bluuebunny/crossref_metadata_2025 huggingface dataset:
The Influence of Online Seminars on Public’s Knowledge Regarding Covid-19 Prevention in Vulnerable Groups in The New Normal Era
Authors: Dewi Apriyani Supia , Mariatul Fadillah  , Pariyana  , Rizma Adlia Syakurah  , Anggraini Tiara Septiyana Gunawan
Published: January 2021

Covid-19 (Coronavirus Disease 2019) caused by Severe Acute Respiratory SyndromeCoronavirus 2 (SARS-CoV2) was declared a pandemic on March 11, 2020. A total of70,736 confirmed cases of Covid-19 and 3,417 deaths have been reported by theMinistry of Health (9 July 2020). Various steps have been taken to control the spreadof the Covid-19 pandemic that is currently happening in Indonesia, one of which ishealth promotion. During the Covid-19 pandemic, it was suggested that educationalmethods be better done online. So, this study is interested in assessing the effect ofeducational methods with online seminars through WhatsApps on the knowledge ofthe general public about the prevention of Covid-19 in vulnerable groups in the newnormal era. This study uses a research design quasi experimental pre and post testdesign by comparing the knowledge of respondents before and after observation.Observations were made when respondents attended online seminars on theprevention of covid-19 in vulnerable groups in the new normal era through theWhatsApp group. The population in this study were 471 people who were membersof the online seminar group carried out by the IKM-IKK FK Unsri department. In thisstudy, 100 respondents met the inclusion and exclusion criteria. The results of theunivariate analysis regarding the characteristics of the respondents obtained anaverage age 29.78 years old, female (69.0%), same as Islam (92.0%), highly educated(75.0%) and not yet working (58.0%) including students and students. It was foundthat the level of respondents’ knowledge about Covid-19 increased from 87.0% to99.0%. Comparative analysis showed a significant change in knowledge about theprevention of Covid-19 in vulnerable groups in the new normal era of respondentsafter attending an online seminar, namely p=0.012. So, it can be concluded thatonline seminars have a significant effect on changing the knowledge of the generalpublic about the prevention of Covid-19 in vulnerable groups in the new normal era.
Description of the Characteristics of Public’s Knowledge and Perceptions About the Covid-19 Pandemic in the New Normal Era
Authors: Yana Pariyana , Mariatul Fadillah  , Zulkarnain  , Apriyani Supia Dewi  , Rani Anggarini
Published: January 2021

Covid-19 (Coronavirus Disease 2019) caused by Severe Acute Respiratory SyndromeCoronavirus 2 (SARS-CoV2) was declared a pandemic on March 11, 2020.Various stepshave been taken to control the spread of the Covid-19 pandemic that is currentlyhappening in Indonesia. Despite all the efforts of the government and media to educatethe public, the increase in the number of daily cases in Indonesia has not shown adecline. This encourages researchers to assess the level of public knowledge andperceptions because factors have an influence on individual health behavior that cancontribute to pandemic control efforts. This research uses study method observationaldescriptive. The population in this study were 343 people who filled out a researchquestionnaire conducted by the IKM-IKK FK Unsri department. For 251 respondents whofilled out the online questionnaire completely, the mean age was 23.78 ± 7.46, 63.7%female, 63.7% college graduates, 77.7% Muslim, and the majority of occupations arecollege students and students (54.6%). In the assessment of knowledge, 137 people(35.7%) had a good level of knowledge with a mean valueknowledge 13.25 ± 3.2. Themajority of respondents have a good perception, namely 249 people (99.2%) with morethan half showing a positive perception of the risk of infection if not taking precautions,the importance of wearing masks and physical distancing, hand washing behavior, self-isolation, and consumption of nutritious food during the Covid-19 pandemic..
Diagnóstico de la autorregulación para el aprendizaje mediado por tecnología en estudiantes universitarios
Authors: Pacheco Sosa Carolina , Flores Olvera Dulce María
Published: January 2021

La autorregulación requiere de la capacidad de concentración, velocidad de trabajo, precisión, control atencional y buena productividad, siendo difíciles de identificar en los estudiantes de cursos virtuales. El objetivo del estudio es conocer las habilidades de autorregulación que poseen los estudiantes. Participaron 93 estudiantes voluntarios, edad promedio de 20 años (60 mujeres y 33 hombres). El instrumento utilizado fue el test de atención D2 (Brickenkamp 2009), que consiste en determinar el control atencional, como habilidad autorregulatoria. Los resultados muestran que hay variaciones en la concentración, precisión (omiten o agregan detalles), comparados con la norma y algunas diferencias entre géneros.
Covid 19: Humanidades- Ensino e inclusão digital
Authors: Gimenes Roseli
Published: January 2021

