Secondary School Mathematics Course Research Articles

Deep learning algorithm-oriented blended teaching in secondary school mathematics courses in ethnic areas

Abstract To provide teaching assistance to secondary school mathematics teachers in ethnic areas and improve the teaching effectiveness of mathematics courses, a hybrid teaching model based on deep learning algorithms is proposed. Convolutional neural networks and joint probability matrix decomposition are fused to design teaching resource recommendation methods, and hybrid teaching is carried out according to three stages: before, during, and after class. The overall mean of the questionnaire for the experimental class improved from 2.39 to 3.01, and the pass rate, merit rate, and mean score of mathematics scores increased by 13.79%, 9.02%, and 15.17 points, respectively. This method enables educational technology to be effective in mathematics curriculum and improve the quality and information of mathematics education in ethnic areas.

INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS

With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

Правильная оценка достижений учащихся в начальных классах и содержательные линии

The article discusses the acquisition of knowledge, skills and habits by students in general education schools, the adoption of high levels of standards, the correct assessment of student achievement, the results of the correct assessment carried out by the teacher, interaction in the process of assessment and learning, the correct construction of teacher–student–parent relationships to improve the quality of teaching in the educational process. The article also talks about the importance of content lines in primary grades, about the five content lines of the mathematics course in grades I–IV, about inter-subject and intra-subject connections in long-term school practice, about modern information and communication technologies, elements of statistics and probability. The article discusses in detail the actions of addition and subtraction, written multiplication and division, the concept of numbers, fractions, parts, 4 arithmetic operations within a million, used in classes’ I–IV. It also mentions 5 content lines of the secondary school mathematics course: cognitive (cognitive) activity, emotional (affective) activity, motor (psycho-motor) activity, as well as the need for these actions.

The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students’ Misconceptions in the Mathematics Course: An Experimental Research

The purpose of this study was to investigate the effect of digital concept cartoons and maps in eliminating misconceptions of secondary school students. The research was conducted with 67 students who were studying at three different branches of 7th grade of secondary school. The research was conducted according to semi-experimental design with pre-test, post-test control group, and quantitative and qualitative research methods (mixed pattern) were used together. Accordingly, the mathematics classes in the Study Group I were conducted by the DCC method and the mathematics courses in the Study Group II were conducted by the DCM, and the mathematics courses in the control group were processed by traditional teaching method. In order to determine the students’ misconceptions before and after the experiment, Misconception Test was used which was applied as Pre-test and Post-test. In addition, students’ opinions and observation processes related to the use of DCC and DCM in mathematics class were included in the experimental process. As a result of the data analysis, there was no statistically significant difference between Study Group I, Study Group II and control group when the results of the Misconception test of the control and study groups were compared. In addition, students stated that the use of DCC and DCM in mathematics course have advantages such as making the courses enjoyable, drawing attention, increasing interest in the course, and visualizing the course topics. In the direction of the findings obtained from the research, various suggestions were made to the teachers and researchers about the use of DCC and DCM in secondary school mathematics courses.

The Evaluation of Secondary School Mathematics Course Curriculum According to Teachers' Views in Terms of Gifted Students’ Education

Bu araştırma, MEB Ortaokul Matematik Dersi Öğretim Programı’nın üstün yetenekli öğrencilerin eğitimi açısından Bilim ve Sanat Merkezi’nde görev yapan matematik öğretmenlerin görüşlerine göre değerlendirilmesi amacıyla yapılmıştır. Araştırmanın örneklemini 2017-2018 eğitim öğretim yılında Türkiye’nin altı bölgesinde bulunan 52 Bilim ve Sanat Merkezi’nde görev yapan 111 matematik öğretmeni oluşturmaktadır. Araştırmada nicel araştırma deseninden tarama modeli kullanılmıştır. Veri toplama aracı olarak “Üstün Yetenekliler Eğitim Programlarına Yönelik Öğretmen Görüşleri Ölçeği” kullanılmıştır. Öğretmenlerden elde edilen veriler SPSS 22 paket programı ile analiz edilmiş ve yorumlanmıştır. Araştırma sonucunda Bilim ve Sanat Merkezi’nde görev yapan matematik öğretmenlerinin genel olarak MEB Matematik Dersi Öğretim Programı’nın üstün yetenekli öğrencilerin eğitimi için uygun olduğunu düşündükleri görülmüştür. Değişkenlere göre baktığımızda ise cinsiyet değişkenine göre öğretmenler benzer cevaplar vermişler ve öğretim programını üstün yetenekli öğrencilerin eğitimleri açısından uygun olarak değerlendirmişlerdir. Mesleki kıdem değişkenine göre gerek programın tüm öğelerinde gerekse genelinde görüşler arasında anlamlı farklılık olduğu tespit edilmiştir. Bu farklılık 21 ve üstü yıl kıdeme sahip öğretmenlerin üstün yetenekli öğrencilerin eğitimi açısından öğretim programının uygunluğuna katılmamalarından kaynaklanmıştır. Eğitim durumu değişkeninde lisans mezunu öğretmenler, yüksek lisans ve doktora mezunu öğretmenlere göre öğretim programını üstün yetenekli öğrencilerin eğitimleri açısından uygunluğunu daha düşük olarak değerlendirmişlerdir. Bölge değişkeninde ise anlamlı farklılık bulunmayıp altı bölgede bulunan matematik öğretmenleri öğretim programını üstün yetenekli öğrencilerin eğitimleri açısından uygun olarak değerlendirmişlerdir Elde edilen veriler doğrultusunda, program geliştirme uzmanlarına, öğretmenlere, kurumlara ve alandaki araştırmacılara öneriler verilmiştir.

