Confidence In Mathematics Research Articles

PENGARUH KEPERCAYAAN SISWA PADA MATEMATIKATERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA

This study aims to describe the effect of student confidence in mathematics on critical thinking skills and student learning outcomes. This research is a quasi-experimental study, the sample in this study is X class students majoring in hotel accommodation as many as 30 students. Retrieval of data using questionnaire and test instruments. The results of this study indicate that the average student confidence in mathematics is 58.06 with a standard deviation of 3.65. While the ability to think critically and student learning outcomes obtained an average of 56.94 with a standard deviation of 9.63. The influence of students' trust in mathematics on critical thinking skills and student learning outcomes have a positive effect shown by F arithmetic (4,485) ≥ F table (4.18) or the significance number in ANOVA 0.043 ≤ 0.05. The magnitude of the effect of students' trust in mathematics on critical thinking skills and student learning outcomes of 13.4%. The regression equation obtained by Y ̂ = 0.866 + 0.966X + ϵ. This means that if the value of students' trust in mathematics is 1 unit, the value of the predicted variable will increase by 0.966. The higher the student's confidence in mathematics, the ability to think critically and student learning outcomes will also increase.

Elementary pre-service teachers working in mathematical borders

Using the border metaphor to portray the common separation between school mathematics and students’ everyday lives, this manuscript describes the processes that a group of elementary pre-service teachers (PSTs) have experienced to learn about their students and bridge these borders. Content analysis of mathematical activities and PSTs' reflections developed in a mathematics teaching methods course reveals that although they asserted that the process of developing bridges between mathematics and everyday experiences has transformed their self-concept and confidence in mathematics and teaching, they mostly use their own knowledge and experience to develop these tasks rather than from their students’. Possibilities to generate more genuine ethnomathematical approaches are discussed.

Student Engagement And Attitude in Mathematics Achievement Using Single Valued Neutrosophic Set

Generalization of the Fuzzy set and Intuitionistic Fuzzy set concept is called as Neutrosophic set which is a powerful general formal framework. The components in Neutrosophic set has a degree of truth (T), indeterminacy (I) and falsity (F). The value of this components are between [0,1], respectively. A Neutrosphic set has a general formal framework for analysing uncertainty in data set or undetermined information. Not only uncertainty, Neutrosophic set can also analyse large information sets or big data sets as well. Single Valued Neutrosophioc sets (SVNs) was introduce to be used expediently to deal with real problems and it is appropriate in solving data mining problem and make a decision for the problem. In this paper, Single Valued Neutrosophic set (SVNs) was proposed to measuring factors impact on student engagement and attitude in mathematics achievement based on Trends in International Mathematics and Science Study TIMSS 2015 for ASEAN countries and use the data to illustrate the applicability of the proposed factors similarity measures in decision making. The result shows that the factor which is Confidence in Mathematics include in highly acceptable zone in students’ engagement and attitude in Mathematics Achievement for ASEAN countries.

Attitudes and Self- Efficacy of Students toward Mathematics

The study aimed to assess the attitudes and self-efficacy of junior high school students towards mathematics performance for the school year 2019-2020 using a descriptive-correlational survey research design. An adapted questionnaire was answered by 267 junior high school students. The data was statistically analyzed using mean, Pearson product-moment correlation, and Spearman Rho for the significance of p-value as statistical tools. The respondents’ first-quarter grade was described as approaching proficiency, which means students performed not very well in their mathematics performance. Attitudes of the respondents towards mathematics were evaluated in areas of self-confidence, value, enjoyment, and motivation. Junior high school students had a moderately high level of self-confidence in mathematics and enjoyed studying mathematics. They had a high level of attitude in valuing mathematics as they believed mathematics is essential in everyday life, and it helps them develop the mind and teaches them to think. They also had a high level of attitude in terms of their enjoyment in learning mathematics subjects because they believe studying mathematics helps them with problem-solving in other areas it is useful. They also think that having a strong background in mathematics could help them in their professional life. The students had a moderately high level of attitudes in terms of motivation in learning mathematics as they feel nervous and makes them feel uncomfortable during mathematics class. Students’ self-efficacy in mathematics was moderately high because of the belief they will be able to use mathematics in future careers when needed. A significant relationship between students’ profile and their level of attitudes in self-confidence, value, enjoyment, and motivation in learning mathematics was investigated. It was found out that respondents’ sex, most liked and disliked subject has a significant relationship with their self-confidence. Their value of mathematics was significantly related to their parents’ education, mothers’ occupation, parents’ monthly income, gadgets used in learning mathematics, and most liked the subject. Enjoyment in learning mathematics was significantly related to students’ daily allowance, devices used in learning mathematics, and most enjoyed subjects. Their motivation was significantly associated with their most liked subject. Profile variables of the students were correlated to their level of self-efficacy and mathematics performance. Among the profile variables, the most wanted subject was with a significant relationship with their self-efficacy. Simultaneously, mathematics performance was significantly related to their sex, parents’ education, mothers’ occupation, and gadgets used in learning mathematics. Attitudes of junior high school students towards mathematics were significantly correlated to their self-efficacy in mathematics. This study recommends that students may make some effort to improve their performance in mathematics. Their attitudes towards mathematics should be improved to enhance their self-confidence, motivation, and self-efficacy in mathematics.