Este artigo analisa dificuldades do ensino de Letras em relação à inclusão digital de estudantes no momento pandêmico do COVID19. O objetivo é dar suporte à educação pelo ensino remoto averiguando possibilidades de melhorar a comunicação entre alunos e mestres no processo ensino aprendizagem. Seguimos a análise de aulas remotas do curso de Letras aplicando um olhar às Metodologias Ativas de Aprendizagem como enfatizadas por autores como Bates (2016), Bergmann(2016)e Ribeiro(2020). Como resultado espera-se uma contribuição retirada de um momento educacional provocado pelo confinamento para novas metodologias a distância ou presencial que possam pensar a inclusão digital de estudantes.
Relation between Serum Lipids and Thyroid Hormones in Hypothyroidism Patients
Authors: Dheyaa Shinyar Hamad
Published: January 2021

Background: Hypothyroidism is a condition that occurs as a result of a malfunction in the thyroid glandsthat leads to a decrease in the secretion of their main hormones. Thyroid hormones are known to be havean important role in the regulating metabolism of lipids; thus, any impaired in the thyroid function causesa significant change in the levels of lipid. Objective: To evaluate the changes occurs for lipid levels inhypothyroidism patients and determine the correlation between lipids parameters and some thyroid hormones.Materials and Methods: The study included 45 healthy control subjects and 52 hypothyroidism patientswho visited private doctors’ clinics in Basra, Iraq. Thyroid hormones and serum lipids were measured forboth healthy subjects and hypothyroidism patients. Results: The study indicates an increase in the thyroidstimulating hormone (TSH) values for hypothyroidism patients as compared to the healthy control groupwhile there is a slightly difference in the values of each of triiodothyronine (T3) and thyroxine (T4) betweenthe two groups. There is a significant increase in the mean values of all lipids except for high densitylipoprotein (HDL) in the hypothyroidism patients compared to that in healthy control subjects. The studypresents that there is a positive correlation between TSH and all lipid parameters except for HDL whichgives negative relation (r = - 0.20). There is a moderate correlation between TSH and non-HDL (r = 0.42)while the other lipids appear weak correlation (TC(r=0.14), TG (r=0.19). LDL (0.16), VLDL (0.17), andLDL/HDL (0.17)). There is no correlation between T4 and TC (r = 0.03), LDL (r = 0.07). non-HDL (r =0.04), and LDL/HDL (r = 0.06), HDL (r = - 0.02) while TG and VLDL appears weak correlation (r = -0.11 to each one of them). Conclusions: The study found that the abnormal change in the levels of lipidsduring hypothyroidism may increase the likelihood for occurrence of arteriosclerosis and the emergence ofcardiovascular disease in hypothyroidism patients. There is a moderate positive relationship between TSHand non-HDL levels, as this indicates that non-HDL should be added to lipid profile tests as evidence ofmeasuring cardiac risk in patients with hypothyroidism
Estimation of Shortfall in Salary from 1996 to 2018 from Health and University, South Africa
Authors: B Meel
Published: January 2021

Background: Professional jealousy is known to be rife among academics in various universities, but hardlyreduces their salaries. The productive staff is generally protected from external as well as internal threats bythe higher management of the university, but this did not happen in the case of Mr. BM.Case history: Mr. BM was appointed as acting head of department, a medical officer against the post ofprofessor and head of forensic medicine. He was not paid according to the University’s conditions of servicepolicy document. This was ignored by Human Resource department despite a resolution of the council. Mr.BM kept on receiving low salary to which he was entitled until his retirement after almost 20 years (1996-2018). This brought him close to financial ruin, as his pension was consequently also reduced by half.The estimated salary shortfall could be calculated, but the pain and suffering caused by three disciplinaryenquiries and suspension are difficult to assess without the help of an actuarial consultant.Conclusion: The shortfall in salary must be paid by the health, which is the major (80%) funder of his salaryin a dual employment. This shortfall entailed differences in payment of basic salary as well as allowancesbetween 1996 and 2018.
Determination of Sex Using Mastoid Process among South Indian Population - A Review
Authors: A. Aksha Sharen, Karthik Ganesh Mohanraj
Published: January 2021

Identification of an individual is of utmost importance in conditions of natural calamities or in case of manmade disaster. Determination of sex becomes the primary priority in the process of identification of a personby a forensic investigator during the time of crime investigations, natural disasters and the ethnic studies.Determination of sex is one of the vital for the identification of an individual. Often the fragmentary remainsare available for forensic identification of an individual making sex determination difficult. When the pelvicbone is unavailable, the skull is also widely considered the best indicator of sex. Skull is important in thisregard as it resists adverse environmental conditions over time. The first indicator for the sex determinationis the pelvic bones and pelvis which is more accurate than the skull bones. The skull is the most dimorphicand easily sexed portion of the skeleton after pelvis, providing up to 92% reliability. The mastoid processcan thus be used as a best indicator of sex as well as ancestry of populations and individuals. Mastoidprocess is a dimorphic bone situated at the basolateral region of the skull. This mastoid process is placed inthe posterior aspect of the temporal bone. Mastoid process is one of the two projections situated behind theear. The mastoid process provides an attachment for certain muscles of the neck. This mastoid process is afragmentary piece of skull, is ideal for sexual dimorphism as it is resistant to damage due to its anatomicalposition at the base of the skull. The mastoid process of the skull plays a vital role in determination of thesex as it is the most di-morphic bone present at the baso-lateral region of the skull. Detailed morphometricanalysis of mastoid process, mastoid triangle will help in the planning of surgical intervention involving theskull base. This review will be useful for the anatomist, neurosurgeon, radiologist and morphologists clinicalanatomists to carry out further research work. The aim of the present review is the determination of sex usingmastoid process and mastoid triangle among south Indian population
Prevalence of Nance Space Maintainer as a Treatment Modality among Children between the Age Group of 6-10 Years
Authors: Keerthiga Nagarajan
Published: January 2021

