Math Topics Research Articles

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

Impact of activity-based learning on understanding linear and quadratic functions: An evaluation of student performance and satisfaction in a Thai high school

Linear and quadratic functions are crucial topics in math education, and there is a significant focus on using activity-based learning (ABL) to teach these subjects. However, previous research has shown gaps, especially in how this approach affects high school students' learning outcomes. Most studies focus only on test scores and do not consider students' satisfaction or apply these methods to other math topics. This study aimed to assess the impact of ABL on the academic performance and satisfaction of 11th-grade students with linear and quadratic functions. The research was conducted in a Thai public school with 38 participants, using various tools like an ABL curriculum, skills assessments, achievement tests, and a satisfaction survey. The findings clearly showed that ABL improves students' understanding and problem-solving skills in complex math topics like linear and quadratic functions. This study provides solid evidence that ABL is effective in high school math, suggesting it could improve students' overall learning experiences and outcomes.

The Impact of Augmented Reality-Based Applications on Students' Motivation towards Learning Math and in their Academic Achievement

The current study aims to verify whether students’ motivation towards learning math and their academic achievement is affected by using (AR) applications in learning math. The study followed the quasi-experimental approach to achieve the objectives. The sample is (46) students in seventh grade distributed as two groups: control and experimental, (23) students in each. AR-based applications were used to explain the educational content to the first group, while the second group was taught using conventional methods. Two instruments were developed to collect data for the study: a scale of motivation towards learning math and an achievement test in math. The results indicated that the experimental group students’ motivation towards learning math was significantly enhanced after treatment, and their academic achievement was apparently improved. Accordingly, the study recommends using (AR) applications in teaching math topics to create a more interactive learning environment that may enhance learners’ motivation and improve their academic achievement.

Pembelajaran Berbasis Proyek Menggunakan Software Matematika Geogebra Terhadap Kemampuan Komputasi Siswa

The use of digital technology in mathematics education material makes it a very interesting and urgent matter regarding the level of students' abilities regarding the material they are studying, whether students understand mathematics material more easily or have more difficulty understanding it. Geogebra is a free math learning software program that supports a variety of math topics. for use at school. Initially, GeoGebra was only used for learning algebra and geometry, but as it developed, many new features were added and increasingly enriched the existing features. The research method used in this research uses a literature study research method where researchers study the results of previous research. The results of this research conclude that the use of Geogebra mathematics software in learning has a positive influence on students' computing knowledge, learning through Geogebra software makes mathematics learning easier for students to understand and understand, students are more enthusiastic about studying mathematics because teachers balance conventional and mathematics. integrated mathematics learning. Project-based learning using Geogebra mathematics software is more popular with students, thereby increasing students' abilities and enthusiasm for learning mathematics.

What Feathers Flock Together? Examining College Students’ Perceptions of Social Model Similarity

Educators often try to motivate students for learning science, technology, engineering, and math (STEM) topics by exposing them to social models with similar characteristics. However, it is not clear what dimensions of similarities are most optimal for motivating students in STEM. The present study investigated different dimensions in which college students perceived similarity to their social models in chemistry (N = 265) and biology (N = 143) and how different dimensions of perceived similarity were related to students’ competence-related beliefs and task values for learning in those fields. Academic similarities—particularly similar abilities, efforts, and interests—were the most frequent dimensions of similarity college students reported perceiving with respect to their STEM social models. Additionally, perceiving similar academic abilities to a social model was associated with greater competence-related beliefs in both studies. The relative salience of different academic similarities and their relations to STEM motivation also differed by study, suggesting that the importance of academic similarity perceptions may differ across learning contexts. Educators should consider emphasizing academic similarities when using social models to recruit or retain college students in STEM, while also acknowledging contextual nuances that may attenuate how different perceptions of similarities motivate students.