Attitude toward Success, Usefulness, and Confidence in Mathematics: A Case of Grade Nine Mathematics Learners

Attitude toward Success, Usefulness, and Confidence in Mathematics: A Case of Grade Nine Mathematics Learners

Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils

Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils

Medication Mathematics Competency and Confidence in Nursing Students

ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.

Ko su učenici sa niskim skorovima na testovima postignuća u TIMSS istraživanju - komparativna analiza

This paper focuses on the fourth-grade elementary school pupils who achieved low scores on the TIMSS test in mathematics and natural sciences. In order to examine certain characteristics of these pupils, two research questions were posed: (1) What makes the low-achieving pupils in Serbia different from other pupils from the same sample in terms of personal and family characteristics? (2) Do the low-achieving pupils from Serbia, Croatia, and Slovenia differ at the level of personal, family, teaching, and school characteristics? The data were analyzed in two subsamples. One subsample included only the pupils from Serbia (N = 4036), while the other referred to the low-achieving pupils from three compared countries (N = 1876). The research results indicate that in Serbia, the low-achieving pupils differ significantly from other pupils in terms of some individual and family characteristics - they attended preschool institutions in a smaller number and spent less time in them, were less prepared for starting elementary school, were absent more frequently from school, and had less educated parents. There are also noticeable differences between our low-achieving pupils and their peers from the region who achieved similar results. For example, the pupils from Serbia had less educated parents and a smaller number of those who had professional occupations, fewer educational resources for learning at home, but they showed greater mathematical self-confidence and had a more pronounced experience of belonging to their school. The key implications of this research have been highlighted and its advantages and limitations pointed out.

Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.

İlkokul Öğrencilerinin Teknoloji Destekli Matematik Öğrenmeye Yönelik Tutum ve Kaygı Düzeylerinin İncelenmesi

Bu araştırmada öncelikli olarak ilkokul 4. sınıf öğrencilerinin teknoloji destekli matematik öğrenmeye yönelik tutumlarını belirlemek amacıyla Pierce, Stacey ve Barkatsas (2007) geliştirilen bir ölçme aracının Türkçeye uyarlama çalışması yapılmıştır. Elde edilen sonuçlar uyarlanan ölçeğin davranışsal katılım, matematiksel güven, duyuşsal katılım ve teknoloji destekli matematik öğrenmeye yönelik tutum olmak üzere 4 alt boyuttan oluştuğunu ortaya koymuştur. Uyarlanan ölçeğin alt boyutları için Cronbach alfa güvenirlik katsayısı sırasıyla .77, .85, .82, .80 olarak hesaplanmıştır. Ölçeğin bütünü için güvenirlik katsayısı .89'dur. Uyarlanan ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir. Çalışmanın ikinci aşamasında öğrencilerin matematik dersine yönelik genel olarak tutumlarının olumlu ve kaygı düzeylerinin düşük olduğu belirlenmiştir. Öğrencilerin matematik dersine yönelik tutum ve kaygı düzeyleri arasında anlamlı ve negatif bir ilişki olduğu görülmektedir. Bu derse yönelik olumlu tutumlar geliştikçe kaygı düzeyinin azaldığı söylenebilir.