The early loss of deciduous teeth may lead to a decrease in arch length and result in crowding, rotation,and impaction of the succedaneous teeth. Space management plays a pivotal role in preventing thesemalocclusions. This study aims to assess the prevalence of Nance space maintainers among childrenbetween the age group of 6-10 years in Chennai. A retrospective cross-sectional study was conducted usingthe patient records from June 2019 to April 2020, and children who underwent space maintainer therapywere selected by non-probability sampling. Data was collected and then subjected to statistical analysisusing Statistical Package for Social Science for Windows (version 20.0, SPSS Inc., Chicago Ill., USA). Theprevalence of nance space maintainer among 6-10 year old children was found to be 76.5%, with most ofthem being delivered to 8 year olds. More males than females underwent nance space maintainer therapy.53.85% of the 6-10 year olds receiving nance space maintenance therapy were found to be treated by thepost graduate students (p>0.05, statistically not significant). The prevalence of nance space maintainer as atreatment option among the mixed dentition phase in this study seems to be high when compared to otherstudies. Considering the limitations of the nance appliance, extensive research needs to be done to findalternatives to nance space maintainer therapy and to spread awareness among dentists on the necessity ofsuch further advancements.
Prevalence of Kennedy Classification in Partially Edentulous Patients - A Retrospective Study
Authors: Tulsani Minal Gopal, Subhashree. R
Published: January 2021

The aim of the study is to evaluate the prevalence of partial edentulism according to Kennedy’s classificationin the South Indian population. A retrospective study was done in which 1419 removable partial dentureswere fabricated from 1 June 2019 till 1 March 2020 were included. Data was reviewed from the patientsrecords and analysed the data of 86,000 patients between June 2019 and March 2020 that were documentedin a private institution. The data was analyzed using descriptive statistics and Chi square test and pearsoncorrelation was done for checking correlation between age, gender and type of classification. Out of 1419removable partial dentures, 58.4% were fabricated for males. Class III had the highest prevalence overalland in males and females. There was no significant relation between the type of Kennedy classification ofpartially edentulous patients with age and gender. Prevalence of Kennedy’s Class III was the most commonin the South Indian population. The prevalence was more in patients above 50 years of age. Male had moreprevalence than females. Gender and age did not affect the prevalence of types of Kennedy’s classes.
New Treatment for Regular Astigmatism Using Physical Exercises
Authors: Mundher Sameen Shuker
Published: January 2021

Introduction: Regular Astigmatism is one of the most common problems for the eye; it makes a patientunable to see things clearly. Therefore, the aim of the study estimates the incidence of regular astigmatismamong age group (10-32) years by using physical exerciser in the college of health and medical technology.We perform therapeutic exercises in an applied scientific way to activate the towed eye muscles by thepulled during treatment sessions to get rid of regular astigmatism and improve vision without the use ofglasses or surgery to patients.Materials and Method: The method used in this study was a cross-sectional analysis of 100 cases (51males) (49 females) with different types of astigmatism through physical exercise. The data analysed usingthe SPSS package program.Results: We found the compound astigmatism (58%) is higher than simple astigmatism (33%), as well asthe compound astigmatism is higher than mixed astigmatism (13%). Also, we found to improve in (90%)patients treatment for continuous exercise as requested by the therapist.Conclusion: This study that most patients of Astigmatism were compound and improvement in 90% ofcases treatment by physical exercise and did not need to use any glasses to read during the examination andget ‘Visual Acuity’ VA=6/6.
Influence of Exercise Classics on the Ability to Switch the Attention of Schoolchildren Aged 9-10 Years
Authors: Polevoy G.G.
Published: January 2021

Background: The problem of switching the attention of schoolchildren can be solved by exercises inphysical education classes at school.Aim: To determine the influence of exercise Classics on the ability of schoolchildren to switch their attentionat the age of 9-10 years.Method: The study was conducted over a period of 9 months, in which 40 9-10-year-olds took part.Physical education classes were held 2 times a week for 40 minutes each lesson. The level of developmentof coordination abilities was assessed on the «Shuttle run» test, and the indicators of attention switching onthe «Method of Numbers» test. The programs bio-stat 2009, Microsoft excel 2016 and t-student were usedfor mathematical and statistical processing of results.Results: Before the beginning of the pedagogical experiment, the indicators of school children between thegroups did not have significant differences (P>0.05). After the end of the study, the indicators in both groupsimproved. In CG, in the «Shuttle run» test, the indicators improved from 10.2±0.6 to 9.9±0.5 (P>0.05),and in the test for the level of attention switching, the indicators improved by 5.4% (P>0.05). In EG, in the«Shuttle run 3x10 m» test, the indicators improved from 9.9±0.5 to 8.5±0.4 (P<0.05), and in the «Method ofNumbers» test, the indicators improved by 26.6%. These results indicate the effectiveness of using exerciseClassics in physical education lessons in working with younger schoolchildren.Conclusion: If schoolchildren will perform exercise Classics in physical education classes at school, theywill improve not only coordination abilities, but also attention switching indicators.
Description of a Theatre Review Writing Task in an Online University Classroom Setting
Authors: Parham Chris
Published: January 2021

