Search results for: sense of mathematics

Authors: Juanita Morris

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The purpose of this study will examine the mediating relationships between the theories of intelligence, mathematics anxiety, gender stereotype threat, meta-cognition and math performance through the use of eye tracking technology, affecting student perception and problem-solving abilities. The participants will consist of (N=80) female graduate students. Test administered were the Abbreviated Math Anxiety Scale, Tobii Eye Tracking software, gender stereotype threat through Google images, and they will be asked to describe their problem-solving approach allowed to measure metacognition. Participants will be administered mathematics problems while having gender stereotype threat shown to them through online images while being directed to look at the eye tracking software Tobii. We will explore this by asking ‘Is mathematics anxiety associated with the theories of intelligence and gender stereotype threat and how does metacognition and math performance place a role in mediating those perspectives?’. It is hypothesized that math-anxious students are more likely affected by the gender stereotype threat and that may play a role in their performance? Furthermore, we also want to explore whether math anxious students are more likely to be an entity theorist than incremental theorist and whether those who are math anxious will be more likely to be fixated on variables associated with coefficients? Path analysis and independent samples t-test will be used to generate results for this study. We hope to conclude that both the theories of intelligence and metacognition mediate the relationship between mathematics anxiety and gender stereotype threat.

Keywords: math anxiety, emotions, affective domains fo learning, cognitive underlinings

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Authors: Ezeamagu M.U, Madu B.C

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This study was designed to investigate the efficacy of 5Es constructivist-based instructional model on students’ retention in primary Mathematics. 5Es stands for Engagement, Exploration, Explanation, Elaboration and Evaluation. The study adopted the pre test post test non-equivalent control group quasi-experimental research design. The sample size for the study was one hundred and thirty four pupils (134), seventy six male (76) and fifty eight female (58) from two primary schools in Nsukka education zone. Two intact classes in each of the sampled schools comprising all the primary four pupils were used. Each of the schools was given the opportunity of being assigned randomly to either experimental or control group. The Experimental group was taught using 5Es model while the control group was taught using the conventional method. Two research questions were formulated to guide the study and three hypotheses were tested at p ≤ 0. 05. A Fraction Achievement Test (FAT) of ten (10) questions were used to obtain data on pupils’ retention. Research questions were answered using mean and standard deviation while hypotheses were tested using analysis of covariance (ANCOVA). The result revealed that the 5Es model was more effective than the conventional method of teaching in enhancing pupils’ performance and retention in mathematics, secondly there is no significant difference in the mean retention scores of male and female students taught using 5Es instructional model. Based on the findings, it was recommended among other things, that the 5Es instructional model should be adopted in the teaching of mathematics in primary level of the educational system. Seminar, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of 5Es model. This will enable the mathematics educator, serving teachers, students and all to benefit from the approach.

Keywords: constructivist, education, mathematics, primary, retention

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Authors: Early Sol A. Gadong, Lourdes C. Zamora, Jonny B. Pornel, Aurora Fe C. Bautista

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Various research has shown that writing allows students to engage in metacognition and provides them with a venue to communicate their disposition towards what they are learning. However, few studies have explored students’ feelings about the incorporation of such writing activities in their mathematics classes. Through reflection sheets, group discussions, and interviews, this mixed-methods study explored students’ perceptions and insights on supplementary writing activities in their Elementary Algebra class. Findings revealed that while students generally have a positive regard for writing activities, they have conflicting views about how writing activities can help them in their learning. A big majority contend that writing activities can enhance the learning of mathematical content and attitudes towards mathematics if they allow students to explore and synthesize what they have learned and reflected on their emotional disposition towards mathematics. Also, gender does not appear to play a significant role in students’ reactions to writing activities.

