Confidence In Mathematics Research Articles

Confidence in mathematics is confounded by responses to reverse-coded items

Confidence in mathematics is confounded by responses to reverse-coded items

Impact of gist intervention on automated system interpretability and user decision making.

As they become more common, automated systems are also becoming increasingly opaque, challenging their users' abilities to explain and interpret their outputs. In this study, we test the predictions of fuzzy-trace theory-a leading theory of how people interpret quantitative information-on user decision making after interacting with an online decision aid. We recruited a sample of 205 online crowdworkers and asked them to use a system that was designed to detect URLs that were part of coordinated misinformation campaigns. We examined how user endorsements of system interpretability covaried with performance on this coordinated misinformation detection task and found that subjects who endorsed system interpretability displayed enhanced discernment. This interpretability was, in turn, associated with both objective mathematical ability and mathematical self-confidence. Beyond these individual differences, we evaluated the impact of a theoretically motivated intervention that was designed to promote sensemaking of system output. Participants provided with a "gist" version of system output, expressing the bottom-line meaning of that output, were better able to identify URLs that might have been part of a coordinated misinformation campaign, compared to users given the same information presented as verbatim quantitative metrics. This work highlights the importance of enabling users to grasp the essential, gist meaning of the information they receive from automated systems, which benefits users regardless of individual differences.

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Levering AI to enhance students' conceptual understanding and confidence in mathematics

Levering <scp>AI</scp> to enhance students' conceptual understanding and confidence in mathematics

Analysis of Mathematical Connection Ability and Self-Confidence on Junior High School Students

This research is motivated by the importance of students’ mathematical connection abilities and self-confidence in learning mathematics. Mathematical connection ability is an important factor in understanding mathematical concepts. The aim of this research is to analyze the level of students’ mathematical connection abilities and junior high school students’ self-confidence. The method used in this research is a descriptive-qualitative method. The research subjects were 37 students in class VIII-C of SMPN 3 Margahayu. The instruments used were four items of mathematical connection test material on the System of Two-Variable Linear Equations and non-tests of students’ confidence in learning mathematics. The results of the analysis show that the average score of all mathematical connection ability test questions in indicator 1 using relationships between mathematical topics is 5%, indicator 2 is understanding equivalent representations of the same concept (36%), indicator 3 uses mathematics in everyday life (52%), and indicator 4 uses mathematics in other subjects (27%). So the average is 30%. So the students’ mathematical connection ability is included in the low category. Most students are unable to solve problems with indicators using relationships between mathematical topics. This is shown by the results of the mathematical connection ability test; students did not connect optimally. But in learning mathematics, students already have good self-confidence.

Attitudes toward Learning Mathematics and Performance of Grade 11 Students in the New Normal

This study aimed to determine the relationship between students' attitudes toward learning mathematics and their mathematical performance in the New Normal at a secondary school in Davao region. Descriptive-correlational research design was used. With the stratified random sampling technique, 286 out of 1000 students were selected as respondents. Quantitative data were gathered using an adopted questionnaire and the data were analyzed using mean and Spearman correlation analysis. Results indicate that students’ confidence in learning mathematics is moderate and occasionally felt. Engagement in mathematics is frequently observed. Students place importance on mathematics and understand its purpose in their lives. The mathematics performance of the students is approaching proficiency level, indicating they require minimal guidance from teachers and assistance from peers. The students' overall attitude toward learning mathematics is high, and their mathematics performance in the New Normal is satisfactory. Among the indicators, only confidence in mathematics showed a significant correlation with mathematics performance. This finding highlights the important role of confidence in shaping students' success in mathematics during the New Normal, suggesting that interventions aimed at boosting confidence could further enhance their performance.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

Constructing The Bridge of Understanding: The Role of Habit of Mind, Resilience, and Mathematical Self-Confidence in Solving HOTS Problems