The Internet provides us with a plethora of material to read and view and is the tool that people use today to communicate and acquire information. YouTube is a globally-used platform for individuals and organizations to share audio and visual material. Due to the COVID-19 situation, many teachers in schools and universities have looked to this website to supplement their teaching as it provides a scope and depth of material that is easily and readily accessible to the public. Theatres having been forced to close because of the pandemic have used this platform to share their work, and many teachers, especially those teaching theatre or performance-related studies have accessed recordings of performances to use in the online classroom as it is, as far as I know, the only way to access the arts for free during the pandemic. As a teacher of English language with an interest in drama and theatre arts, I had been viewing many free performances as I hope to share and foster an appreciation of drama and theatre in my students. With that in mind, I attempted to design a theatre reviewing task for use in the EFL classroom. The report shows my findings and my reflections of the task, and reveals that viewing and writing about the theatre arts can have a positive influence on students.
Prozessbezogene Kompetenzen – illustriert durch prototypische Aufgaben mit der Werkzeug-Software BlockCAD
Authors: Wollring Bernd
Published: January 2021

BlockCAD ist eine leistungsstarke Werkzeug-Software zum virtuellen Bauen mit System-Steinen (etwa Lego®). Sie ermöglicht das Erstellen von Bauwerken, das Bewegen, Laden und Speichern, das Umfärben und das Exportieren von Bildern. Die Option mit Baugruppen zu arbeiten ermöglicht ökonomisches und kooperatives Arbeiten. BlockCAD unterstützt in spezifischen Lernumgebungen den Erwerb von prozessbezogenen Kompetenzen zum Inhaltsbereich ‚Raum und Form‘. Die prozessbezogenen Kompetenzen ‚Problemlösen, Darstellen, Argumentieren, Kommunizieren und Modellieren‘ werden durch prototypische Aufgaben mit BlockCAD charakterisiert.
Design von Aufgaben für Peer Instruction zum Einsatz in Übungsgruppen zur Analysis
Authors: Bauer Thomas
Published: January 2021

Die Methode der Peer Instruction bietet einen Ansatz, um Studierende in mathematischen Übungsgruppen fokussiert zu aktivieren. Hierdurch kann der Gefahr begegnet werden, dass das „Vorrechnen“ von Übungsaufgaben durch den Tutor der Hauptbestandteil der Übungen wird. Dreh- und Angelpunkt der Methode sind Aufgaben, die so beschaffen sind, dass sie die angestrebten fachbezogenen fokussierten Argumentationsprozesse bei den Studierenden anregen. Im Beitrag werden mehrere Iterationen von Design-Zyklen eines Projekts betrachtet, in dem solche Aufgaben konstruiert und eingesetzt wurden. Es wird gezeigt, dass das Projekt als Ergebnis einerseits Aufgaben für den wöchentlichen Einsatz in Übungsgruppen zur Analysis 1 und 2 (als praktischen Ertrag) erbrachte und es andererseits die Entwicklung von Design-Prinzipien für Peer-Instruction-Aufgaben als theoretischen Ertrag) ermöglichte.
Situationales Interesse von Lehramtsstudierenden für hochschulmathematische Themen steigern
Authors: Neuhaus Silke , Rach Stefanie
Published: January 2021

Das situationale Interesse von Studierenden ist ein wichtiger Faktor, damit Studierende motiviert ihr Studium bewältigen. Inwiefern das situationale Interesse von individuellen Merkmalen der Lernenden abhängt und inwiefern es durch die Bearbeitung einer wertexplizierenden, mathematischen Aufgabe gesteigert werden kann, ist noch nicht geklärt. Anhand einer Studie mit 46 Lehramtsstudierenden im Fach Mathematik wird diesen Fragen nachgegangen.
Kooperative Beweisprozesse Mathematiklehramtsstudierender in der Studieneingangsphase
Authors: Stuhlmann Ann Sophie
Published: January 2021

