University Mathematics Students Research Articles

Learning Styles and Academic Achievement of Distance e-Learning University Mathematics Students: A Case of a University in Zimbabwe

This article reports on a study to determine whether there was a relationship between the learning styles and academic performance of university mathematics students learning through distance e-learning. 26 students studying for a Bachelor of Science degree in Mathematics and Statistics at a university in Zimbabwe participated in the study. The study revealed a statistically significant relationship between the students’ learning styles and academic performance. The researcher recommended that the methods used in instructing distance learners should be designed and structured to accommodate all students despite their different learning styles. The learning content should be provided in multiple formats, allowing students to share and discuss concepts. The researcher also recommended an intentional mismatch between the mode of instruction and the students’ learning styles. The mismatch helps to make the students versatile. Online workshops and seminars on using e-learning methods were also recommended to equip the students with study skills that suit their learning styles

Connotative aspects of epistemological beliefs

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.

Use of Nearpod and Blum Modeling to Strengthen the Academic Performance of University Students in Mathematics

Introduction. The method used by educators at the higher level is not usually the most appropriate, which usually affects the learning process of students and, in turn, their academic performance. The main of this study is to demonstrate that Blum's modeling and the use of the Nearpod strengthen academic performance in the mathematics course in university students. Method. applied typology, quantifiable approach, explanatory level and pre-experimental design, likewise, the sample consisted of 30 university students, to whom a questionnaire created and validated by the researcher was applied. RESULTS. they indicate that Blum's modeling and the use of the Nearpod strengthen academic performance (p=0.000<0.05). Discussion. Using the Nearpod as a tool to improve academic performance is effective, because it presents characteristics that motivate the student to learn.
 
 Received: 15 June 2023 / Accepted: 02 August 2023 / Published: 5 September 2023

Creative thinking in students of mathematics in universities and its relationship with some variables

Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.

GeoGebra Augmented Reality to Facilitate the Manipulation of Different Semiotic Representations of Paraboloids

In this research, we investigated whether the use of GeoGebra Augmented Reality (AR) can foster students in conceptualising a mathematical object by manipulating its different semiotic representations. We designed and implemented, with thirty university mathematics students, a teaching sequence on paraboloids using GeoGebra AR supported by GeoGebra 3D with the aim of fostering students??? work with different semiotic representations. All the activities carried out during the teaching case study were video-recorded, transcribed, and analysed according to Duval???s Theory. Results show how GeoGebra AR facilitated students in the manipulation of different semiotic representations of paraboloids involved by highlighting the cognitive activities of treatments and conversions which emerge while conceptualising the mathematical object at stake.

A Revıew of Mathematical Conjectures: Exploring Engaging Topics for University Mathematics Students

A Revıew of Mathematical Conjectures: Exploring Engaging Topics for University Mathematics Students

Migrating to Technology Integrated Classes to Promote Higher Order Thinking Skills among University Students: Perspectives from Mathematics Academicians

This study investigates factors that influence the use of information and communication technology (ICT) tools by academicians to promote higher order thinking skills (HOTS) among university mathematics students. The study adapted constructs such as performance expectancy, effort expectancy and facilitating conditions from the Unified Theory of Acceptance and Use of Technology. The study applied descriptive research design and used quantitative and qualitative approach in the form of questionnaire and interview to gather data from 86 academicians from three local public universities in Malaysia. The data were analysed in terms of descriptive analysis and content analysis. The result showed that the technology, instructor, student, learning material, task and organisational factors play important roles in promoting HOTS among students. The study contributed to expanding readers' understanding of the factors that influence the use of ICT tools by academicians to promote HOTS among university students.

What are the factors influencing the aversion of students towards reptiles?

BackgroundReptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes.MethodsThe data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males).ResultsAmong all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low.ConclusionsWe conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

Physics and Mathematics university students’ ideas about computer simulations

In an increasingly complex world, the science of complex systems is well-positioned to provide epistemological lenses and methodological tools to analyse the reality. Among the tools developed, computer simulations have a crucial role, but the ways in which they are conceptualized by graduate and undergraduate students have not been extensively explored. Framed within a wider research about the educational role of simulations of complex systems, the goal of this work is to provide insights into the understanding about simulations of university Physics and Mathematics students. For this purpose, a study has been designed with a group of bachelor and master students within a course of Physics Teaching. The object of this paper is to present the results of the data analysis of the preliminary questionnaires, where 27 students were asked to express their ideas about simulations. The bottom-up process of qualitative analysis has allowed to point out, and organize in categories, different ways in which simulations are conceptualized by the students, in terms of: i) scope for which simulations are used, ii) their relationship with experiments and models, and iii) the examples of simulations they refer to.

Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

Introduction. Anxiety is characterised by feelings of tension, apprehension or fear. It arises from concern about student performance at university, with an emphasis on exact science subjects. It is not only students, who suffer from mathematical anxiety. However, anxiety is a predominant factor in student performance at all levels.The aim of the research was to describe the levels of anxiety also known as distress manifested by university mathematics students studying at the Universidad Nacional de Chimborazo (UNACH) during the 2020-1 academic semester.Methodology and research methods. The current study was carried out applying the quantitative paradigm. It is of a descriptive exploratory design. The total sample consisted of 120 students, who are preparing at their university level, and, who are studying the subject of mathematics at different levels and careers at UNACH. The selection of the sample was of an intentional non-probabilistic type and having as inclusion criteria not having been diagnosed with an anxiety disorder. As a measurement instrument, the Short Inventory of Anxiety Situations and Responses-ISRA-B was applied. ISRA-B was sent to students by email to facilitate data collection.Results. The results were analysed by means of the two-factor ANOVA calculation (mathematics and understanding). The results showed that there are statistically significant differences in the understanding of the contents presented by the teachers in a virtual way. During the COVID-19 pandemic the levels of mathematical anxiety increased. Teaching mathematics at university in online format requires the assessment of digital connection and time limited submission of assignments. These factors limit understanding and generate mathematical anxiety. Scientific novelty. In face-to-face education, mathematical anxiety is common. But because of the pandemic, mathematics education has had to migrate to the virtual environment. The present research reflects the impact of anxiety not only on mathematics education and academic performance but also on the emotions of students. The data collection instruments ISRA-B-C, ISRA-B-F and ISRA-B-M are innovative and adaptable to all levels of education.Practical significance. The importance of mathematics and the overestimation of its difficulties cause great concern for the learning of this subject in studies at a higher university level. The current studies of virtual mathematical anxiety are important because they allow the detection and analysis of possible educational failures in online learning. The failures of online education have a direct impact not only on performance and learning, but on an emotional state of students.

Digit ratio (2D:4D) a possible biomarker for cognitive style: A study on Iranian engineering and mathematics university students

Digit ratio (2D:4D) is a biomarker for prenatal hormonal exposure. Some studies suggest that prenatal hormonal exposure might influence our cognitive styles characterized by systemizing and empathizing tendencies while other studies do not support these findings. By assessing 156 university students of engineering or mathematics (science, technology, engineering, and mathematics (STEM) (female: 63 and male 93) we concluded that digit ratio may support the hypothesis on sexual differences in cognitive styles.

University mathematics students' study habits and use of learning materials

In this article, we study a group (N=98) of students from two campuses of one Finnish university and their responses to a questionnaire that surveyed the respondents' study habits and how they use different kinds of learning materials in university mathematics courses. Our results show that the grades in the national matriculation exams in mathematics and mother tongue do not play a significant role in one's study habits or use of learning materials. The older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a larger impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The students of mathematics without an intention to become a teacher were most traditional in their study habits, whereas the students of applied physics were most active to participate in teaching. The student teachers most often lie in the middle in the issues where the other groups differ from one another.

The effect of the functional asymmetry of the brain on face morphometry in the university students of mathematics and painting department.