АДАПТИВНЫЙ МОДУЛЬ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ОБУЧЕНИЯ МАТЕМАТИКЕ ПЕРВОКУРСНИКОВ С РАЗНЫМ УРОВНЕМ ШКОЛЬНОЙ МАТЕМАТИЧЕСКОЙ ПОДГОТОВКИ

Statement of the problem. Over the past decade, there has been a decrease in the level of mathematics skills of secondary school students all over the world, resulting in the disruption of the continuity of mathematical education in the transition from secondary school to university. The purpose of the study is to analyse the mathematics placement test results of first-year students of the Siberian Federal University for the period from 2015 to 2018, as well as to assess the effectiveness of using an adaptive electronic learning resource (AELR) in the process of mastering the module of a mathematical discipline by students with different level of secondary school training. Methodology. The analysis of the placement test results and the learning outcomes of the students are carried out using correlation analysis. When developing the AELR, technologies of adaptive learning and microlearning are used. We also follow the didactic principles of modern higher education. Results and conclusions. The data analysis has revealed a number of topics of a secondary school mathematics course, the level of retained knowledge of which is below average from year to year. However, there is no significant correlation between the level of school mathematics skills of first-year students and their results of mastering the module of a mathematical discipline. It has been shown that the use of the AELR in the learning process allows all the students to achieve positive outcomes regardless of their level of school training in mathematics.

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

In this paper, a teaching experience carried out within the framework of the subject of mathematics is presented. This subject is taught at several levels in secondary schools. In addition to some specific content related with mathematics (percentages, fractions, graphics, and bank interest), the methodology is designed in order to enhance the development of transversal skills (e.g., oral exposition, poster design and presentation, the analysis of social inequalities, etc.). Survey results based on the responses from over 110 students across four consecutive years, as well as the teacher’s self-assessment, indicate that the proposed methodology enhanced the students’ motivation and was helpful for developing mathematical content in a more pleasant way than in a conventional class based on a master class and problem-solving class.

An Analysis of Fifth Grade Mathematics Course Book in Terms of Advance Organizers

This study aims to analyse the advance organizers included in the course book “Secondary School Mathematics Course Book 5”—which was prepared in accordance with 2017 secondary school mathematics curriculum and which was accepted as an educational material by Turkish Education Board of Ministry of National Education for use in 2017-2018 academic year—in terms of use, functions and forms. Employing qualitative research method, this study uses document analysis. Content analysis is used in the analysis of the research data. It was found in consequence that comparative advance organizers comparing the previous and new knowledge were heavily used in the course book.

Readability of Texts in Secondary School Mathematics Course Books

This study aimed to investigate the readability of the fifth-, sixth, seventh and eighth-grade mathematics course books prepared in deference to the 2017 curriculum and distributed to schools by MEB. This study utilized the descriptive document analysis which is a qualitative research method. Readability of the mathematics course books were subjected to a quantitative analysis by Cetinkaya-Uzun Readability Formula. Addressing the readability levels of the texts in secondary mathematics course books, this study performed analyses of average word and average sentence lengths of the texts in secondary school course books. These analyses showed that there is no linear correlation between grade level and word and sentence length averages. Readability scores and levels of the text in the analyzed secondary school mathematics course books are not in parallel with the grade level. Accordingly, readability scores of information and solution texts in the fifth-grade course book were lower than the scores in other grades' course books whereas readability scores of question texts were lower than the scores in all grades' course books but the eighth-grade course book. Readability levels of the text in the analyzed secondary school mathematics course book were found to be on frustration level and educational level. Course books should also include independent texts with readability scores and levels.

Adding a New Dimension to Algebra

The idea of a function of several variables–important in other disciplines–can be introduced in secondary school mathematics courses.

Design and development of an innovative individualized adaptive and intelligent e-learning system for teaching–learning of probability unit: Details of UZWEBMAT

In this study, an innovative adaptive and intelligent web based e-learning system, UZWEBMAT (Turkish abbreviation of Adaptive and INtelligent WEB based MAThematics teaching–learning system) was designed, developed and implemented. This e-learning system was intended for learning and teaching secondary school level permutation-combination-binomial expansion and probability subjects. Content which was prepared according to Turkish curriculum for secondary school mathematics course was transformed into learning objects in three different ways in accordance with VAK (Visual–Auditory–Kinesthetic) learning styles. Primary/secondary/tertiary learning styles of learners registering the system are determined and each learner receives the content appropriate for his/her dominant learning style. Also, they can be directed to contents of other styles according to their performances thanks to an expert system. Learning objects constituting the content were prepared according to constructivist approach. An active role for the learner was the purpose. Tips and intelligent solution supports within the learning objects were presented with expert system support to the learners. With this structure, UZWEBMAT bears the characteristics of intelligent tutoring system as well as an adaptive e-learning environment. All the movements of learners studying with UZWEBMAT are recorded and the necessary information is reported to both learners and teachers in a visualized way.