&#x0D; &#x0D; &#x0D; This study aims to analyze the influence of Habit of Mind, Mathematical Resilience, and Self-Confidence on the ability of fifth-grade students at SDN Gugus Gajah Mungkur, Gajah Mungkur District, Semarang City, to solve HOTS mathematics problems. Employing a quantitative approach with a correlational design, the research sample consists of 110 students, selected through proportional random sampling from a population of 136 students across five elementary schools within the Gajah Mungkur cluster. The research instruments include a mathematical reasoning ability test and a questionnaire to measure the independent variables. Data collection techniques involve tests and questionnaires, while data analysis employs descriptive analysis using Microsoft Excel 2016 and inferential analysis using statistical software such as SPSS. This includes conducting correlation tests, and regression tests, after verifying analysis requirements like normality, linearity, homoscedasticity, and autocorrelation. The results reveal a positive and significant relationship between Habit of Mind, Mathematical Resilience, and Self-Confidence, and the students' ability to solve HOTS Mathematics problems. Thus, this study highlights the importance of developing these three psychological aspects to enhance high-level mathematical problem-solving skills. Consequently, Habit of Mind, Mathematical Resilience, and Self-Confidence significantly contribute to improving students' abilities in solving HOTS Mathematics problems.&#x0D; &#x0D; &#x0D;

Assessment of the Numeracy Tutorial Service of Project KaISIPnayan: Inputs to the Sustainable Extension Program

This study provides an overview of an assessment conducted on the numeracy tutorial service, namely Project KaISIPnayan. This study aims to evaluate the effectiveness and sustainability of the program, with the objective of enhancing its extension initiatives. By examining the inputs required for a sustainable extension program, this assessment provides valuable insights into the long-term viability and impact of the numeracy tutorial service. The research employs a mixed-methods approach that combines data analysis and qualitative analysis. The quantitative phase entails delivering pre- and post-tests to participants to assess their improvement in mathematics. In addition, the qualitative phase uses an evaluation form to collect feedback on the numeracy tutorial service to gather comprehensive data. The results reveal the strengths and weaknesses of the program, highlighting key areas for improvement. Furthermore, the data imply that Project KaISIPnayan creates a positive attitude toward mathematics and increases learners' confidence in mathematics. The findings emphasize the importance of program design, trained tutors, adequate resource allocation, and collaborative partnerships to ensure sustainability. The assessment contributes to the development of evidence-based strategies for enhancing numeracy tutorial services and provides valuable inputs for sustaining Project KaISIPnayan's extension initiatives. The findings of this study can guide organizations and educational institutions in designing effective and sustainable tutorial programs that promote numeracy skills among students, empowering them for lifelong success.

Relations Between Mathematics Self-Efficacy and Anxiety Beliefs: When Multicollinearity Matters

This article reports on an investigation among 156 upper secondary students who self-evaluated their general mathematics self-efficacy and anxiety beliefs. After minimizing the influence of extreme multicollinearity, an exploratory factor analysis revealed a clear four-factor pattern. Two of the factors were interpreted as self-concept-like factors; one representing student’s overall confidence in mathematics labeled mathematics self-concept, and the other labeled generalized mathematics self-efficacy, concerned with student’s future-oriented perception of their competence in mathematics. The other two factors are students’ anxiety when they give wrong answers in mathematics class (in-class anxiety), and students’ anxiety and stress when they must do mathematics homework (assignment anxiety). Although no gender differences were found in previous mathematics achievement, the analyses indicated that all latent factors differed between genders. However, further analyses of logistic mixed models with all latent factors and prior mathematics achievement as predictors revealed that reported in-class anxiety was the primary discriminating factor between male and female students.