Middle school mathematics pre-service teachers’ content knowledge, confidence and self-efficacy

ABSTRACT It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it. This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry pre-service teachers in an Australian school of education. The findings indicate that, in general, their mathematical content knowledge was not strong. Further, the participants expressed different levels of confidence and self-efficacy for specific concepts, so, while the scale used had high Cronbach’s alpha coefficients, its internal consistency was relatively weak. That is, confidence and self-efficacy were found to be content specific. Further, the participants tended to have confidence and self-efficacy scores that, while low, were inconsistent with their ability to do the mathematics; they tended to overestimate their mathematics competency. The findings with respect to pre-service teachers’ deficit of relevant mathematical knowledge, confidence and self-efficacy have implications for teacher preparation to teach mathematics in the study institution and potentially more broadly in the West.

Improving Self Confidence of Students in Mathematics Learning Using Think Pair Share (TPS) Cooperative Model with Worked Example Assisted

This study aims to increase the confidence of VII B grade students of SMP Negeri 14 Yogyakarta in learning mathematics through a cooperative learning model of Think Pair Share (TPS) type assisted by working examples. This research is a Classroom Action Research conducted in two cycles. The subjects of this study were students of class VII B of SMP Negeri 14 Yogyakarta in the 2017/2018 academic year consisting of 34 students. The results showed that the students' self-confidence scores in learning mathematics in the first cycle reached 82.36% in the minimally high category. Because these results have not reached the desired target, then proceed with the second cycle. In cycle II, the students' self-confidence scores in learning mathematics reached 88.24% in the minimally high category. It showed that there is an increase in student confidence in learning mathematics through a cooperative learning model type Think Pair Share (TPS) aided by working examples.

Increasing HOTS and student belief towards mathematics through learning with a roleplaying method

Belief in mathematics attitude of students towards mathematics, where students can give a positive or negative response to mathematics learning activities. Students are given math problems and when completing them, they will think first, then when finishing them, students are expected to be sure of the answers and the concepts they use are correct. When students experience difficulties in solving problems, negative beliefs appear in students because they feel unsure of the right answer. To help students so that confidence in mathematics (belief in math) becomes better, it is necessary to have an interesting learning method for students, named role-playing. The method of role-playing is a learning method that prioritizes the role of students in the classroom, the teacher just gives the material without giving an explanation, and the rest of the students will deliver the material in a different way so that other students understand. Submission of different material uses a role-playing or role-playing game, where students will play in a social environment and deliver material through previous roles compiled by the teacher using a high order thinking skill (HOTS) system. So, students are free to deliver material in accordance with what they understand and can be connected in a coherent way.

Improve the ability of understanding mathematics and confidence of elementary school students with a contextual approach using VBA learning media for Microsoft Excel

The main problem of this research is the lack of students understanding the ability and mathematical self-confidence for mathematics learning in elementary school students in Indonesia. Lack of students understanding of mathematics is caused by the learning process in school. Teachers still use conventional learning in the learning process. Also, the basic skills aspects of students also affect the ability of math skills. Furthermore, the learning process with a contextual approach assisted by VBA Learning Media (Visual Basic Application for Excel) gives positive influence on students both regarding mathematical understanding and self-confidence. The data processed in this study is from the post-test score. This score arises from both the experimental class group and the control class group. Then, the data processed using SPSS 22 and Microsoft excel. Data were analyzed using the t-test statistic. The final result of this study concludes achievement and improvement of mathematical understanding ability and Self Confidence students learning with contextual approach supported by VBA (learning media Visual Basic Application for Excel) are better than students who get conventional learning.

PENGARUH KEPERCAYAAN SISWA PADA MATEMATIKATERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA

This study aims to describe the effect of student confidence in mathematics on students' mathematical problem solving abilities. This type of research is a quasiexperimental study and the sample in this study is a class XI student majoring in hotel accommodation with 31 students. Retrieval of data using questionnaire and test instruments. The results of this study obtained the average student confidence in mathematics at 60.23 with a standard deviation of 3.66. While the mathematical problem solving abilities of students obtained an average of 66.94 with a standard deviation of 9.63. Students 'trust in mathematics and students' mathematical problem solving abilities are quite sufficient. There is an influence of students 'trust in mathematics on students' mathematical problem solving abilities indicated by F count (4,746) ≥ F table (4,18) or significance number at 0,038 ≤ 0.05 ANOVA. The magnitude of the influence of student confidence in mathematics on students' mathematical problem solving abilities is 14.1%. The regression equation obtained by Y ̂ = 7.455 + 0.988X + ϵ. This means that if the value of student confidence in mathematics is 1 unit, then the value of the predictive variable will increase by 0.988. The higher the confidence of students in mathematics, the mathematical problem solving abilities of students will also increase.