Analysis of Student Learning Difficulties in Islamic Education Subject at Elementary School

This study aims to describe the mathematics learning difficulties experienced by students as well as internal and external factors in students' science learning difficulties at SDN 3 Bumi Kencana, starting from what are the internal and external learning difficulty factors. This type of research is descriptive qualitative research. This research took the subjects of class teachers and third grade students. The technique in this research is qualitative and the data collection techniques in this research are observation, interview, and documentation. The results showed that the factors that influence students' learning difficulties apart from external and internal factors, namely, where many mistakes are made by students such as being mistaken in reciting the order in prayer. For children with poor memory, it will be difficult to connect one topic with other math topics.

Analysis of Student Learning Difficulties in Islamic Religious Education (PAI) Subjects

This study aims to describe the mathematics learning difficulties experienced by students as well as internal and external factors in students' science learning difficulties at SDN 3 Bumi Kencana, starting from what are the internal and external learning difficulty factors. This type of research is descriptive qualitative research. This research took the subjects of class teachers and third grade students. The technique in this research is qualitative and the data collection techniques in this research are observation, interview, and documentation. The results showed that the factors that influence students' learning difficulties apart from external and internal factors, namely, where many mistakes are made by students such as being mistaken in reciting the order in prayer. For children with poor memory, it will be difficult to connect one topic with other math topics.

Parental early math support: The role of parental knowledge about early math development

Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the child's primary caregiver and 77% as White; 79% had at least a bachelor's degree) reported on their knowledge about the development of early numeracy and repeating patterning skills, numeracy and repeating patterning beliefs related to their children, numeracy and repeating patterning support, and education, income, and employment status via a survey. Parents’ knowledge about early repeating patterning development was positively related to all the measured child-specific repeating patterning beliefs and both were predictive of the frequency and complexity of their reported repeating patterning support. Their knowledge about early numeracy development was also positively related to most of their child-specific numeracy beliefs, but while their child-specific numeracy beliefs uniquely predicted their reported numeracy support, their knowledge did not. Parents’ knowledge about early numeracy and repeating patterning development was not consistently related to their education, income, nor employment status, but their education and employment status uniquely predicted their numeracy and repeating patterning support. Implications of these findings for research, theory, and parent-based interventions are discussed.

IMPROVING MATHEMATICAL PROBLEM-SOLVING SKILLS WITH AN INTELLIGENT SELF-LEARNING SYSTEM: A RANDOMIZED CONTROLLED TRIAL STUDY

The research paper discusses an intelligent self-learning system for analyzing the learning process of mathematical problem solving, which uses advanced machine learning algorithms to identify learners' strengths and weaknesses, and provides personalized feedback and recommendations to help learners overcome difficulties and develop their strengths. The system is based on analyzing data on test scores and assignments completed by learners. Machine learning models are used to determine the knowledge and competency level of each learner in different math topics. Based on this analysis, the system provides personalized feedback, pointing out strengths and weaknesses in the approach to problem solving and offering individual recommendations for independent skill development. In addition, the system uses natural language processing techniques to analyze students' written responses to mathematical problems. This makes it possible to identify students' errors and difficulties and provide real-time feedback. The proposed intelligent system has the potential to significantly improve the educational process by providing students with personalized support based on their individual needs and abilities in mathematics.

Developing and validating a measure of parental knowledge about early math development.

Parents' knowledge about the math skills that most preschool-aged children can develop might be an important component of the Home Math Environment (HME) as it might shape their math beliefs and efforts to support their preschoolers' math development. This study aimed to systematically develop measures of parents' knowledge about two critical early math topics, numeracy, and patterning, across five studies conducted with a total of 616 U.S. parents of 3- to 5-year-olds (66% mothers, 54% sons, 73% White, 60% college-educated). Parents were recruited via CloudResearch or a university database. Study 1 focused on item generation to revise a previous measure to capture a wider set of children's early math skills and analysis of the psychometric properties of the measure after it was completed by 161 parents via a survey. Study 2 included an analysis of a new sample of parents (n = 21) who responded to the measures twice across two weeks to explore test-retest reliability. The measures were iteratively revised, administered to new samples, and analyzed in Studies 3 (n = 45), 4 (n = 46), and 5 (n = 344). The measures demonstrated adequate internal consistency and validity (construct, convergent, and discriminant) in Study 5 such as being positively related to parents' numeracy and patterning beliefs about their children. Overall, the newly developed measures satisfy standards for the development of an adequate measure and can be used to better understand what parents know about early math development and how this relates to the HME that they facilitate.

