ethanporcaro/eric-fulltext-meta huggingface dataset:
Multiple Representations in 8th Grade Mathematics Textbook and the Extent to Which Teachers Implement Them
Author: Alkhateeb, Mohammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Mathematics Instruction,Middle School Mathematics,Grade 8,Symbols (Mathematics),Visual Aids,Mathematical Models,Foreign Countries,Algebra,Textbook Content

This study, firstly, aimed at investigating the various types of the multiple math representations and transitions among them in the 8th grade math textbook, and secondly, teachers' use of these representations in teaching. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers' implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations) and the transactions between them were at low rates in the textbook and teachers' implementation.
Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM)
Author: Hassan, Muhammad Nasiru
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,STEM Education,Curriculum Development,Early Childhood Education,Foreign Countries,Teacher Education,Standards,Preschool Children,Learning Activities,Models,Teacher Attitudes,Specialists,Feedback (Response),Mathematics Instruction,Guidelines

Background: Nowadays, the attention to integrate Science, Technology, Engineering and Mathematics (STEM) education to the existing curriculum is widely increasing around the world. In the early childhood education settings, many researchers have discussed the importance of early introduction to STEM education for children. However, the initiatives for curriculum development, teacher's preparation and standardisation in the early childhood setting are still limited in Malaysia. Therefore, this study aims to develop mathematics curriculum framework and activities for early childhood education based on STEM specifically for three- to four-year old children. In this study, the mathematics curriculum frameworks and activities based on STEM were developed according to the ADDIE model. A total of eight respondents consisting of experts and teachers participated in this study. The evaluation forms were distributed to the respondents to gather their feedback on the developed mathematics curriculum framework and activities for early childhood education based on STEM Results: From the data obtained, it can be concluded that the respondents give positive feedback on the developed mathematics curriculum framework and activities. However, there are still some rooms for improvement, the comments and recommendations from the respondents that will be used for future improvement of the developed products. Conclusions: Hence, from this study, it is hoped that more efforts and studies could be conducted by many parties to promote STEM in early childhood education.
Learning to Make Sense of Fractions: Some Insights from the Malaysian Primary 4 Pupils
Author: Kor, Liew-Kee
Date: 2019-00-00
Type: Journal Articles
Subjects: Fractions,Elementary School Students,Student Attitudes,Elementary School Mathematics,Problem Solving,Mathematical Concepts,Foreign Countries,Grade 4,Mathematics Achievement,Visualization,Concept Formation,Logical Thinking

The teaching and learning fractions is one of the most problematic areas in primary school mathematics. A large number of studies have engaged paper-and-pencil test to measure students' instrumental understanding about fractions but few have sought to learn about children's fraction sense. This paper reports a study that investigated fraction sense possessed by the Malaysian primary pupils. A 16-item Fraction Sense Test (FST) was developed and administered to a group of 198 Primary 4 pupils to test their fraction sense in solving problems about fractions. From the FST result, six respondents were selected from the low ability, intermediate ability, and high ability group. These respondents underwent a series of clinical interviews. Results show that the low and intermediate achievers lack fraction sense. The high achievers demonstrated flexibility in visualizing and recognizing the representations of unfamiliar fractions. They developed mental referents for fractions. They noticed the number of parts and were aware that these parts must be equal when comparing fractions. They could visualize and perform operations mentally with larger value numerators and denominators. They have good sense of estimation and applied equivalence of fractions. These findings are useful to teachers who prepare teaching activities to enhance fraction sense.
Improving Students&apos; Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context
Author: Simamora, Rustam E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Mathematics Education,Discovery Learning,Problem Solving,Educational Quality,Instructional Materials,Culturally Relevant Education,Teaching Methods,Mathematics Instruction,Mathematics Skills,Mathematics Teachers,Direct Instruction,Foreign Countries,Cultural Context,High School Students