Upaya Melawan Stereotip dengan Membangun Minat Matematika Menggunakan Strategi Inovatif Untuk Anak Sekolah Dasar Di SD Negeri 05 Pemulutan

Gender stereotypes in mathematics education have long been a concern in the field of education. Although empirical evidence shows that there are no inherent differences in mathematical abilities between boys and girls, these stereotypes persist in culture and society. The impact is particularly significant, especially on elementary school children, who tend to have low interest and confidence in mathematics. However, innovative strategies such as the Problem Solving approach can address these stereotypes and help build strong interest and skills in mathematics. Through observation and evaluation, it was found that the implementation of innovative strategies has a significant positive impact on students' interest and achievement in mathematics. Therefore, continuous efforts to combat stereotypes, foster interest in mathematics, and implement innovative strategies are crucial in creating a supportive learning environment that advances students' mathematical abilities

Efforts to enhance self-confidence and its impact on mathematics learning: A systematic literature review

This study aims to examine the role and efforts that can be made to improve Self-Confidence in mathematics learning. The method used is systematic literature review. The stages in this method researchers collect various scientific publications using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Based on the results of the article review, it is known that students who have high Self-Confidence in mathematics tend to have better math achievement and ability. Efforts that can be made to improve Self-Confidence are with learning strategies or models. The application of the Problem Based Learning learning model is the most widely done effort to improve students' mathematical Self-Confidence. In addition to Problem Based Learning, there are several efforts that can be made to improve students' self-confidence, among others, by applying CTL, Inquiry, Problem Solving, STAD, and MEAs learning models. Each has its own advantages and characteristics so that it can increase students' self-confidence. In addition to the learning model, the selection of learning media must also be considered in order to increase students' self-confidence in learning mathematics.

The Effective Application of Metacognitive Strategies in High School Mathematics Teaching

Metacognitive strategies, as an educational method that focuses on the metacognitive knowledge and skills of learners' thinking and learning process, have attracted widespread attention in the field of high school mathematics teaching in recent years. This article aims to analyze the effective application of metacognitive strategies in high school mathematics teaching, and deeply explore their role in improving students' mathematical learning achievements and developing mathematical thinking abilities. Firstly, this article provides an overview of the current situation and problems in high school mathematics teaching, including the difficulty of teachers' teaching concepts keeping up with the times, the lack of novelty in teaching methods, and the solidification of students' thinking. Then, the article pointed out the importance of metacognitive strategies for mathematical learning and introduced the basic overview and classification of metacognitive strategies. Next, this article explores in detail how metacognitive strategies can be applied to high school mathematics teaching, including carefully preparing teaching based on metacognition and finding the best teaching methods, guiding students to reflect through metacognitive monitoring, and improving teaching evaluation systems based on metacognition. The effective application of these strategies helps students better understand mathematical concepts, improve problem-solving abilities, and enhance mathematical confidence.

Early development of a set of interactive tools for undergraduate acoustics education

Using interactive learning materials has been found to increase the efficiency of teaching math and physics concepts fundamental to acoustic phenomena; this presentation will discuss work done to explore their use in undergraduate acoustics courses. During the Spring 2024 semester at Penn State, three undergraduate courses in acoustics were offered, each aimed at different types of students at differing levels of mathematical rigor. These were: a general education elective for freshmen from non-STEM majors, a sophomore/junior level course required for communication science disorders majors, and a junior/senior elective for STEM majors. Observation of each class during the semester identified a variety of topics for which a web-based interactive tool could improve student understanding and engagement. This talk will discuss some of the topics identified as potentially benefiting from an online interactive tool, with a specific focus on one interactive webpage which may serve as an example template for the style and delivery of future developments. This specific interactive webpage explains basic trigonometric functions in a manner approachable by students at any level of mathematical confidence, by illustrating geometric implications with interactive graphs, explaining with a conversational tone, and addressing the etymology of some of the mathematical terms.