Keywords: writing in math, metacognition, affective factors in learning, elementary algebra classroom

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Authors: Ali Rashash Alzahrani, Elizabeth Stojanovski

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Data on various aspects of education are collected at the institutional and government level regularly. In Australia, for example, students at various levels of schooling undertake examinations in numeracy and literacy as part of NAPLAN testing, enabling longitudinal assessment of such data as well as comparisons between schools and states within Australia. Another source of educational data collected internationally is via the PISA study which collects data from several countries when students are approximately 15 years of age and enables comparisons in the performance of science, mathematics and English between countries as well as ranking of countries based on performance in these standardised tests. As well as student and school outcomes based on the tests taken as part of the PISA study, there is a wealth of other data collected in the study including parental demographics data and data related to teaching strategies used by educators. Overall, an abundance of educational data is available which has the potential to be used to help improve educational attainment and teaching of content in order to improve learning outcomes. A multivariate assessment of such data enables multiple variables to be considered simultaneously and will be used in the present study to help develop profiles of students based on performance in mathematics using data obtained from the PISA study.

Keywords: cluster analysis, education, mathematics, profiles

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Authors: Emmanuel Iyamuremye, Irenee Ndayambaje

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This study investigated the influence of Concrete Pictorial Abstract (CPA) teaching approach on mathematics achievement based on a sample of eighth-grade students (N = 10,345) from the Rwandan Lower Secondary School quasi-experimental study with pre-test and post-test control group of 2019 (RLSQES19). Key aspects studied included mathematics concept understanding and mathematics concept retention and how these are influenced by teacher's teaching approach. Specifically, the study aimed to a.) investigate students' concept understanding and concept retention in mathematics when exposed to CPA approach and to those exposed to non-CPA approach before and after the intervention, and b.) ascertain the significant difference between the performance of the students exposed to CPA approach and those exposed to non-CPA approach in terms of post-test scores and retention test scores. Two groups (control and experimental) undergone pre-test, post-test, and retention test. The assignment of control and experimental group among senior two classes from 10 schools was done randomly. The materials used to determine the performance of the students is a teacher-made test. Descriptive statistics and ANCOVA were used for the analysis of the study. For determining the improvement in concept understanding of mathematics, Hakes methods of calculating gain were used to analyze the pre-test and post test score. The level of performance of the two groups in the pre-test is below average level. During the post-test and retention test, the performance of students in non-CPA group is on average level, and students in CPA group are on above average level. Hakes methods of calculating gain revealed higher significant performance in the post-test and retention test of CPA group of students than non-CPA group of students.

Keywords: concept understanding, concept retention, performance, teaching approach

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Authors: Ahdab H. Mahdaly, Debajyoti Pati, Sharran Parkinson, Lee S. Duemer

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The importance of providing employed mothers with the right physical environment inside the home is not an easy task, especially when the culture is involved. This study examines the typical Saudi home as a personal, emotional, social and cultural setting, especially on the interactions between the physical design and perceived control of working mothers. However, owing to the scarcity of published literature on Saudi homes, American employed mothers were included in the study to provide a baseline. With the ongoing transformations in women’s role in Saudi Arabia, there is a perception that traditional home designs may not afford the appropriate sense of control inside the home. Saudi Arabia has numerous interacting layers of socio-cultural-religious forces that affect residential design, and understanding the moderating role of the Saudi home is vital to the ongoing national policy transition on women. The study investigated one narrow, albeit critical, influence of home design on ones sense of control – direct visual and physical accessibility between sets of rooms. Ten subjects, five Saudis and five American, examined visual and physical access between 171 room sets, and provided qualitative responses on how each access influences their sense of control. Three main themes emerged, with potential effects on control: 1- Openness, 2- Proximity, and 3- Separation. Data suggest that although the Saudi home is a substantially more complex setting than the American ones, a class of spaces that can be termed as ‘Neutral Rooms’ serving as cultural separators may represent the ideal solution for optimizing sense of control, without ignoring cultural-religious traditions, during the transition of the Saudi women.