Qualified learning materials is needed in the efforts to improve the quality of teaching-learning mathematics. Qualified learning materials can be obtained through development research. Learning materials in this study were learning materials that were developed based on guided discovery learning model. The learning materials was also developed by integrating local culture into a guided learning model. The local culture in this study was adapted to the local culture of the students, namely the Batak Toba. Learning materials in this study were developed using the development model of Thiagarajan et al. (1974). The result of second trial showed that learning materials based guided discovery learning with Batak Toba context improved students' mathematical problem solving ability and self-efficacy significantly. Based on the results of the study, it was suggested that mathematics teachers make an effort qualified learning materials and integrate local culture in mathematics learning.
Assessing Students&apos; Understanding of the Measures of Central Tendency and Attitude towards Statistics in Rural Secondary Schools
Author: Saidi, Siti Shahirah
Date: 2019-00-00
Type: Journal Articles
Subjects: Comprehension,Statistics,Student Attitudes,Rural Schools,Secondary School Students,Grade 10,Foreign Countries,Gender Differences,Student Evaluation,Attitude Measures,Mathematics Achievement,Knowledge Level

This research was conducted to assess the level of students' understanding of the measures of central tendency and attitude towards statistics. A survey research was conducted on Tenth Graders in nine secondary rural schools in Sabah, Malaysia. A total of 148 students were sampled using stratified random sampling. Statistical Understanding Test of the Measures of Central Tendency and Survey Attitude towards Statistics questionnaire were used as data collection tools. The data was analyzed descriptively and inferentially by using SPSS version 20.0. The results revealed that students' understanding of measures of central tendency was at a moderate level, while their attitude towards statistics was positive. Gender difference was found to be significant in students' understanding of measures of central tendency (p=0.032), but not in their attitude towards statistics. Generally, male students had a higher understanding than the female students. Furthermore, there were no significant relationships between students' understanding of measures of central tendency and attitude towards statistics, except for Effort component (r=- 0.299, p&lt;0.05). The finding showed that students who willingly put a great effort to learn statistics did not necessarily warrant a good understanding of the measures of central tendency. This study implied that Mathematics educators should remind students that the quality of learning with the appropriate learning technique invested in it would warrant better understanding of the measures of central tendency.
Analysis of Students&apos; Creative Thinking in Solving Arithmetic Problems
Author: Puspitasari, Lila
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Thinking,Mathematics Instruction,Problem Solving,Junior High School Students,Mathematics Skills,Foreign Countries,Case Studies,Concept Formation,Computation,Mathematical Concepts,Barriers,Difficulty Level,Thinking Skills

It is aimed at analyzing students' creative thinking in solving arithmetical problems in State Junior High School 11 Malang, Indonesia. It is a qualitative approach with the type of case study where the number of the subjects were 6 students consisting of two students with high ability, two with moderate ability and two with low ability in mathematics. The results showed that the subjects under the category of high ability in mathematics did not show problems dealing with fluency, flexibility, and originality aspects, except in elaboration aspect. Students with moderate ability in mathematics still had difficulty in understanding mathematical problems, it may be seen from their steps in their less structured, detailed, and systematic solutions especially for the first problem. When they solved the problems given, their computation process was less careful, and trial and error strategies were mostly adopted in solving them. Students with low ability had difficulty in understanding the problems. Their ideas appearing in their mind were still trial and error in nature, not well structured, less systematic and detailed so that in solving and arranging the solution steps, they still encountered a lot of obstacles.
Application of Multiply Regression Linear Model and New Technology Method in Estimating Learning and Education of Students
Author: Radhy, Zainb Hassan
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Technology Uses in Education,Teaching Methods,Mathematics Education,Mathematics Teachers,Pedagogical Content Knowledge,Educational Technology

The Linear multiple regression model is one of the prediction models whose parametric estimations could be achieved in different methods. With the advent of modern technologies and modern information technologies and its impact on various aspects of life, using it as a tool to facilitate learning in all the courses, and in particular mathematics, is inevitable. Meanwhile, the key role of the teacher in the teaching-learning process, the need for teachers to prepare teachers to face the diversity of existing technologies, to measure and identify efficient tools and apply them to teaching, undeniably undeniable. Which will be very complicated. In order to prepare for the teaching of mathematics, their teachers must have a profound and broad understanding of the subjects and mathematical subjects in order to be able to generalize and understand the content and educational technology of technology, to what Meaning of education along with technology. In fact, the need for the interference between the two areas of mathematics and technology is the dominance of teachers in both domains. In other words, teaching along with technology means that as long as the teacher thinks about specific mathematical concepts, one must simultaneously contemplate how to make mathematical concepts comprehensible to his students using the technology of expression In this research, we have tried to highlight the role of teachers in identifying the achievements of using technology in mathematics education in order to better realize this important issue.
Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics
Author: Mendoza, Derling Jose
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Mathematics,Mathematics Instruction,Foreign Countries,Computer Software,Mathematics Teachers,College Students

