Math Classes Research Articles

The Effectiveness of Online Courses in Building Nemeth Code Within UEB Contexts Skills and Increasing Knowledge of Strategies to Support Prekindergarten Through Eighth-Grade Students in Their Mathematics Learning

Introduction Professional development can assist individuals in learning a variety of new skills and refining their teaching practice. The purpose of this study was to explore the effectiveness of asynchronous online courses designed to assist individuals in building their Nemeth Code within Unified English Braille (UEB) Contexts skills and strategies for teaching the code to prekindergarten through eighth-grade students. Methods Four teachers of students with visual impairments designed five asynchronous online courses. The courses provided multiple opportunities for participants to actively complete course content as well as learn about strategies and resources for teaching the Nemeth Code within UEB Contexts to children and youths. Each course included an initial survey, pretest, seven self-paced lessons, and posttest. Participants were also invited to complete a follow-up survey. Results Between spring 2020 and spring 2023, 452 participants completed between 1 and 5 of the courses for a total of 620 courses completed. Almost all completers ( n = 598) scored higher on the posttest. Of the 227 individuals who completed the follow-up survey, 223 reported that what they learned in the course had positively impacted how they support or will support students who read braille in their math classes. Discussion Effective professional development goes beyond learning. When individuals actively consume content and reflect upon their learning, their professional practice is transformed. Implications for Practitioners Well-designed asynchronous instructional modules allow professionals to increase their knowledge and skills. Opportunities to practice skills and check one's work, access to instructional videos, and the availability of downloadable slides and resources are helpful to professionals.

USE OF ENGLISH LANGUAGE PROFICIENCY IN TEACHING AND LEARNING ON STUDENTS PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS OF RWANDA

This study explored the impact of English language proficiency on students performance in Mathematics in Kirehe Districts public secondary schools. It aims to assess students English skills in math classes, identify challenges stemming from language barriers, and determine the correlation between English proficiency and math performance. The research involved 336 students, from which 183 respondents, including head teachers, teachers, and students from four schools, were selected through purposive and random sampling methods. A descriptive research design using both quantitative and qualitative approaches was adopted, with data collected via questionnaires, interviews, and observations, then analyzed using SPSS version 21. Findings revealed that 76.5% of students understood basic math terms in English, while 89.7% felt confident discussing challenges in math. However, 81.8% struggled with complex instructions due to unfamiliar vocabulary. Anxiety about using English was noted by 86.8% of students, and 94.1% reported difficulties with lengthy word problems. The study found a significant correlation between teachers English skills and student performance, participation, and learning independence. Recommendations include prioritizing access to English resources, providing teacher incentives for language skill enhancement, and using clear, concise language in instruction. Further research on the relationship between English proficiency and students attitudes toward Mathematics is suggested.

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

When Games get in the way: Gamification Approach for Teaching Maths – A Case Study With Undergraduate Tourism Students

Planning more dynamic and motivating lessons for students is the goal of any teacher, especially maths teachers, a subject where the lack of interest and motivation to learn is so evident and a major concern. Several studies highlight the positive impact of the adoption of gamification strategies in teaching/learning, both in student motivation and in the development of soft skills (teamwork, creativity, decision-making, leadership, communication, and critical thinking). Game-based learning thus promotes students' interest and involves them in this process. In this sense, one of the authors of this study chose to use several (non-digital) games to support the teaching-learning process in her classes. The games used were developed by the authors and have been thoroughly designed to address specific maths topics. The games took various forms, including card games, board games and other hands-on activities. The participants in the study are first-year undergraduate students from a Portuguese higher education institution and encompassed the course of “Quantitative Methods”. The aim of the study is to investigate students’ perceptions of the use of gamification in the maths teaching-learning process. To gather information about students’ insights on the use of games in math classes a quantitative survey was conducted. Similar studies have shown that higher education students are usually receptive to the use of games, finding it useful to increase their motivation and consider game-based learning can positively impact learning. Our findings are in line with those studies.