Adapting math instruction to support prospective elementary teachers

PurposeElementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re‐learn concepts in ways they are required to teach. The purpose of this paper is to describe one teacher educator's efforts to support prospective elementary teachers' tenuous understanding of rational numbers.Design/methodology/approachGiven the variety of factors influencing the development of teacher knowledge, a mixed method research design was utilized. Research participants were prospective elementary teachers enrolled in a nine‐week elective course who agreed to participate in the study (n=40); while the control group were prospective elementary teachers not enrolled in the elective course (n=35).FindingsThe results of this study indicate that it may be possible to improve prospective teachers' conceptual understanding of mathematics by providing additional short‐term support, such as an elective course and/or web‐based video clips. However, the program intervention can only build upon the existing knowledge that prospective teachers bring when they begin their Bachelor of Education programs.Originality/valueFor prospective teachers with a limited foundation in mathematics (e.g. less than four secondary school mathematics courses), short‐term support may be insufficient to compensate for their nebulous understanding of rational numbers. Based on this finding, one‐year Bachelor of Education programs might consider, either: including Grade 12 mathematics as a pre‐requisite for elementary teacher applicants; or mandating enrolment in a full‐year math content course similar to the elective course described in this paper.

The new math as an international phenomenon

The new math was a several-decade-long movement to update school mathematics that began in the mid twentieth century in many countries around the world. It took many forms, but much of it involved the preparation of new instructional materials, including textbooks. Much of the new math activity in Europe and North America was stimulated by conferences and seminars of the Organisation for Economic Cooperation and Development (OECD) in the early 1960s. Although the initial reform efforts addressed secondary school mathematics courses that prepared pupils for tertiary education, those efforts quickly spread to primary school mathematics, to pupils not headed to tertiary education, and to non-OECD countries. Mathematicians and schoolteachers were divided about the direction that the new math reforms took. Although the new math is often deemed a failed endeavor, it changed not only school mathematics but also the way people and countries viewed school mathematics.

Female and male adolescents' subjective orientations to mathematics and the influence of those orientations on postsecondary majors.

Although important strides toward gender parity have been made in several scientific fields, women remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMCs). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring in PEMC in college. Results indicate that racial-ethnic and gender underrepresentation in science, technology, engineering, and mathematics (STEM) fields are interrelated and should be examined with attention to the intersecting factors influencing female and racial-ethnic minority adolescents' pathways toward careers in these fields. Among those who major in PEMC fields, women closely resemble men with respect to their subjective orientations. The effects of subjective orientations on women's chances of majoring in PEMC vary by their secondary school mathematics course completion levels. Women who take more mathematics courses are more likely to major in PEMC; however, course taking alone does not attenuate gender disparities in declaring these majors. High mathematics ability (as measured by standardized test scores in the 10th grade) appears to be positively associated with women's selection of social, behavioral, clinical, and health science majors. This association is less robust (and slightly negative) for women in PEMC. While advanced course taking appears to assist women in selecting PEMC majors, women who enter these fields may not be as strong as those who select other, less male-dominated scientific fields.

Logo aided modeling in secondary school mathematics: The modeling of elementary statistical experiments

Logo is a learning computer language which is tuned for interesting applications. It is user friendly, easy enough for secondary school students to use, and powerful enough for any project. Logo aided modeling is a tool that can be integrated into secondary school mathematics courses to supplement and enhance instruction in a variety of content areas. Much needs to be done to develop materials that enable students to learn from and allow teachers to examine the cognitive impact of learning from using simulation-modeling software. The purpose of this paper is to present a few computer programs, written in Logo, that illustrate the Logo modeling approach and its implementation on microcomputers in a classroom setting.

The Mathematics in Society Project: a new conception of mathematics(1)†

The Mathematics in Society Project (MISP) began in 1980 as an international association of mathematics educators in three continents. The main purpose of MISP is the writing of innovative secondary school mathematics courses based on a new conception of mathematics itself. The starting point for MISP was the fact that mathematics in school is found to be difficult and unpleasant by the great majority of pupils, but mathematics in society is widely diffused and used implicitly by most people. MISP therefore sees mathematics as a ‘living body’ representing all its uses (implicit and explicit) in society, in contrast to the ‘skeleton’ concept of mathematics which has led to such failure in schools. The gradual development of this new conception is informally analysed in the style of Kuhn and Lakatos.

Experimental Programs: A summer mathematics program for high-ability secondary-school students

At a time when the change in approach (and to some extent, the content) of secondary-school mathematics courses was hitting the curriculum with a dramatic impact, Assumption College in Worcester, Massachusetts, always eager to improve upon the traditional, was one of the first colleges to cater to youngsters gifted in the field. The National Science Foundation sponsored this effort with a substantial grant for the summer of 1959. Forty boys, primarily from the New England area, participated in this first program.