Bridging K–12 Mathematics and Computational Thinking in the Scratch Community: Implications Drawn From a Creative Learning Context

This study analyzes 15,453 math topic-based Scratch projects of the online Scratch community to find the relations among K–12 math topics, usage of 13 programming elements, and project popularity. Among the six math topics, only statistics and calculus significantly contribute to projecting popularity. In addition, noncore programming elements, including sound and look, are widely adapted across various math topics and contribute significantly to project popularity. Although some studies discussed the integration of computation thinking (CT) and math in the classrooms, scant research focuses on the effect of math topics on CT element adoption for achieving better integration in the creative learning context. Moreover, few studies involve a large sample size for generalizable findings.

The Effectiveness of Infusion Learning Model in Linear Algebra Course

This study aims to determine the effectiveness of applying the learning model in linear algebra at a university in the city of Jombang, Indonesia, which is indicated by looking at student learning outcomes, student learning activities, and the ability of lecturers to manage to learn. The quasi-experimental research method was carried out for 3 months involving two classes of students consisting of an experimental class (infusion learning model) and a control class (conventional learning). Data were collected through test sheets (pretest and posttest), student activity observation sheets, and lecturers’ ability observation sheets in managing to learn. Data were analyzed using two techniques, namely, inferential statistical analysis and descriptive statistical analysis. Based on inferential statistical analysis, it shows differences in students’ argumentation abilities between the control and experimental groups. In addition, based on the results of the descriptive analysis, student learning outcomes in the infusion learning model obtained more than the minimum standard value, students were active in learning activities, and lecturers’ abilities were good and very good in managing to learn. Thus, the infusion learning model effectively learns linear algebra with vector subspace topics. These findings indicate that students are enthusiastic about solving problems, building arguments not in dialog and arguments in dialog, and actively discussing with other students in class. We suggest that lecturers apply infusion learning to other math topics so that students can be enthusiastic about learning mathematics in class. Alternatively, lecturers can use the infusion learning model with technology-assisted learning to make learning more interesting for students.

Teaching Vectors to Junior Secondary School Learners: A Comparison of Two Approaches

The purpose of this study was to investigate whether Form 2 learners taught using the position and movement approach (Experimental group) performed better in a test on Vectors than their counterparts taught using the non-geometric or matrix approach (Control group). A comparison of the two approaches in relation to the Gestalt and the Behaviourist learning theories was also discussed. The mixed research approach (QUANT- Qual) was used. For the QUANT part, the quasi-experimental approach involving the pre-test – post-test control group design with 50 randomly chosen learners (25 in each group) was used. Results showed that, generally, the Experimental group performed better than the Control group, although the findings could be taken with caution due to the small sample sizes and the lack of a true experiment. For the Qual approach, four learners were purposively sampled. The learners were asked to talk about their experiences and performances during learning. An attempt to relate these experiences with the Gestalt and Behaviourist learning theories was also made. It could be concluded that the position and movement approach fitted quite well with the Gestalt Theory, whereas the matrix approach fitted with Behaviourism. These results and findings could help to inform the theory and practice of teaching Vectors in particular and other Math topics in general. There is also a need for further research to see if consistencies in these views could be established.