School Administrative Practices and Student Academic Performance in Mathematics in Technical Secondary Schools in Rwanda: A Case of Ngororero District

The research investigated school administrative practices and student academic performance in mathematics in technical secondary schools in Rwanda. Specifically, the research evaluates the school administrative practices that affect the students’ academic performance in mathematics in technical secondary schools in Rwanda, determines the level of student academic performance in mathematics in technical secondary schools in Rwanda, and analyses the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The targeted population was 7,549, for a sample of 481 respondents. This study used primary sources namely questionnaires and interviews to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis from IBM SPSS Version 21.0. For the first objective, results indicates that 83.3% of Teachers agree and 10.2 % agreed that Resource allocation and management show the school administration practices, and 73.1 % strongly agreed and 11.5 % agreed that Lead teaching and learning , 71.8% strongly agreed and 20.5 % agreed that The Link the school with other organisations show the school administration practices, 61.5 % strongly agreed and 21.8 % agreed that Driven data decision-making indicates the school administration practices and 62.22% strongly agreed and 21.8 agreed that Resource allocation and management indicates the school administration practices. For the second objective, 88.5% strongly agreed and 11.5% agreed that An increased score in the test and exam indicates the student's academic performance in mathematics,76.9% Strongly agreed and 11.5 agreed that Apply mathematical knowledge to solve complex problems and improve student academic performance in mathematics, 66.9% Strongly agreed and 23.1% agreed that Increased student participation in math class increases student academic performance in mathematics and 65.4% Strongly agreed and 23.1% agreed that Attendance and homework completion affect student academic performance in mathematics. Results on the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The study revealed a strong positive correlation between engaging stakeholders, leading teaching and learning, and linking the school with other organizations. Resource allocation and management and setting direction, with an increased score in the test and exam, apply mathematical knowledge to solve complex problems, increased student participation in math class, attendance, and homework completion rates, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. It is recommended that teachers' quality, classroom environment, and parental involvement positively impact academic performance. Smaller classroom sizes and higher teacher-student interaction are associated with higher achievement. Resources like textbooks, technology, and laboratory equipment also contribute to better academic performance, especially for students from disadvantaged backgrounds.

Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel

Background: Over the last three years, many studies have explored the effect of pandemic closures on learning. However, in Israel, the perspectives of parents on the short- and long-term effects of the lockdowns on students with mathematical learning disabilities (MD), have rarely been examined. Method: To fill this gap, MD (n = 33) or typically developing (n = 50) children were selected. They were in the 1st and 2nd grades during the closures, and we tested them and their surroundings, two years later. Results and Conclusions: First, according to the parent’s survey, children with MD had physical conditions similar to the TD group, the two groups had similar stable connections to the internet, computer, and a quiet environment. However, MD children (1) needed more help and (2) had a harder time concentrating during virtual math classes compared to TD children. Moreover, the coronavirus closures resulted in a greater learning gap in the MD children compared to the TD children. We found positive associations between difficulties reported by the parents and actual weakness in performances in complex multiplication and division and verbal working memory.

Cultivating STEM engagement among African American youth: an exploration of secondary students’ voices

In the United States, individuals who identify as Black are severely underrepresented in science, technology, engineering and mathematics (STEM) disciplines. This underrepresentation begins as early as middle school due to the stereotype of successful STEM students being white and male thus affecting Black students sense of belonging in STEM. The goal for this exploratory qualitative study was to understand the experiences of Black students in their science classes. Our choice of focus groups empowered these students, who have historically been missing from educational policy decisions, by providing them an opportunity to be part of the change they want to see in their schools. The results indicate that participants could see potential relevance in science and math classes but the structure of their current science classes (e.g., neglect and lack of care from teachers) affects their ability to actually experience this relevance. Despite this, many of our participants understood their value and believed that they “deserve more,” which shows that we can improve the experiences for Black students in STEM and increase their representation in these disciplines.

Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers

<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.</span></span></p>

TEACHING EXPLANATION OF CONCEPTS WITH ECONOMICS EDUCATION IN A MATH CLASS

TEACHING EXPLANATION OF CONCEPTS WITH ECONOMICS EDUCATION IN A MATH CLASS

Korelasi Antara Kemandirian Dan Motivasi Belajar Dengan Prestasi Belajar Siswa SMA

This research aims to know the corelation between indepndent learning with achievement of learning math, the corelation between learning motivation with achievement of learning math, and corelation between independent learning and learning motivation with students’ achievement of learning math class XI in SMA Katolik Waikabubak. This research uses quantitative approach. The population of this research is the students of class XI SMA Katolik Waikabubak totally 132 students. Sampling technique uses by Slovin pattern and 99 students are choosen. The data collecting by questionaire. Hypothesis test uses product moment of corelation test for first hypothesis and the second, meanwhile for the third hypothesis by multiple regresion test. The instrument of validity test uses person’s product moment of corelation and the realibity tes uses Alpha Cronbach. Analysis tes for normality and linearity test apply Kolmogrov-Kmirnov. The result of this investigation, shows that: 1) there is no corelation between independent learning with students’ achievement of learning math, 2) there is corelation between learning motivation with students’ achievement of learning math, 3) there is corelation of independent learning and learning motivation from students with students’ achievement of learning math

Gender and circadian preferences influence emotions and motivation in secondary mathematics classrooms

ABSTRACT Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes.

