Interest In Mathematics Research Articles

React Strategy on Mathematical Reasoning Reviewed from Students’ Interest In Learning Mathematics

This study aims to determine whether the REACT strategy effectively enhances students’ mathematical reasoning based on their interest in learning, specifically for students in class X at SMA Negeri 1 Asparaga. The study employed a quasi-experimental with a 2 × 2 treatment-by-level design, analyzed using two-way ANOVA and Tukey’s test. The findings are as follows: (1) The REACT strategy is more effective than conventional teaching methods in enhancing students’ interest in learning (Fcount = 27.230 > Ftable = 4.105) and average scores of 44.79 & 34.52; (2) There is a significant interaction between the teaching model and students’ interest in learning on their mathematical reasoning (Fcount = 7.534 > Ftable = 4.105); (3) Among students with high interest in learning, the REACT strategy outperforms the conventional model, with a significant result (calculated significance with SPSS v.23 = 1.000 > 0.05) and average scores of 57.50 & 44.11; (4) Among students with low interest in learning, the REACT strategy also demonstrates superiority over the conventional model in critical mathematical thinking, with a significant result (calculated significance with SPSS v.23 = 0.314 > 0.05) and average scores of 31.71 & 27.56.

Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood.

To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict STEM career choice. MI (OR = 1.75) was a stronger predictor than MA (OR = 0.79), which was not significant after controlling for maths achievement. MI was a significant positive predictor of STEM career choices for both males (OR = 1.88) and females (OR = 1.77). However, MA was only predictive for males (OR = 0.62), and MSE was only predictive for females in the unadjusted model (OR = 1.77). These results highlight the importance of nurturing maths interest to bridge the STEM skills gap, regardless of sex. Future research should consider the co-development of maths-related psychological constructs to further understand their influence on STEM career paths.

Addressing Young Girls in STEM: Building Inclusion through Dialogicity. The Case of GoldieBlox

Abstract The number of women in Science, Technology, Engineering and Mathematics (STEM) is still limited compared to men, and one of the reasons for this is the lack of women’s sense of inclusion and belonging within engineering contexts. It has been argued that such a sense of inclusion and belonging might be developed by exposing girls to STEM with specific activities, games, and toys from a young age. This case study explores how the US toy manufacturer GoldieBlox Inc. addresses and includes young children, specifically girls, in the promotion of their products. GoldieBlox is a company that specifically targets girls to encourage their interest in STEM subjects, namely science, technology, and mathematics. Through a close reading and a qualitative analysis of the company’s webpages, this paper explores the links between consumerism, gender, belonging, and promotional language. Under the linguistic lens of dialogicity, I analyse how girls are addressed and included in STEM through the promotion of specific products.

Research on the current situation of diversified development in education

As a multicultural country, China's education industry is at a critical stage of development. It not only contributes to the diversity of society, but also improves the overall quality of the entire population, thereby improving the basic scientific literacy of all people and improving their physical and mental health. However, due to various reasons, especially history, social environment and current economic conditions, there are still many challenges in the current education, especially the lack of resources related to mathematics education. With the change of times, improve the quality of students; Learning interest and skills in mathematics, as well as strengthening their understanding of mathematical culture and theory, are important issues today; Therefore, integrating these factors into the classroom not only helps to improve their comprehensive quality, but also helps to better realize their dreams. This paper aims to explore the sustainable development of minority mathematics education through practical activities, classroom discussions, examination guidance, social practice activities and other forms, so as to improve students' comprehensive quality and mathematical ability.

Development of Interactive Learning Media Using Android-based Google Sites to Increase Students' Interest in Learning

In this study, researchers found a problem: there is still a lack of student interest in learning mathematics due to the media provided, which is less innovative and interactive, so students feel bored. Therefore, this research aims to (1) develop interactive learning media using Google Sites based on Android to increase student learning interest in Flat Buildings material grade VII SMP / MTs, (2) test the feasibility of the media, and (3) increase student learning interest. The research method used is Research and Development (R&D) with the 4-D development model (Define, Design, Development, Disseminate). The instruments used were expert validation, student response, learning interest, and pretest-posttest questionnaires. The results of this study obtained an average value from media experts of 92% with a very feasible category, while material experts obtained an average of 84% with a feasible category. The results of the N-Gain test obtained an average value of 82%, and the results of the student interest questionnaire of 76.62%. These results show that Android-based Google Sites learning media effectively increases student interest in learning. It can be concluded that interactive learning media using Android-based Google Sites is feasible and effective in increasing student interest in learning.