Systematic literature review: Kepercayaan diri dalam pembelajaran matematika

This research aims to systematically compile and evaluate research on self-confidence in mathematics learning. The method used in this research is a Systematic Literature Review (SLR). Data collection and analysis was carried out by following the general steps of the SLR method, namely formulating research problems, developing and validating review protocols, searching literature, screening inclusion criteria, assessing quality, extracting data, analyzing and synthesizing data and reporting findings. The results of this research show that the most research related to self-confidence in mathematics learning was carried out in 2020 in Indonesia, junior high schools were the most frequently chosen research subjects, the most widely used method was quantitative methods, the mathematics topics used were varied, indicators Self-confidence in general includes an optimistic, objective and rational attitude. The results of research on self-confidence in learning mathematics obtained various results which were reviewed into three aspects, namely aspects that can influence students' achievement of self-confidence in mathematics, the influence of self-confidence on other aspects, and the level of self-confidence. students' self in mathematics.

A Validation Study Of The Saudi Version Of The Mathematics Confidence Scale Among General Education Students

The purpose of this study was to validate the Saudi version of the Mathematics Confidence Scale among undergraduate students. To achieve this, a sample of 1324 undergraduate students from various schools across Saudi Arabia was selected. The participants' demographics, including gender, grade, and type of school, were considered in order to ensure a representative sample. The participants were given the Mathematics Confidence Scale questionnaire, which consisted of 30 statements related to their confidence in mathematical abilities. Each statement was rated on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The Likert scale was chosen to measure participants' responses because it allows for a more nuanced understanding of their levels of confidence in mathematics. The results indicated That the Saudi Version of the Mathematics Confidence Scale is reliable and valid. This suggests that the scale can be used effectively to assess the confidence levels of undergraduate students in mathematics in Saudi Arabia. Further research should be conducted to investigate the psychometric properties of the Saudi Version of the Mathematics Confidence Scale using IRT models. IRT models can provide more in-depth analysis of item response patterns and help identify specific areas where students may be lacking confidence in mathematics. They can also help determine whether certain items on the scale are functioning as intended and provide insights for improving the scale's overall validity and reliability

Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics

Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics

The Role of Academic Self-Efficacy in Predicting Mathematical Confidence among University Students in Light of Some Demographic and Academic Variables

The Role of Academic Self-Efficacy in Predicting Mathematical Confidence among University Students in Light of Some Demographic and Academic Variables

THE RELATIONSHIP BETWEEN NORWEGIAN BUSINESS STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AND SUCCESS IN BUSINESS EDUCATION

Although mathematical skills are an important component for business students, many students struggle to understand and meet the demands in different subjects. There is a considerable heterogeneity among the different subjects and the need for good mathematical skills varies from subject to subject. To analyse this, we apply the Attitudes Towards Mathematics Inventory (ATMI) framework. The data are collected by asking students at a business school in Norway. The results are linked to the exam grades in the various subjects. The sample consists of approximately 150 students. As a research method, the standard linear regression model is used. The results show that there is a strong positive correlation between ATMI and success in the various subjects. This applies specifically to the dimension of self-confidence in mathematics. However, there is a considerable variation between the subjects, and in some non-quantitative subjects such as marketing, no correlation was found in this study between ATMI and exam grades. As control variables in the model, gender and Grade Point Average (GPA) from the upper secondary school were included. These variables had a rather small influence on the results for the subjects, but with significant statistical effects on some subjects. This article provides insight into a key factor that can help explain how students are performing in the various business subjects

What explains early numeracy achievement: A comparison of South Africa and China

Mathematics is pivotal in the contemporary technology-driven world. However, poor mathematical performance continues to be a concern in many countries. Guided by Mathematics in a Cultural Context (MCC) framework, this article investigates the similarities, differences, and potential reasons behind early numeracy achievement in South Africa and China. Applying a qualitative research approach, selected teachers, parents, and government officials in the two countries were interviewed for their views on the cultural context and pedagogical practices that potentially impact mathematics teaching and learning. The findings confirmed the multifaceted and interconnected nature of mathematics teaching and learning. However, the findings raise questions about the efficacy of certain practices on mathematics learning and achievement, including the teaching approach, the value of different kinds of motivations, and methods to inspire motivation. This finding suggests the importance of practicing key mathematics concepts in building a solid foundation and confidence in mathematics.