Keywords: direct physical accessibility, home environment, sense of control, visual accessibility, working mothers

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Authors: Feddaoui Amina

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In a broad sense, corporate governance covers the organization of the control and management. The term is also used in a narrower sense, to refer to the relationship between shareholders, and the company’s board. There are a lot of discussions devoted to the understanding of the corporate governance role and its principles. In this paper, we are going to describe the definition of corporate governance as a control system and its principles, and find the role of corporate governance and its pillars. Finally, we are going to drop the theoretical study on the case of Japan.

Keywords: corporate governance, place, role, Japan

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Authors: Zahid Ullah, Atlas Khan

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In today's data-driven world, the role of mathematics in bridging the gap between theory and applications is becoming increasingly vital. This abstract highlights the significance of mathematics as a powerful tool for analyzing, interpreting, and extracting meaningful insights from vast amounts of data. By integrating mathematical principles with real-world applications, researchers can unlock the full potential of data-driven decision-making processes. This abstract delves into the various ways mathematics acts as a bridge connecting theoretical frameworks to practical applications. It explores the utilization of mathematical models, algorithms, and statistical techniques to uncover hidden patterns, trends, and correlations within complex datasets. Furthermore, it investigates the role of mathematics in enhancing predictive modeling, optimization, and risk assessment methodologies for improved decision-making in diverse fields such as finance, healthcare, engineering, and social sciences. The abstract also emphasizes the need for interdisciplinary collaboration between mathematicians, statisticians, computer scientists, and domain experts to tackle the challenges posed by the data-driven landscape. By fostering synergies between these disciplines, novel approaches can be developed to address complex problems and make data-driven insights accessible and actionable. Moreover, this abstract underscores the importance of robust mathematical foundations for ensuring the reliability and validity of data analysis. Rigorous mathematical frameworks not only provide a solid basis for understanding and interpreting results but also contribute to the development of innovative methodologies and techniques. In summary, this abstract advocates for the pivotal role of mathematics in bridging theory and applications in a data-driven world. By harnessing mathematical principles, researchers can unlock the transformative potential of data analysis, paving the way for evidence-based decision-making, optimized processes, and innovative solutions to the challenges of our rapidly evolving society.

Keywords: mathematics, bridging theory and applications, data-driven world, mathematical models

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Authors: Amy Clark

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To date, the focus of feminist research surrounding men looking at women, with the analysis of how women make sense of looks between women remains limited and scattered. Drawing upon ethnographic data obtained from an on-going research project, this presentation delves into the embodied experiences of female exercisers within a UK ‘working-class’ gym. By exploring the women’s own accounts of their living, breathing and sensing bodies as they exercise, the researcher attempts to understand how they make sense of the gym space, their embodied selves as well as broader constructions of the gendered body. Utilising a feminist phenomenological approach, this research examines the social-structural position of women in a patriarchal system of gender relations, whilst simultaneously acknowledging and analysing the structural, cultural, and historical forces and location, upon individual lived body experiences and gendered embodiment. The discussion is provided on how the gym can be identified as a sexually objectifying environment, and how women make sense and interpret specific ‘gazes’ encountered within the gym.

Keywords: embodiment, feminism, gazes, sociology

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Authors: Ahmet Erdoğan, Şahin Kesici, Mustafa Baloğlu

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Information technologies have lead to changes in the areas of communication, learning, and teaching. Besides offering many opportunities to the learners, these technologies have changed the teaching methods and beliefs of teachers. What the Technological Pedagogical Content Knowledge (TPACK) means to the teachers is considerably important to integrate technology successfully into teaching processes. It is necessary to understand how to plan and apply teacher training programs in order to balance students’ pedagogical and technological knowledge. Because of many inefficient teacher training programs, teachers have difficulties in relating technology, pedagogy and content knowledge each other. While providing an efficient training supported with technology, understanding the three main components (technology, pedagogy and content knowledge) and their relationship are very crucial. The purpose of this study is to determine whether motivational beliefs and self-regulated learning strategies are significant predictors of mathematics teacher candidates' TPACK perceptions. A hundred seventy five Turkish mathematics teachers candidates responded to the Motivated Strategies for Learning Questionnaire (MSLQ) and the Technological Pedagogical And Content Knowledge (TPACK) Scale. Of the group, 129 (73.7%) were women and 46 (26.3%) were men. Participants' ages ranged from 20 to 31 years with a mean of 23.04 years (SD = 2.001). In this study, a multiple linear regression analysis was used. In multiple linear regression analysis, the relationship between the predictor variables, mathematics teacher candidates' motivational beliefs, and self-regulated learning strategies, and the dependent variable, TPACK perceptions, were tested. It was determined that self-efficacy for learning and performance and intrinsic goal orientation are significant predictors of mathematics teacher candidates' TPACK perceptions. Additionally, mathematics teacher candidates' critical thinking, metacognitive self-regulation, organisation, time and study environment management, and help-seeking were found to be significant predictors for their TPACK perceptions.