Enhancing Mathematical Interest through Visual Arts Integration: A Systematic Literature Review

This study explores the inclusion of the visual arts in mathematics instruction as a means of piquing students' interest in a topic that is frequently regarded as difficult. We evaluate numerous research that have been undertaken in this situation by completing an extensive literature study. Our findings show that the inclusion of visual arts in mathematics instruction has been helpful in piquing students' attention, boosting their motivation, and creating possibilities for them to investigate challenging mathematical ideas in a more imaginative way. These results provide a deeper understanding of the importance of visual arts in creating an engaging mathematics learning environment. The study also highlights challenges that need to be addressed and provides insights for further development in the application of visual arts in mathematics education. Thus, the integration of visual arts has significant potential to build interest in mathematics and enrich students' learning experiences.

Interest and Academic Achievement of Students in Senior Secondary School Mathematics as Determined by Teachers' Self-Efficacy

This study examined the degree to which Teacher’s Self-efficacy determined students’ interest and academic achievement in Mathematics. The study adopted correlational research design. The study was guided by two (2) research question and two (2) hypotheses. The population of the study consist of 8 Mathematics Teachers and 5125 Senior Secondary II (SS2) students. A sample of 29 mathematics teachers and 400 students was used for the study. Four instruments were employed for data collection in this study. They are Teachers’ Self-efficacy scale (TSS), Students Mathematics Interest Scale (SMIS) which was developed by researcher and students’ Mathematics Achievement Pro-forma (SMAP). Face validity as well as construct validity were used to the instruments. The reliability indices of the Students Mathematics Interest Scale (SMIS) and Teachers Self-efficacy scale (TSS) were computed using Cronbach's Alpha (α). Regression analysis was performed to analyse the data, and regression ANOVA was utilised to test the hypotheses at the significance level of 0.05. The study's results, among other things, demonstrated that students’ interest in mathematics is determined by teachers self-efficacy (11.1%), found significant (p> 0. 05) determinant of students Interest in Mathematics, it also showed that students’ achievement in Mathematics is determined by teachers self-efficacy (11.2%), found to be significant determinants of students achievement in mathematics. Conclusion were drawn and implications of the findings of the study was highlighted. It was recommended that Teachers should strive to develop high self-efficacy, positive aversion and low anxiety towards the teaching of Mathematics in schools as to boost students’ interest and achievement in mathematics; Government agencies and school administrators should train in-service and pre- service teachers for self-efficacy to enhance students’ interest and academic achievement.

Factors Influencing Mathematical Ability of Grade 6 Pupils

It is crucial for educators and policymakers to comprehend the elements influencing sixth-grade children’s mathematics abilities if they are to successfully support students in their learning process. In this premise, this study analyzed the extent of factors influencing the mathematical ability of Grade 6 learners in one elementary school in Bacolod City Division during the school year 2022-2023. The variables included in this study are sex, parent’s education, and family income. To determine the extent of factors influencing the student’s mathematical ability, the following areas are considered: learners’ motivation, parental support, teachers’ instructional skills, and learning resources. Data for this descriptive study was collected from 101 Grade 6 pupils- respondents using a self-made survey questionnaire that has passed the rigorous tests of validity and reliability. Results show that most respondents are female, and parents are at the elementary and high school level only, with Php 12,000.00 and above as the Family Income. The extent of factors influencing the mathematical ability of grade 6 learners according to learners’ motivation and Parental support and when group according to variables shows moderate extent except for parent’s highest educational attainment in of learner’s motivation that shows great extent while in teacher’s instructional skills, and learning resources and when group according to variables shows great extent. Also, results show that there is no significant difference among all areas. To foster students’ mathematical proficiency and interest, this paper calls for teachers to offer varied exercises and activities, for parents to engage children in math tasks at home, maintain communication through regular meetings and group chats, and teachers should continuously enhance instructional skills, ensure access to organized learning resources, and provide ample time and supplementary materials for concept mastery. Keywords: Education, mathematical ability, parental support, teachers’ competence, Bacolod City, Negros Occidental, Philippines.

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.

