Results supported the positive effects of the 2 motivation factors, attitude and academic time on mathematics and science achievement. The strongest effects were those of academic time spent on homework.
This study examined the extent to which teaching practices observed in kindergarten classrooms predict
children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children
were measured at the beginning of their kindergarten year, and their interest in reading and mathematics
were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom
Observation Measure (ECCOM;Stipek & Byler, 2004) to observe the teaching practices used by 49 kinder-garten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest
in reading and mathematics.
Interest towards learning and mathematics achievement among students in selected junior secondary schools
- A D Safo
Instructional media and technology for learning
- S E Smaldino
- D L Lowther
- C Mims
Press statement: Release of provisional results, West African Senior School Certificate Examination (WASSCE) for school candidates 2021. West African Examinations Council
- Waec
Use of differentiation technology in teaching mathematics
- A Rashidov
Press statement: Release of provisional results, West African Senior School Certificate Examination (WASSCE) for school candidates 2017. West African Examinations Council
- Waec
Press statement: Release of provisional results, West African Senior School Certificate Examination (WASSCE) for school candidates 2019. West African Examinations Council
- Waec
Press statement: Release of provisional results, West African Senior School Certificate Examination (WASSCE) for school candidates 2009. West African Examinations Council
- Waec
Press statement: Release of provisional results, West African Senior School Certificate Examination (WASSCE) for school candidates 2018. West African Examinations Council
- Waec