Der folgende Beitrag beschäftigt sich mit kooperativen Beweisprozessen von Mathematiklehramtsstudierenden, die im Rahmen einer mathematischen Einführungsvorlesung Lineare Algebra und Analytische Geometrie stattfanden. Das Forschungsinteresse bezieht sich auf das Potenzial von Gruppenarbeit für das Erlernen des Beweisens. Dazu wird eine interaktionistische Perspektive auf kooperative Beweisprozesse von Mathematiklehramtsstudierenden eingenommen. Der Beitrag fokussiert auf Interaktionssituationen in Gruppenarbeit, die sich durch grundsätzlich unterschiedliche Situationsdeutungen in Bezug auf Beweiskonstruktionen auszeichnen. Solche Interaktionssituationen sind aus lerntheoretischer Perspektive von großem Interesse, da sie Möglichkeiten bieten, kognitive Konstruktionsprozesse der Beteiligten zu orientieren. Als erster Zugang zur Bearbeitung des Forschungsinteresses wird in diesem Beitrag eine Interaktionsanalyse aus einer Gruppenarbeit dargestellt, um das Lernpotenzial von Gruppenarbeit bezogen auf Beweisen zu illustrieren und zu diskutieren, wie Gruppenarbeit sinnvoll seitens der Universitäten unterstützt werden kann.
Blick nach vorne, Blick zurück: Ein Lehrkonzept für Bachelor- und Masterstudierende zur Überbrückung beider Diskontinuitäten
Authors: Weygandt Benedikt , Skutelle Katharina
Published: January 2021

Das in diesem Beitrag vorgestellte Lehrkonzept setzt bei beiden Diskontinuitäten des Lehramtsstudiums Mathematik an: Adressiert werden sowohl Studierende des Lehramts Mathematik, die sich am Ende ihres Studiums und damit kurz vor dem Übergang in den Lehrberuf befinden, als auch Studierende, die sich am Anfang ihres Studiums befinden und ihre erste Fachvorlesung Analysis I besuchen. Im Rahmen eines fachdidaktischen Seminars vertiefen Masterstudierende von einem höheren Standpunkt aus rückblickend die Inhalte der Analysis I, erkennen Schnittstellen zwischen Schul- und Hochschulmathematik und überwinden Diskontinuitäten in der eigenen Lernbiographie. In der Rolle als Lehrkraft entwerfen sie zu zentralen Themen der Analysis (u. a. Stetigkeit, Differenzierbarkeit) Workshops für Bachelorstudierende der Vorlesung Analysis I. Diese erhalten dort die Möglichkeit, wichtige Begriffe und Konzepte der Analysis anhand hochschuldidaktisch fundierter Schnittstellenaufgaben und entsprechender Methoden genauer unter die Lupe zu nehmen. Zwei Zielgruppen, die sich jeweils an einer der Schnittstellen befinden und mit ihrem spezifischen Blick auf die Inhalte der Analysis schauen, werden so in einen fachlichen Austausch miteinander gebracht. Dieser Beitrag berichtet von ersten Erfahrungen bei der Durchführung im Sommersemester 2018 und von der Entwicklung eines Tests zum Begriffsverständnis in der Analysis, welcher im Sommersemester 2019 sowohl mit Bachelor- als auch mit Masterstudierenden der Freien Universität durchgeführt wird und Rückschlüsse auf die Nachhaltigkeit der aktuellen Fachausbildung im Lehramtsstudium Mathematik ermöglichen soll.
Managing Pupils with Dysgraphia in Early Child Numeracy
Authors: Adenegan Kehinde Emmanuel
Published: January 2021

Dysgraphia is a specific learning difficulty which is a brain-based disorder that impacts on writing skills whereby affected individuals have difficulty with forming letters, writing figures, spacing words and even organizing text into complete sentences. Early child numeracy is a competence built in the young child at an early childhood stage in the mathematical skills needed to cope with everyday life and an understanding of information presented mathematically. To this end, this paper presents dysgraphia, its symptoms in pupils, offers measures on how to manage dysgraphia pupils by teachers and parents and highlights strong recommendations to assist such pupils in performing and competing favourably in Mathematics and other subjects with other pupils in the classroom. Keywords: Dysgraphia, Early Child Numeracy (ECN), Mathematics, Pupils, Numerophobia.
Ok Notebook as an Untypical Form of Student´s Notebook – Own Experience
Authors: Banach Katarzyna
Published: January 2021

In recent years, the methods of work at the Polish school have been evaluated. From the Prussian school model, we are slowly moving to the model of a modern school meeting contemporary challenges. At the present time, much attention is devoted to the search for new working methods and teaching tools. We draw on the experience of other countries. We test our own solutions. This paper deals with the use of formative assessment in association with the untypical formula of a student's notebook.
Engaging with Mathematics through Three Types of Storytelling
Authors: Bateiha Summer , Mir Sadia
Published: January 2021

Throughout history, storytelling has been used as a way to appeal to people’s imagination and emotions. When stories are told in the mathematics classroom, the subject comes to life. Students begin to understand the purpose of learning the content, and mathematics becomes something greater than a plethora of irrelevant facts and formulas that are meant to be memorized, applied, and repeated. This workshop focuses on the use of storytelling as a way to engage students in a nontraditional and pertinent form of learning mathematics. In this session, participants will listen to stories used with predominantly Arab students in an American university in Qatar and partake in doing mathematical tasks related to the stories presented. Although the stories in this workshop were applied in an Arab context, the ideas can be edited for use in any cultural context.
Effective Mathematics Instruction: Two-Year College Mathematics Instructors´ Knowledge and Self-Efficacy
Authors: Tannor David
Published: January 2021