Relationship of Attitude and Performance in Mathematics of the BEEd and BSE Students

This study aimed to determine if the attitude toward mathematics of BSE and BEED students in DMMMSU NLUC is significantly correlated to their Mathematics performance. Specifically, it seeks answers to the following questions: What is the profile of the students enrolled in Mathematics along sex, CAT Result in Mathematics and IQ level. What is the attitude of students towards Mathematics? What is performance of the respondents in Mathematics? Is there a significant relationship between profile variables and attitude towards Mathematics profile variables and performance in Mathematics, attitude toward Mathematics and Mathematics performance? Which among the variables are predictors of Mathematics performance? What action plan can be proposed to enhance the level of performance and attitude of the students in Mathematics? This study utilized the descriptive method of investigation. This is best fitted to the study because this method involves describing, recording, analyzing and interpreting conditions that exist. It also includes some forms of comparison and contrast and discovers relationship between existing non-manipulative variables. The respondents are two classes enrolled in Basic Mathematics and Contemporary Mathematics for the SY 2014-2015. Their attitude towards Mathematics were obtained using an attitude inventory, their IQ and CAT Math results were obtained from the Guidance Office and their performance were taken from their final grade in Mathematics. The attitude of students toward Mathematics and their performance in Mathematics were described, analyzed, compared, and interpreted. Mean was used to describe the attitude and performance in Mathematics. Furthermore, the relationship of the aforementioned variables will be obtained. Hence, the use of statistics of correlation under descriptive method was also used. The following are the salient findings of this study: Majority of the Mathematics students are females with fair to good performance in the Math CAT and IQ level. The students have positive to highly positive attitude towards Mathematics. The students have very good performance in Mathematics.IQ and CAT performance are significantly correlated with Mathematics performance. CAT significantly correlates with attitude and attitude is significantly correlated with Mathematics performance. In the light of the above-stated findings, the following conclusions are drawn: The Math classes are dominated with females who have only fairly satisfactory to satisfactory IQ levels and performance in the CAT along Mathematics. A greater majority of the students find mathematics enjoyable, interesting and fun. Most of the students have acquired the needed competencies in Mathematics. They are good in computation, comprehension and problem solving. Those who have high IQ and high CAT results perform excellently in Mathematics. The better is the attitude towards Mathematics the higher is the performance in the subject. Attitude has a positive impact of performance in Mathematics. Based on the conclusions, the researcher offered the following recommendations: Teachers are encouraged to customize their instruction and improve the use of modernized and innovative teaching techniques and strategies to enhance performance and attitude of students toward Mathematics. The Mathematics teachers especially the Math Club Adviser should consider the implementation of the Action Plan to improve attitude and performance in Mathematics. The administrators should support the implementation of the Action Plan by providing the opportunities and logistics for its accomplishment. The Action Plan should be considered for adoption by other HEIs in La Union with the administrators and Head of Mathematics Department planning its mechanics of implementation. A research on the effectiveness of the proposed action plan when implemented be conducted as basis for revisions and improvement.

Facilitating online learning environment in math classes: Teachers views and suggestions

Facilitating online learning environment in math classes: Teachers views and suggestions

Using interviewee-created graphs to explore the arc of closeness and trust in adolescents' supportive relationships with nonparental adults.

Adolescents' supportive relationships with nonparental adults are beneficial when they are close and have trust, but few studies explore how adolescents believe closeness and trust unfold over time. I propose a method for prompting adolescents to retrospectively describe the development of abstract components of such relationships by sharing a study that used interviewee-created graphing to prompt adolescents to move from concrete parts of the relationship to abstract concepts using a tool adolescents would be familiar with from math classes. Analyses using Venn diagrams and matrices suggested adolescents conceptualized closeness and trust differently, however, this was shaped by whether the adult was a part of their family. Reflections on how the proposed graphing method can effectively be used will be discussed.

Quantifying residual oil in a household oil tank

On a chilly evening, a practical challenge was posed to 2nd level students taking an extra-curricular math class: Imagine a household cylindrical oil tank lying on its side. How could we determine how much heating oil remains in the tank? In this paper, we ask students to engage in mathematical deduction to devise methods for approximating a solution to this intriguing engineering problem. The only tools that we have access to are measuring tape, and a long clean stick, so resourcefulness becomes key. We establish a mathematical relationship between the parameters that we have access to measure and the volume of oil that remains in the tank. Expanding the scope, we encapsulate this solution within a Jupyter Notebook (Python), allowing for the calculation of oil in any cylindrical tank.