Empirical Study on Attitude towards Making Decision to Select Mathematics for First-Degree Program

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to bolster their numerical proficiency. This is achieved through the incorporation of mathematics course units for their degree programs along with the main subject streams. The study focuses on factors that affect the undergraduates’ attitudes towards making the decision to select the subject mathematics for their first-degree program. A sample survey was carried out using structured questionnaire and stratified random sampling technique was utilized to select a sample size of 352 from the undergraduates belongs to Faculty of Humanities and Social Sciences in University of Sri Jayewardenepura. The binary logistic regression model is utilized, and the study revealed that self efficacy, mathematical anxiety, and interest in mathematics are significantly affected students’ attitudes on counting mathematics course units for their degree program. The student who has self-efficacy is 1.03 times more likely to select mathematics course unit at the first academic year than other students. A unit increase of mathematics anxiety with all other factors remaining constant, the odds of a student selecting the mathematics course decreased by 11.2%. When one-unit increases in the interest in mathematics of students the odds of selecting mathematics course unit is 1.06 times more likely to than other peers. These insights suggest that educational institutes, particularly those in the humanities and social sciences, should prioritize enhancing students ‘numerical skills. This can be achieved by providing valuable consideration aimed at refining their curriculum and support mechanism, increasing awareness programmes about the importance of studying mathematics course units within their degree programmes and conducting programmes to reduce mathematics anxiety while fostering an increased interest in mathematics.

Enhancing practical skills of TVET students using mathematics as a tool: A case study in some selected TVET schools in Kwahu

Ghana, a developing nation, is no exception to the growing global popularity of technical and vocational education and training (TVET) education. However, the idea of making TVET more applicable and work-oriented in Ghana has only been briefly considered. This investigation examines how mathematics is used as a tool to enhance the practical skills of TVET students. 316 respondents, consisting of 234 males and 82 females, were chosen as the target group by a straightforward random selection procedure. Using the purposive sampling technique, second-year students from three TVET institutions in Kwahu were chosen as the target respondents. For the purpose of investigation, an exploratory survey approach was utilized. Typically, questionnaires were administered to a sample of students at a specific period in order to record their attitudes, beliefs, actions, perceptions, or qualities for descriptive analysis. The data-collection techniques employed in this study, which concentrated on aspects including TVET students’ attitudes toward mathematics (ATTI), TVET students’ interest in mathematics, and TVET students’ practical skills, were modified from those used in earlier studies conducted by other researchers. The acquired data was examined making use of Amos version 23’s structural equation modeling software. The study’s findings showed that TVET students’ attitudes about mathematics significantly influenced their interest in the subject. The outcomes also revealed that ATTI had a positive effect and were statistically significant for their practical skills.

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

Impact of Parent Interest in Mathematics and Students Mathematics Interest on Student Mathematics Achievement

A student's academic and cognitive development is greatly influenced by their mathematics education, and the importance of parental participation in promoting this interest cannot be estimated. The study aims to evaluate the impact of parental interest in mathematics and student’s mathematics interest on students’ mathematics achievement. The study employed quantitative research method with the used of structured questionnaire for collecting data. The sample of the study comprised of 200 first-year students from four selected senior high school in Ghana-Kumasi. The study findings revealed that, parent interest and student interest in mathematics had a statistically significant direct positive impact on students’ mathematics achievement. Moreover, there relationship between parental interest and students’ interest in mathematics had a positive effect and was statistically significant.

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.

Pengembangan Media Pembelajaran Matematika Berbasis Aplikasi Android Menggunakan Power Point dan iSpring pada Materi Himpunan untuk Siswa Kelas VII SMP Swasta Swadaya Tarus

The number of smartphone users is increasing across various demographics, including students. With the presence of smartphones among students, it should be able to assist learners in enhancing their interest and understanding of mathematics effectively, anytime and anywhere. Therefore, this research aims to develop a mathematics learning media based on an Android application using PowerPoint and iSpring for set theory material for Grade VII students at Swadaya Tarus Private Junior High School that is valid, practical, and effective. The method employed in this research is research and development using the ADDIE development model: Analysis, Design, Development, Implementation, and Evaluation. Data for this research were obtained through interviews, questionnaires, and tests. The results of this research show that the set theory class application meets the criteria for valid, practical, and effective learning media for set theory material. The average total validity score from three validators is 4.34, indicating that the Android-based mathematics learning media falls into the valid category. The average practicality score from the large class teacher is 4.38, and the responses from the small-scale trial students were 4.6, while the responses from the large-scale trial students were 4.67, placing the Android-based mathematics learning media in the practical category. Additionally, the pass rate for small-scale trial students was 80%, and the pass rate for the large-scale trial students was 70%, indicating that the developed Android-based mathematics learning media falls into the effective category.

A qualitative study on anxiety level, life satisfaction and students’ mathematics performance in positive education

Positive education, often referred to as the science of happiness, focuses on enhancing the quality of life by fostering happiness, peace, and adherence to human values. This research is a crucial part of initiatives aimed at advancing positive education in schools situated in insecure and challenging communities. The students' experiences related to their anxiety levels, life satisfaction, and mathematics performance were categorized and analyzed. Additionally, the experiences of the teachers who used the researcher-developed positive education module were also examined. Before the intervention, themes such as fear, anxiety, irritation, palpitations, loneliness, feelings of being unloved or unlucky, and low academic performance were identified and coded. These experiences were confirmed through interviews with teachers. After the intervention, new themes emerged, including increased calmness, satisfaction, contentment, motivation, security, and happiness. Students appeared more relaxed, enthusiastic about attending school, and visibly more cheerful. The students also demonstrated a heightened interest in learning mathematics.