MIRNA Adaptive 3D Game to assist children's Distance Learning Difficulties Design and Teachers Intention to use

The global transition from traditional classroom instruction to online learning has been hastened through COVID-19. Notwithstanding its benefits, students were unable to quickly adjust to the difficulties of change. This research offers MIRNA, an assistive 3D instructional tool for slow learners in primary school, mostly for Arabic, English, and Math topics, to address academic issues that develop with online education. The proposed tool can be fully integrated with remedial programs to assist students who struggled to adjust to distant learning during the pandemic, slow learners, or even those who are unable to attend school. This application categorizes students based on academic performance rather than age and automatically adjusts to their limitations. Additionally, MIRNA offers a simple interface that allows teachers to personalize it with their own content and game scenarios. We carried out an empirical investigation to assess teachers' intentions to use MIRNA as an online learning platform in the learning process. The findings of the study show that teachers’ attitude towards the game was positive, and they intended to use the game in the learning process in the future

Charting opportunities and guidelines for augmented reality in makerspaces through prototyping and co-design research

Makerspace environments are becoming popular project-based learning spaces where students interact with physical objects and peer collaboration, while developing 21st century skills and engaging with science, technology, engineering, and math (STEM) topics. At the same time, augmented reality (AR) technology, which combines physical objects with digital visualizations, is becoming increasingly applicable for makerspace activities and has potential to address challenges for student learning in makerspaces. However, there is a lack of understanding of how to use and integrate AR in real makerspace environments. In this research we use a co-design methodology to address the following questions: (1) How can AR be useful for education in makerspaces? (2) How are students impacted by the process of co-designing AR technology? and (3) What are practical considerations for integrating AR in makerspaces? We engaged in a co-design process in a semester-long makerspace course attended by 18 students in a graduate school of education. Through this process, we generated six prototypes with seven student co-designers, exploring AR use in design, fabrication, programming, electronics, and training. We also identified areas where AR technology can benefit makerspaces, such as teaching STEM skills, facilitating construction activities, enhancing contextualization of learning, and debugging. We observed that students participating in co-design demonstrated improved understanding of technology design, enthusiasm for engaging with makerspaces and AR, and increased critical thinking about AR technology. These results suggest considerations and guidelines for integrating AR technology into makerspace environments.

Studying the Wikipedia Math Essential Pages using Graph Theory Metrics

Abstract COVID-19 pandemic enforced students in schools and universities all around the world to study using the online and blinded learning. In these learning models, students depend on the Internet for information searching of different scientific essentials to improve their skills and to overcome the gap of facing instructors. One of the most popular sources of information is Wikipedia. In this work, we attempt to study the relations of different math essential pages of Wikipedia to find the relation between these topics. A graph has been constructed for these pages. The graph theoretical metrics, such as, centrality, edge weights and clustering coefficient have been extracted of the constructed graph. The extracted values have been investigated to gain more insights of the math topics that should be studied first. The extracted results show that the in-degree property of the articles and the betweenness value of these articles are correlated. Moreover, there is no relation between the in /out-degree of the pages. Finally, the constructed graph has a small average shortest path and a high global cluster coefficient. This proves that the constructed graph follows the small world phenomenon. Keywords: Graph metrics, Math essentials, Gephi, Small world phenomenon, Directed graph

Homework characteristics as predictors of advanced math achievement and attitude among US 12th grade students.

The present study examined the 2015 Trends in international mathematics and science study “Advanced” data to examine how both the type of homework assigned and how that homework was used were related to advanced mathematics achievement and attitudes toward advanced mathematics among 12th grade students in the USA. Additionally, students’ use of the internet was examined as a predictor of these outcomes. Results showed that the use of homework assignments that required students to find one or more applications of the content covered in class was a statistically significant positive predictor of both Students like learning advanced mathematics and students value advanced mathematics, while discussing homework in class was a significant, negative predictor of Students like learning advanced mathematics. Additionally, using the internet to discuss math topics with other students and to find information was significantly, positively associated with both attitudinal outcomes. Using the internet to communicate with the teacher was positively associated with Students like learning advanced mathematics scores.