In this article are findings from a 2017 mixed methods study on two-year college mathematics instructors’ knowledge and self-efficacy on effective pedagogy.
Designing a Transdisciplinary Approach to Elementary Math Literacy Learning through Science & the Arts
Authors: Temple Barbara Ann
Published: January 2021

Engaging with subject matter in isolation stymies creativity, promotes rote learning, and limits development of divergent thinking skills. Conversely, a transdisciplinary approach to math develops critical and creative thinking skills, strengthens problem solving capacity, and promotes metacognition. In this pilot study, the design-based research process began with sharing initial intervention ideas for elementary Math lessons with participants at an international elementary Math conference. Utilizing participant feedback as part of the iterative process, three specific interventions for second-grade Math concepts were designed with intentional infusion of Science and the Arts. The ultimate goal for this research is the design of an effective elementary Math curriculum offering authentic, real-world learning through a transdisciplinary approach.
Developing High-School Students´ Competences through Math Research Workshops – the M&L Project
Authors: Vacaretu Ariana-Stanca
Published: January 2021

Mathematics is or it should be about problem solving and math thinking. However, what mathematics students learn in schools is more about procedures for solving different types of math exercises and problems. In many cases, students learn by heart algorithms and words (math concepts) and use them for solving different math tasks. School math is very far from what mathematicians do and, in many cases, doesn’t motivate students for learning math. This paper presents the way we organized the assessment of the students’ skills developed through math research workshops and some of the assessment results. Even though we didn’t assess all the competences the students develop through the math research workshop, the findings show that the students certainly develop their problem-solving skills.
Towards Unifying Logic for the Pedagoy of Mathematics in South Africa
Authors: Webb Paul
Published: January 2021

South Africa’s performance in mathematics at school level is not impressive, even when measured against countries with fewer resources. As a country, it is one of the lowest performers in the world with a wide range of achievement between schools, with historically white schools achieving results much closer to the international average compared to historically-black African schools. The South African National Planning Commission has identified mathematics education as a key area of concern, particularly amongst poor children. In response, the Mapungubwe Institute for Strategic Reflection (MISTRA) initiated a research project to explore the possibility of a ‘unifying pedagogy’ that could help improve mathematics teaching across the range of schools in the country. This paper presents a summary of the ‘cumulative resonances’ of ‘sagacious’ members of the mathematics education community in South Africa and abroad. The data generated by these ‘sagacious’ sources’ in academia and governmental and non-governmental organisations were analysed thematically in order to explore the possibility of framing a unifying pedagogy of mathematics for South African conditions.
Formative Assessment and Middle-School Classroom Tasks with the Wolfram Language
Authors: Willson Ian
Published: January 2021

Middle-school classroom tasks with the Wolfram Language can play a very significant role in the growth and development of mathematical competence. This can occur at the intersection of challenging Mathematical tasks, coding skills, exploration, discovery, collaboration and formative assessment. This workshop will reference all of these elements as they informed and underpinned classroom activities conducted at several different secondary schools in Melbourne Australia.
Diagrammatic Reasoning from Reflections on Peircean Semiotics
Authors: Castro Miguez Luis Alexander
Published: January 2021

The document illustrates some elements of reflection on Peirce's semiotics focused on reasoning through diagrams. The solution of a Euclidean geometry problem is taken as a reference in which mathematical diagrams are recognized as epistemological tools in the learning and teaching of geometry. This is how an interpreter, who systematically observes and experiments with a geometric diagram, generates different interpretants by means of abductive, inductive and deductive reasoning.
Culturally Responsive Math
Authors: Curry Marjorie
Published: January 2021

Using the Ready for Rigor framework, Zaretta Hammond’s book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students gives educators a neuroscience-based approach to closing the achievement gap. The Ready for Rigor framework consists of four strands: awareness, learning partnerships, information processing, and community building. Acknowledging that all four strands are paramount to culturally responsive teaching but restricting focus to information processing, this session will give participants examples of and strategies for making their mathematics lessons more culturally responsive. More specifically, participants will learn to game-ify it, story-ify it, and make it social.
The Impact of Mathematics and Mathematicians
Authors: Fine Benjamin
Published: January 2021

The 1600's ushered in our modern world, but not in the way most people learn in school. There was a revolution; started by Kepler, continued by Galileo, Descartes and Fermat and culminating in Newton and Leibniz. This revolution allowed for the development of modern mathematics which in turn led to modern science and engineering to advance. Hence, the technological revolution occurred which has shaped our present-day existence much more than anything else. In this article we examine these developments during the amazing seventeenth century. We keep an eye on the fact that for whatever reason human beings for the most part seem not to do hard engineering until the hard science is developed and not to do the hard science until the correct mathematics has been discovered.
Mathe Teachers´ Attitudes toward integrating Humor in Math Lessons
Authors: Gazit Avikam
Published: January 2021