Game Technologies for STEM/STEAM Education in Kindergartens

The article considers the need to apply innovative educational models in modern education. A brief scientific review is made of the emergence of the STEM/STEAM education, the latter currently being one of the priority approaches for application in educational policies around the world. The basic integrating factor for the STEM and STEAM education is games. Through games, children apply their real-life experience, and they favour their overall cognitive development. Game technologies for STEM/STEAM education in kindergartens are aimed at developing the skills of modern children for critical and creative thinking, design and coding, communication and interest in science, technology, engineering, arts, and mathematics. The connection between the traditions and innovations of the more-than-a-century-old tradition of preschool pedagogy in Bulgaria is emphasized.

Existence and uniqueness result for reaction-diffusion model of diffusive population dynamics

The present work investigates a convolution type nonlinear integrodifferential equation with diffusion. This type of equations represents not only pure mathematical interest, but also is widely used in various applications, especially in wide range of problems on population dynamics arising in biology. The existence of a parametric family of travelling wave solutions as well as the uniqueness of the solution in certain class of bounded continuous functions on R \mathbb {R} is proved. The study investigates also some important properties as well as asymptotic behaviour of constructed solutions. These results are then used to derive a new uniform estimate for the deviation between successive iterations, which provides us with a strong tool to control the number of iterations on our way of computing the desired numerical approximation of the exact solution. Finally, we apply our theoretical results to two well-known population problems modelled by delayed reaction-diffusion equation: Diffusion model for spatial-temporal spread of epidemics and stage structured population model.

하브루타 토론 활동이 예비유아교사의 수학 교수 효능감과 수학적 태도에 미치는 영향

Objectives This study was conducted to analyze the effects 0f Havruta discussion activities on pre-service early childhood teacher's mathematics teaching efficacy and mathematical attitude. Methods The study was conducted by selecting 13 and 15 students from early childhood education and 3rd graders, respectively, as an experimental group and a comparative group. And mathematics teaching efficacy and mathematical attitude tests were conducted on the study's students through pre and post tests. Results According to the results of this study, First, the experimental group, which was a group of pre-child teachers who conducted Havruta discussion activities, showed significantly higher mathematics teaching efficacy than the comparative group. There was also a statistically significant difference between the results expectation of mathematics teaching and the belief in mathematics teaching ability, a sub-factor of mathematics teaching efficacy. Second, the mathematical attitude of the pre-child teacher group who conducted the Havruta discussion activity was significantly higher than that of the pre-child teacher group who did not. Among the sub-factors of mathematical attitude, the experimental group's score was significantly higher than that of the comparative group in the case of interest in mathematics, motivation for mathematics, and self-concept in mathematics, and the experimental group scored significantly lower than the comparative group in the case of anxiety about mathematics. On the other hand, there was no significant difference in the value of mathematics. Conclusions In summary, the results of this study show that Havruto discussion activities significantly enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers. These findings demonstrate the value of actively utilizing Havruta discussion activities to enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers.

EFEKTIFITAS PENGGUNAAN APLIKASI QUIZIZZ TERHADAP MINAT DAN HASIL BELAJAR MATEMATIKA SISWA

This research aims to determine the effectiveness of using the Quizizz application on students' interest and learning outcomes in mathematics on exponents and root forms at Muhammadiyah 48 Medan Private Middle School. The background to this research focuses on the low interest and learning outcomes of students in mathematics subjects, which are often considered difficult and boring by many students. The method used is quantitative with a pre-experimental research design, namely one group pretest posttest design where the sample consists of 50 students selected using total sampling techniques. The results of the research show that there is a significant increase in student interest and learning outcomes after using the Quizizz application, namely scores The average interest in learning mathematics after using the Quizizz application is 76.54 with a gain value in the medium category of 0.448 and the average score for learning mathematics after using the Quizzizz application is 78.60 with a gain value in the medium category 0.478. The paired sample t-test produced a significance value of less than 0.05, namely 0.001, indicating that the use of the Quizizz application was effective in increasing students' interest and learning outcomes in mathematics. So it can be concluded that the integration of technology in learning, especially through the Quizizz application, has been proven to be able to make mathematics learning more interesting, fun and interactive, thereby increasing students' interest and learning outcomes in mathematics.