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

ABSTRACT This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of emergent bilingual students. Primary data sources included classroom observations, teacher interviews, and student interviews. This study elucidates pedagogical practices that are beneficial for emergent bilinguals. It found that both emergent bilinguals and teachers generally agree on the best practices, including their understanding of the language support. However, at times, there is a discrepancy between what the teacher said and the support that emergent bilingual students need. This study contributes to a comprehensive understanding of what and how teachers should know and act for performing responsive formative assessments for emergent bilinguals. It has implications for further research and for teachers who work with emergent bilingual students in core content areas.

FORMAÇÃO EM MATEMÁTICA E SUAS TECNOLOGIAS

With the great technological advances, new models of technologies began to appear, tools such as smartphones, data shows, computers, tablets, with this also the emergence of software and applications. This work addresses the importance and need for New Information Technologies and communication how it has been influencing our lives and how we can bring it to educational practices, especially in the educational practices of mathematics classes, the objective of the work is to show the best path for teaching and learning, as well as incorporating new technologies into our math classes.

Learning analytics for student homework activities during a long break: Evidence from K-12 education in Japan

Learning Analytics (LA) is an emergent field that aims to better understand students and provide intelligence to learners, teachers, and administrators using learning log data. Although the use of technology in class is increasing in the K-12 sector and tertiary education, cases of effective implementation of LA in secondary schools have rarely been reported. This study offers an example of LA implemented in a junior high Math class during long vacations in Japan. This paper comprises two studies: first, we analyzed 121 students’ answer logs and their exam performance after vacation by the K-means clustering method. We found that students’ progress patterns were categorized into four types of engagement—early, late, high, and low—and the early and high-engagement groups obtained significantly higher scores than the low-engagement group. In the second study, we implemented a real-time dashboard that visualizes students’ progress patterns and gives students insights about their progress during the vacation period. We found that the dashboard significantly increased students’ interactions with the assignment, and the questionnaire survey determined that the LA dashboard motivated students to learn during the long vacation period. Considering the previous studies of LA, we estimate that LA-based interventions enhance students’ self-regulation skills, which is crucial for learning during long vacation periods. Our study offers a novel approach to implementing LA in K-12 education.

수학과 스토리텔링을 적용한 수업이 고등학생의 수학 학업성취도와 수업 흥미도 및 수학 관련 태도에 미치는 영향

Objectives In this study, we would like to verify how storytelling classes affect learners' math academic achievement, class interest, and math-related attitudes for first year high school students through experiments.
 Methods 64 students in two classes in the first grade of 00 High School were analyzed as research subjects. Two classes were selected as midterm test scores for the first semester of the first grade. Class 1 was divided into an experimental group and the other class 1 was divided into a comparative group. From April 15 to July 11, 2021, 13 classes were held for about 2 months. The experimental group (32 students) was taught by applying mathematics and storytelling, and the comparative group (32) was taught by explaining based on traditional textbooks.
 Results Through this study, the following results were obtained. First, in this study, learning contents for each unit of mathematics were set and activity papers were used to apply mathematics and storytelling. By applying this to the class, it was possible to increase math academic achievement, class interest, and math-related attitudes. Second, math academic achievement, class interest, and math-related attitudes were more effective for students in the upper, middle, and lower classes using mathematics and storytelling compared to narrative-oriented classes based on traditional textbooks. Third, in classes using mathematics and storytelling applications, lower- ranked students were also interested in lower-ranked students neglecting general math classes, and the lower- ranked students actively participated to improve their math academic achievement.
 Conclusions In conclusion, the experimental group's classes using mathematics and storytelling were more effective in math academic achievement, class interest, and math-related attitudes than the comparative group.

Development of creative thinking via fractions and rhythm

In this study we follow the progress of fourth graders’ (N = 86) fractions knowledge and their fraction-related creative thinking, while utilizing a multi-disciplinary approach that combines mathematics and music with various teaching emphases. For the purpose of the study, an intervention program was implemented, focusing on fractions knowledge, rhythm patterns, and creative thinking. Three classes were taught the same MusiMath curriculum that explicitly connects mathematics and music. Moreover, these classes received additional instruction on fractions and rhythm, but with differing focuses: Creative Math class, Creative Music class, and Creative Math and Music class. A fourth class served as a control group, where standard mathematics and music were taught without any MusiMath lessons or creative intervention. Using a novel software, developed for the current study, students answered questions that had only one correct answer, as well as questions that invited diverse and original responses encouraging creative thinking. Pre- to post-intervention analyses indicated that the experimental groups outperformed the control group on fractions knowledge and creative thinking in both math and music, showing superiority of the Creative Math and Music instruction.