The purpose of this study was to examine the attitudes mathematics teachers toward integrating humor in math lessons. Mathematics and humor are not seen as consistent with each other. Mathematics is seen as a subject is difficult to understand and its subject matter is isolated without any humanistic elements. Integrating humor in math lessons may create a pleasant atmosphere and reduce math anxiety. Humor can increase motivation as well as promoting creative thinking. A sample of 25 math teachers, most of them from elementary schools, answered a questionnaire. An important conclusion to be drawn from the findings is the positive attitudes of the teachers regarding the integration of humor in math lessons. It recommended strengthen math teacher to integrate humor in their lessons.
Brandishing Ethno-Mathematics Approach as an Interface for Improving Upper Basic Education (UBE) Students´ Interest and Achievement in Number and Numeration
Authors: Iji Clement O. , Andortan Joseph A.
Published: January 2021

The study considered how ethno-Mathematics approach could be brandished to serve as an interface to improving UBE students’ interest and achievement in number and numeration (NN). The study was carried out in Obudu, a rural community in Cross River State of Nigeria. It adopted a quasi-experimental of pre-test post-test control groups design with intact classes used. Population of study comprised all the 6,226 upper basic education students from the 23 government controlled basic education schools in the study area. Two instruments were used for data collection. The study found among other things that when ethnomathematics was properly brandished, the UBE students improved in their interest and achievement in the NN concepts taught during the period of this study. It was also found that the initial noted gap between the male and female UBE students’ interest and achievement in NN was drastically reduced. Key words: Brandishing, Ethnomathematics, Interface, Number and Numeration, Upper Basic Education, Interest and Achievement
Supporting Transition for Mathematics and Science Students under an Assumed Knowledge Approach
Authors: Johnston Peter
Published: January 2021

In Australia there is concern over the poor mathematical skills of students entering University STEM degrees (King & Cattlin, 2015). Challenged by the introduction of an assumed knowledge approach for mathematics dependent university degrees, we noted diagnostic testing approaches (Ní Fhloinn et al., 2014) and sought to adapt the successful GetSet2 quiz that previously had been applied only to pre-requisite mathematics university entry (Burton et al., 2013). We introduced the on-line self-assessment Get Ready Maths/Science quizzes for commencing science and mathematics students. This allowed students to receive timely personalised feedback on their level of knowledge and skills compared with the expected assumed/pre-requisite knowledge for university entry. This paper reviews the design, development and initial implementation of transition quizzes under the challenges of an assumed knowledge framework, instead of a pre-requisite framework.
Enhancing Mathematical Modeling Activities in Classroom Instruction
Authors: Kaino Luckson Muganyizi
Published: January 2021

The ability of students in mathematical modeling was enhanced through activities that involved systems of linear equations with two variables. Students involved were in form four, at the final year of the ordinary secondary school level where they were expected to have mastered the knowledge on systems of linear equations with two variables. Students’ knowledge on ill-conditioned linear systems was explored as well as their knowledge on practical problems in linear equations. Then after, mathematics subject teachers guided students to identify practical problems in linear equations of two variables. Students were put into groups to think of problems in real life and come up with solutions. The solutions were related to the real situations in the environment and each group had to make a presentation in the class. Problems in transportation, manufacturing, production and diet were identified by students and the results presented for discussion. It came out clearly that students acquired knowledge on solving real life problems at the end of the activities. Before these activities, students had theoretical knowledge on solving problems with two unknowns without relating these to real life problems. While knowledge on independent and inconsistent systems was known to students, enthusiasm was noted among students at the end of the activities when they got involved in real aspects of solutions obtained. It was concluded that with more time availed in the school curricula, students can acquire useful knowledge on mathematical modeling to achieve problem-thinking skills that involve real life situations.
The MACAS Symposiums 2005 – 2019. Mathematics Education in an Interdisciplinary Context
Authors: Michelsen Claus
Published: January 2021

The symposium series Mathematics and its Connections to the Arts and Sciences (MACAS) has been held since 2005. The vision which the MACASinitiative is based upon is to develop a humanistic approach to education that combines various disciplines in a single curriculum. According to this vision the aim is to educate students by enabling them to pursue diverse fields of research, while at the same time exploring the aesthetic and scientific connections between the arts and science. In view of the challenges of the 21st century, a modern approach to education with a focus on multi- and interdisciplinarity is more important than ever. Five MACAS symposiums have been held since 2005, and the proceedings of the symposiums provide an insight into ideas, experiences, conceptual frameworks, and theories to connect mathematics education to the arts and sciences. Based on the symposiums proceedings we provide an overview of five main themes addressed at the MACAS symposiums (i) mathematics and science (ii) mathematics and art (iii) mathematics and technology, (iv) mathematics and literature, and (v) educational perspectives on interdisciplinarity. The overview highlights the need for joint empirical investigations that operationalize, model and study the rich ideas presented in at the symposiums.
Variation Theory used to make a Personalized Diagnostic in the Level of Knowledge of Fundamental Concepts about Rational Numbers and their Operations in Undergraduate Students
Authors: Navarro Robles María Estela
Published: January 2021