The main objective of the research is to analyze the cognitive attributes offered by Information and Communication Technologies to promote mathematical software as a model of teaching and learning. In the study, the software was used as a motivating didactic resource for the construction of meaningful learning. One hundred students of the first semester of Universidad Iberoamericana of Ecuador participated in this research. For the selection of the sample it was applied a non-probabilistic participatory type technique. The study was developed according to the approach of mixed methods of sequential explanatory design. The researcher organized the article in two phases: the first phase was quantitative. Quantitative results were obtained by applying a questionnaire to the students. The data demonstrated the need for change in university mathematics education. For students in the first semester, it was implemented the Wiris and Geogebra operational program during the qualitative phase. Moreover, the observation guide made it possible to collect qualitative information. The results of both phases were joined through the triangulation method. In conclusion, it is proposed the use of software as a model of teaching-learning process. It is highlighted the importance of active group knowledge sharing.
The Use of Problem-Solving Heuristics Approach in Enhancing STEM Students Development of Mathematical Thinking
Author: Singh, Parmjit
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Heuristics,STEM Education,Mathematics Instruction,Thinking Skills,Foreign Countries,Dropouts,High School Students,College Students

One of the major aims of STEM education is the development of mathematical thinking. The common misconception is that &quot;doing mathematics&quot; is the same as getting involved in &quot;mathematical thinking&quot;. Rallying to such argument, many would agree that mathematics should be taught as a thinking activity. Thus, this study endeavours to review the effects of a problem-solving heuristic application technique on learners' mathematical thinking development. This two-phase study analysed the data utilising a descriptive design (N=660) and experimental design (N=54). In the first phase, 660 High School Leavers, with 93% obtaining an A grade in the Math National Examination, ages 18-19, registered with a college to undergo a two-year Diploma engineering program were administered a Mathematical Thinking Test. Then, fifty-four of these students participated in a seven-week Pre-Post experimental design to investigate the impact of heuristics application on their development of mathematical thinking. These student's post-test score was also compared with a batch of one hundred and twenty third-year university students (N=120) majoring in STEM related courses where all these students have taken at least five university level related math courses. Firstly, the results indicate that the high school leavers grades obtained in the national Examination was not translated into their Mathematical Thinking prowess. Secondly, the results depicted a significant increase in the mathematical Thinking post-test score among the students who underwent a seven-week pre-post problem solving heuristic treatment. Thirdly, the students involved in the heuristic application treatment performed better than the third-year students in the Mathematical Thinking test. It is vital that the heuristic method of teaching mathematics be employed to enhance student's development of mathematical thinking, especially for STEM students.
Anxiety towards Mathematics of Workers in the Production Area of a Sugar Mill in Veracruz, Mexico
Author: García-Santillán, Arturo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Factor Analysis,Educational Attainment,Employee Attitudes,Work Environment,Reliability,Computation,Self Concept,Evaluation Methods,Mexicans,Measures (Individuals),Correlation,Blue Collar Occupations,Food Processing Occupations

The aim of the study was to measure the level of anxiety towards mathematics among workers in the production area of a factory in the sugar industry. In order to carry out this study, the Muñoz y Mato-Vázquez scale was used (2007) and adapted to the working area. 283 workers from the three different shifts (morning, afternoon and night) were surveyed. For the data analysis and the Exploratory Factorial Analysis technique was used. The reliability of the instrument was acceptable (a = .804 and .945), according to Hair, Anderson, Tatham and Black (1991). The results suggest that the worker experiences anxiety during the evaluation process that they perform as part of the procedures in the production area where math calculations are constantly being used, meaning that the working environment causes anxiety toward math. This is related to the insecurity they feel, mainly due to the level of knowledge they have in mathematics, derived from their schooling level.
The Quaterniontonic and Octoniontonic Fibonacci Cassini&apos;s Identity: An Historical Investigation with the Maple&apos;s Help
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Personnel,Mathematics Instruction,Mathematical Models,Mathematical Formulas,Computer Software,Mathematical Concepts,Algebra,Numbers,Definitions,Comparative Analysis