Relations among Engagement, Self-Efficacy, and Anxiety in Mathematics among Omani Students

Introduction. Mathematics is one of the most important academic subjects in school. However, it is one of the most difficult subjects, and both students and teachers face difficulties in this subject. Teachers have difficulty engaging students in learning the subject. Rarely has the concept of engagement been researched in the Middle East region, in general, and in Oman in particular. Similarly, the concept of self-efficacy has been minimally investigated. The purpose of this study is to test the construct validity of: self-efficacy, engagement, and anxiety in mathematics. Once constructs are validated, models of relations among constructs were developed and tested.Method A multi stage cluster sample (n=900: 420 females; 480 males) was selected from two Omani school directorates. The sample was selected from grades 6, 8 and 10 in Muscat and Aldhahira. Three measures were administered to intact classes. Results. The results revealed reasonable construct validity for each construct. Structural equation models indicated that self-efficacy significantly predicted engagement. Neither self-efficacy nor engagement was able to predict anxiety. Discussion and Conclusion. The implication of our results is that for programs and initiatives to promote engagement in mathematics, students should develop confidence in learning mathematics. Also, any program should assess students math anxiety and focus more on students with low to medium math anxiety since students in this category of math anxiety produce negative correlations between math anxiety and self-efficacy and between math anxiety and engagement in mathematics.

A quantitative analysis of the near transfer of learning from calculus to subsequent engineering courses

In this longitudinal study, we track student answers to a question from the Calculus Concept Inventory (CCI) pre- and post-instruction in Calculus I as well as an analogous question in the next semester framed in the context of Aerospace Engineering or Chemical Engineering. Nearly 88% of the students who answered the post-CCI question correctly answered the context question correctly, suggesting that students are able to transfer learning from Calculus I to subsequent engineering courses. Moreover, nearly 43% of the students who incorrectly answered the post-calculus question were able to correctly answer the applied context question. During the semester when the students took the engineering courses, they also answered two questions from the Student Assessment of their Learning Gains instrument to assess their mathematical confidence and the degree to which they make connections between mathematics courses and other courses. Students who were more confident in their mathematical ability were more successful in transferring their understanding from the mathematics to the engineering context.

Embedding e-assessment in an effective way

This opinion piece presents my experiences of using e-assessment for foundation year mathematics, analysing data from a 230-strong cohort. Strengths and weaknesses of using e-assessment are discussed, and I present two experiments that have been embedded this year to attempt to counteract poor mathematical skills and study attitudes amongst some students. Data from the last four years show that learning (as measured by end-of-year traditional exams) has been sustained. It seems probable that this is partly due to the efficacy of these measures, but results from the experiments in using staged tests and in appraising foundationers’ mathematical confidence are mixed.

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

<p style="text-align:justify">Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.</p>

Choice of Courses in Mathematics at Upper-Secondary School and Attitudes towards Mathematics among Business Students: The Case of Norway

This study will focus on students’ attitude towards mathematics. A negative attitude might be one reason for choosing practical mathematics in upper secondary school. The sample includes 230 students from 3 business schools in Norway in their first half-year, when business mathematics was on their schedule. The data were collected through surveys. Then, using a factor analysis, a measurement instrument for ‘attitude towards mathematics’ was constructed. The chosen methods were the independent-samples t-test and a binary logistic regression. A substantial difference was found among the students depending on their choice of the mathematical level at upper-secondary school. The findings suggest that students with practical mathematics have substantially lower self-confidence, value and enjoyment in mathematics than those who chose the other levels of mathematics. Should Norwegian universities consider changing their requirements to a qualification level of skills within mathematics for degrees in economics and business administration? Changing the enrolment rules – requiring theoretical mathematics from upper-secondary school – would perhaps lead students with low self-confidence and enjoyment in mathematics to choose courses that involve less use of mathematics. https://doi.org/10.26803/ijlter.18.7. 15