This lecture explains how through Marton Variation Theory was designed and evaluated a test about rational numbers to identify for each student the specific knowledge and skills about the theme to solve problems and to make operations and thus which concepts theyneed to learn or what skills they need to develop. The variation theory was used in the sense of one problem, multiple changes. The test was answered by 115 students of 7 groups of a private university, who are enrolled in a leveling course. From the answers of the students it was characterized the lived object of learning and this was the start point to classify the conceptual or operational needs of each student. With the detailed results it was possible to design a personalized route of learning. Key words: Rational numbers, variation theory, undergraduate student, personalized course
An Unsolved Graph Theory Problem: Comparing Solutions of Grades 4, 6, & 8
Authors: O´Dell Jenna R. , Frauenholtz Todd R.
Published: January 2021

This study investigated how students in Grades 4, 6, and 8 reasoned through a non-routine, unsolved problem. The study took place at a K-8 school in the Midwestern United States. Each grade participated in two or three task-based sessions lasting between 45 and 60 minutes with the researchers. During the sessions, students engaged in the Graceful Tree Conjecture where they examined graceful labelling for Star, Path, and Caterpillar Graphs. We examined differences in students’ generalized solutions across the grades and how they were able to provide justifications and state generalizations of a graceful labelling for the graphs in the Path Class. Descriptions of students’ generalized solutions are included for each grade level.
Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training
Authors: O´Meara Niamh , Faulkner Fiona
Published: January 2021

The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.
Developing and Assessing Algebraic Reasoning in the Middle Years
Authors: Pearn Catherine
Published: January 2021

New school curricula and modern teachers are trying to get the child engaged and interested in statistics through accessibility and enjoyment. This has been backed up by much research into the correlation of a child’s engagement and their academic achievement (Gunuc, & Kuzu, 2014). Using storytelling as a teaching method, teachers can provide a meaningful context for statistics which can change this prejudice from a young age (Casey et al., 2004, Walters et al 2018) and is shown to have many educational benefits for children (Sherwood, 2018). In the last years ICT tools, games and storytelling have been used to achieve this engagement (Lekka et al, 2017, Walters 2018). ICT provides children with the opportunity to enhance their communication skills, creativity, high-order thinking and practical technological skills which are needed in a modern society (Corel, 2019). This paper includes a brief overview of research that looks at the use of ICT applications, and use of storytelling to teach descriptive statistics in the preschool classroom.
„STEPS“ to a Brighter Future
Authors: Pearson Esther
Published: January 2021

The "Science, Technology, Engineering, Precollege Studies" (STEPS) program was developed in 1988 by Dr. Esther Pearson. The STEPS program has served thousands of youth over the past two decades to provide academic support and mentoring to minorities and women students. The STEPS program focuses on demonstrating a connected learning approach to STEM academics. Students participate in mentoring through the STEM pipeline of course choices, extra-curricular activities, and exposure to STEM practitioners. Students learn to overcome the challenges that prevent successful matriculation into STEM fields. Minority and women students in elementary through college in the Boston and greater Boston areas learn how to navigate from a desire for a STEM career to achieving one.
Actively Engaging in Calculus to Support all Students
Authors: Pilgrim Mary E. , Dick Thomas P.
Published: January 2021

Research findings support the use of active engagement in the mathematics classroom. Active learning not only has the potential to positively impact student learning, it also helps to address equity issues in the mathematics classroom. However, with limited experiences in student-centered instruction and little to no pedagogical training, mathematics faculty are often underprepared to meet the needs to today’s STEM majors. In addition, content-specific professional development is typically not readily available to faculty on their campuses. With a focus on calculus, this workshop aims to fill this professional development gap by providing participants with the opportunity to engage in student-centered activities as well as reflect and discuss the implications for their own mathematics classrooms.
How and wherer can a Mathematics Teacher Utilize his 33 Years of Teaching Experience? A Math Teacher about Teaching Mathematics-Excerpt from 33 Years of Teaching Experience
Authors: Pomuczné Nagy Ildikó-Anna
Published: January 2021

This paper shows how a mathematics teacher can utilize his teaching experience. I have been working as a mathematics and physics teacher in Hungary for 33 years. I have taught at various levels of the education system: at elementary school, high school, teacher training college, and in teacher training too, but at most time of my job I taught at high school. I am currently working on the series of a new mathematics textbook for 10 to 14-year-old students. It is based on the traditions of the Hungarian mathematics education, but using the opportunities offered by the 21st century, it also includes modern sample tasks that fit into the curriculum, for example Geogebra files, written by me. I would like to share how I use my teaching experience in textbook writing and how I focus primarily on the didactic aspects of teaching mathematics. I pursue my PhD research in the topic of problem-solving thinking, so I study the mathematical thinking of my students studying in different school types. In my lecture, I analyse different tasks by focusing on mathematical methodological aspects. For example I will tell that I believe it is advantageous to introduce mathematical definitions with examples which are astonishing for students in order to draw attention to maths as much as possible. I will give examples of how I build my experience into the textbook in order to make the system of mathematical concepts optimal for pupils. I would like it if give you an insight into a segment the current Hungarian mathematics education, the current teaching of problem-solving thinking and the different ways of students’ thinking.