The face is a complicated structure configurations of which are originated and components integrated during the developmental stages. Almost the whole of face is formed by neural crest cells migrating from the edge of the cranial neural folds to the pharyngeal arcus. Brain is an asymmetric organ both functionally and anatomically. While the left hemisphere is dominant in processing the verbal, mathematical and logical information, the right hemisphere is dominant in processing the perceptual, visible, spatial and artistic information. The functional differences in the left and right brain hemispheres might also cause differences in facial regions developing from the same centres as telencephalon during embryonic period. Therefore; we aimed to perform linear anthropometric measurements and determine whether functional asymmetry of brain creates any change in facial linear measurements, on the faces of students of painting and mathematics departments whose skills are different from each other. This study was performed on 212 students. A total numer of 22 measurements from 17 anthropometric points for each student were done. Measurements were carried out between November 2011 and February 2012. Our findings revealed that there were statistically significant differences between two student groups in the face width, intercanthal distance, mandibular width, nose width, upper lip height and philtrum length. The comparison of genders revealed that there were statistically significant differences between all measured parameters. In addition, all students from both departments had euryprosopic face type when face type points were compared. Those differences might be related to the functional asymmetry of brain. Therefore it could be suggested that the functional asymmetry of brain could cause an asymmetry in the face as well as in the linear anthropometric measurements.

DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL

This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations. Keywords: learning strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics.

The Effectiveness of Utilizing Mobile Phone on Achievement of Hashemite University Students in Mathematics and Attitudes Toward it

The Effectiveness of Utilizing Mobile Phone on Achievement of Hashemite University Students in Mathematics and Attitudes Toward it

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

This study reports on a conceptual model that provides insight into the relationship between English reading proficiency and academic performance of first-year science and mathematics university students in Ghana, and an empirical test of that model. Longitudinal data were acquired from a sample of 133 students. Using three different mediation analyses, the study demonstrated significant medium-sized effects of English reading proficiency on students’ grade point average (GPA) by the end of year 1 and a small but significant indirect relationship between reading proficiency and the final GPA scores by the end of year 4, mediated by the GPA scores after year 1. These findings show that the academic English reading proficiency of students in a non-western multilingual academic context is important for their academic achievement. It also found that academic results obtained by students in their first-year at University were a sound predictor for success at the end of their studies. Results from this study confirm the need for universities in multilingual settings to invest in L2 students’ English reading proficiency at the start of their academic programs. Instructional recommendations are made, along with suggestions for further study.

A Study on Elementary Pre-service Teachers' Statistical Reasoning Abilities: 4th year university students in mathematics and Korean language intensive courses in Education

A Study on Elementary Pre-service Teachers' Statistical Reasoning Abilities: 4th year university students in mathematics and Korean language intensive courses in Education

The Review of Academic Perception, Level of Metacognitive Awareness and Reflective Thinking Skills of Science and Mathematic University Students

The aim of this study is to determine science and mathematics university students's academic perception, level of metacognitive awareness and reflective consideration skills and to ascertain connection between them according to age, sexuality, level of class. The sample of the study consists of university students’ choosen by random. To analyse the data we handle technique of statistics such that mean, standard deviation, t test, analysis of variance (ANOVA) and multiple linear regression. The results will be interpretended according to science and mathematics students and then provided suggestions for students.

¿EXISTEN DIFERENCIAS ENTRE EL RAZONAMIENTO DE LOS ESTUDIANTES DE MATEMÁTICAS Y EL DE LA POBLACIÓN GENERAL? LA TEORÍA DUAL DE RAZONAMIENTO Y LA TAREA DE SELECCIÓN DE WASON (ARE THERE DIFFERENCES BETWEEN MATHEMATICS STUDENTS REASONING AND POPULATION...

Inglis and Simpson hold that there are significat differences between Mathematics university students reasoning and general population reasoning, since, in an experiment based on selection task presented by them in 2006, Mathematics students obtained better outcomes that other students. They tried to explain this fact by means of dual process theory of reasoning. We present in this paper a similar experiment. Our experiment does not show significantly different executions between Mathematics students and other students. For this reason, we conclude that it is possible that selection task is not an appropriate task for describing the different students reasoning and we need more evidences for confirming that Mathematics students reason in a different way.

University Mathematics Students’ Learning Difficulties

The processes of learning mathematics are immensely complex and we largely lack insights into these processes. This is especially problematic when it comes to tertiary mathematics education, which has been much less researched than primary and secondary mathematics education. It is thus far from possible to clarify all relevant issues related to university mathematics learning difficulties. This paper will discuss the notion of learning difficulties and some related insights.