This paper discusses a proposal for exploration and verification of numerical and algebraic behavior correspondingly to Generalized Fibonacci model. Thus, it develops a special attention to the class of Fibonacci quaternions and Fibonacci octonions and with this assumption, the work indicates an investigative and epistemological route, with assistance of software CAS Maple. The advantage of its use can be seen from the algebraic calculation of some Fibonacci's identities that showed unworkable without the technological resource. Moreover, through an appreciation of some mathematical definitions and recent theorems, we can understand the current evolutionary content of mathematical formulations discussed over this writing. On the other hand, the work does not ignore some historical elements which contributed to the discovery of quaternions by the mathematician William Rowan Hamilton (1805-1865). Finally, with the exploration of some simple software's commands allows the verification and, above all, the comparison of the numerical datas with the theorems formally addressed in some academic articles.
Factors Supporting and Preventing Master Thesis Progress in Mathematics and Statistics -- Connections to Topic and Supervisor Selection
Author: Koskenoja, Mika
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Theses,Mathematics,Statistics,Foreign Countries,Supervisors,Supervisor Supervisee Relationship,Specialization,Mathematics Teachers,Preservice Teacher Education

Mathematics and statistics major master graduates of a Finnish university answered a questionnaire about the master thesis process. Their response was analyzed to find connections of the topic and supervisor selection to the factors supporting and preventing the master thesis progress. Certainty of the thesis topic and of selecting a supervisor does not seem to predict smoother thesis progress than uncertainty of the selections. Students who are not very sure but still fairly sure about the both selections provisionally meet more supporting factors and less preventing factors than other students. An interesting observation is that there are factors which support the progress of some students but prevent the progress of some other students. Mathematics teacher specialization students' experiences differ slightly from those of the other specializations students, in particular, their theses are graded lower and they hesitate more the selection of the master thesis supervisor.
Applying van Hiele&apos;s Levels to Basic Research on the Difficulty Factors behind Understanding Functions
Author: Nisawa, Yoshiki
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Junior High School Students,Difficulty Level,Geometric Concepts,Geometry,Teaching Methods,Foreign Countries,Mathematical Logic,Thinking Skills,Research,Junior High Schools

Functions is considered an important mathematical literacy concept within the Organization for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA), and it has been shown that Japanese junior high school students are experiencing problems understanding functions. This paper examines the difficulty factors behind the understanding of functions by referring to van Hiele's theory of learning levels. This paper focuses on the prototypical stages for understanding functions from the perspective of the mathematical concept process model of gradual understanding: '[I] Extract a variate from a phenomenon and [II] Relate the 2 extracted variates'. The subjects of the study were junior high school students, who completed a questionnaire. The results of the analysis of the questionnaire responses found that for a certain number of students, concept formation for stages [I] and [II] was lacking, and that the situation was not necessarily improving as the class progressed, thus, suggesting that this may be a difficulty factor that affects the understanding of functions.
Common Framework for Mathematics -- Discussions of Possibilities to Develop a Set of General Standards for Assessing Proficiency in Mathematics
Author: Metsämuuronen, Jari
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Standards,Mathematics Skills,Evaluation Criteria,Test Items,Foreign Countries,Mathematical Concepts,Competence,Student Evaluation

The article discusses the challenges of and solutions of developing a common, general standards referenced student assessment framework for mathematics. Two main challenges are faced. First, the main challenge is the lack of commonly accepted standards as the basis for the criterion- and standards-referenced assessment. Second challenge is that, even if having criteria and standards for the assessment, the descriptions of the standards are, in many cases, so vaguely worded that it is not possible to create unambiguous test items on the basis of a specific level of the standards. An initial common framework for mathematics standards is introduced on the basis of Common European Framework in Reference for Languages (CEFR) -- a common framework for mathematics (CFM).
College Students&apos; Understanding of Fraction Operations
Author: Bentley, Brianna
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Mathematics Skills,Fractions,Arithmetic,Misconceptions,Knowledge Level,Multiplication,Division

This study investigates college students' understanding of arithmetic fraction operations as defined by the Common Core State Standards in grades three through six Mathematics. This study is meant to extend upon an extensive body of research regarding elementary and middle grades students' understanding of fraction operations and see if recognized erroneous thinking among younger students persist among college students. Among these misconceptions include: fraction equivalence, common denominators, the algorithm and the concept of division, whole number bias, and incorrectly applying fraction operations. The results of this study suggest that college students have the same misunderstandings and misconceptions as elementary students in regards to fraction operations.