Preschoolers’ STEM Learning on a Haptic Enabled Tablet

The research on children’s learning of science, technology, engineering, and math (STEM) topics from electronic applications (apps) is limited, though it appears that children can reasonably transfer learning from tablet games to particular tasks. We were interested to determine whether these findings would translate to the emerging technology of haptic feedback tablets. The research on haptic feedback technology, specifically, has found that this type of feedback is effective in teaching physics concepts to older students. However, haptic feedback has not yet been sufficiently explored with younger groups (e.g., preschoolers). To determine the effect of playing a STEM game enhanced with haptic technology on learning outcomes, we designed an experiment where preschool participants were randomly exposed to one of three different conditions: (a) STEM game with no haptic feedback (tablet), (b) STEM game enabled with haptic feedback (haptics), or (c) a puzzle game (control). Results revealed no significant differences in comprehension or transfer by condition. Results from this study contribute to the literature on the effectiveness of haptic feedback for preschool STEM learning.

Introductory College Mathematics for the Life Sciences: Has Anything Changed?

This paper focuses on issues concerning the introductory college mathematics sequence with an emphasis on students interested in the life sciences, and concentration on the time after the publication of BIO2010 (BIO2010 in Transforming Undergraduate Education for Future Research Biologists, National Academies of Science, Medicine and Engineering, Washington, 2003). It also explores the potential uses of books targeted at introductory mathematics courses for life science majors today. As relevant background, we look at the evolution of the way that calculus has been taught over the past 50 years, including at the high school level. We also explore the implications of changes in technology and course delivery, such as online education. As we discuss different books and introductory course ideas, we focus on the needs of biology students, the inclusion of real-world problems and models, the role of technology, and the impact of data science. The paper is organized as follows: Sect. 1 provides some personal background with calculus dating back to the 1970s, and changes in calculus prior to BIO2010. Section 2 introduces goals for an introductory mathematics sequence and evaluates the calculus sequence in light of those goals. Sections 3–7 discuss various issues that will help to understand issues and challenges for introductory mathematics for the life sciences: Calculus in high school (Sect. 3), equity issues relative to calculus and other math topics (Sect. 4), the impact of online education (Sect. 5), math as a stumbling block for college students (Sect. 6), and the increasing importance and value of teaching data science (Sect. 7). Section 8 reviews the development of books in light of these issues and challenges. The last section (Sect. 9) summarizes conclusions.

OYUNLA MATEMATİK ÖĞRETİMİNİN 5. SINIF ÖĞRENCİLERİNİN MATEMATİK DERSİNE KARŞI TUTUMLARI ÜZERİNDEKİ ETKİSİNİN İNCELENMESİ

Games that have existed since the beginning of cultures are known to have an important place in children's life. Many psychologists and sociologists have conducted studies on the effect of the concept of play on the development of children, and the results have been shared with the education community. The use of games –that are very important to the individual- as a method in the teaching process has been brought up and games have been used as a method in many lessons. The aim of this study is to examine the effects of games on students' attitudes towards Mathematics course, using the game as a method in the Mathematics lessons Turkish students generally have difficulty. For this purpose, a mixed method was used. Quantitative data were obtained using the semi-experimental “single group pre-test and post-test” model, while qualitative data were obtained using the “semi-structured questionnaire”. The attitude scores of the students regarding the teaching of classical mathematics and mathematics with games were determined by using the “Mathematics Attitude Scale”. This research was carried out on twenty-seven (27) 5th grade students of a private college, which allowed for research and is located in Uskudar District of Istanbul province. For seven (7) weeks, Math topics were taught with a game activity every week, and the Math Attitude Scale was applied again at the end of seven (7) weeks. Whether there is a significant difference between students' Math attitude scores was determined by using Wilcoxon-Signed-Ranking test, which is one of the non-parametric tests. When the results obtained were evaluated, it was observed that the games used in teaching mathematics positively affected the attitudes of students towards mathematics, the opinions of the students obtained through the semi-structured interview questionnaire on teaching mathematics with games were positive in favor of mathematics teaching with games. It can be said that a change of method in the teaching of mathematics subjects, which are currently taught with classical methods, will enable Turkish children to develop positive attitudes towards Mathematics.