Keywords: candidate mathematics teachers, motivational beliefs, self-regulated learning strategies, technological and pedagogical knowledge, content knowledge

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Authors: A. Chtourou, K. Ben Youssef, M. Friel, T. Leicht

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These Place attributes and destination images associated with tourism destinations are often crucial important for tourist travel decisions and choice behavior. Understanding the interactions between them is fundamental for developing sustainable place brands. Despite their extensive use on an empirical ground, little research has been done in terms of analyzing the constructs that determine the sense of place in the marketing of cultural heritage sites and on how tourist experiences at such places influence tourist motivations to revisit destinations. By referring to the Italian city of Vicenza, internationally renowned for its gold jewelry production and for the Palladian architectures and buildings which have been recognized World Heritage by the UNESCO, the paper aims to identify how destination image, place familiarity and travel satisfaction influence tourists’ motivations to revisit Vicenza. After an introduction and literature review, the paper investigates the importance of the core constructs that determine the sense of place in the tourist practice. In accordance with previous research, the results provide evidence that favorable travel experiences influence revisit intentions positively. The managerial implications and recommendations for the city of Vicenza are discussed.

Keywords: consumer behavior, heritage tourism, sense of place, place branding, territorial marketing

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Authors: S. Rawashdi, D. Bshouty

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This paper aimed at discussing how to urge middle and high school Arab students in Israel to be aware of the importance of and investing in learning mathematics. In the first phase of the study, three questionnaires were passed to two nine-grade classes, one on Awareness, one on Awakeness and one on Learning. One of the two classes was an outstanding class from a public school (PUBS) of 31 students, and the other a heterogeneous class from a private school (PRIS) with 31 students. The Learning questionnaire which was administrated to the Awareness and Awareness topics was passed to PRIS and the Awareness and Awareness Questionnaires were passed to the PUBS class After two months we passed the post-questionnaire to both classes to validate the long-term impact of the study. The findings of the study show that awakeness and awareness processes have an effect on the math learning process, on its context in students' daily lives and their growing interest in learning math.

Keywords: awakeness, awareness, learning mathematics, pupils

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Authors: Mary Banke Iyabo Omoniyi

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Children in the developing countries have complex social, economic, political and environmental contexts that create a wide range of challenges for school children to surmount as they journey through school from childhood to adolescent. Many of these children have little or no personal resources and social support to confront these challenges. This study employed a descriptive research design of survey type to investigate the psychological sense of school membership and coping skills as they relate to the multidimensional life satisfaction of the school children. The sample consists of 835 school children with the age range of 7-11 years who were randomly selected from twenty schools in Ondo state, Nigeria. The instrument for data collection was a questionnaire consisting of 4 sections A, B, C and D. Section A contained items on the children’s bio-data (Age, School, father’s and mother’s educational qualifications), section B is the Multidimensional Children Life Satisfaction Questionnaire (MCLSQ) with a 20 item Likert type scale. The response format range from Never= 1 to Almost always =4. The (MCLSQ) was designed to provide profile of children satisfaction with important domains of (school, family and friends). Section C is the Psychological Sense of School Membership Questionnaire (PSSMQ) with 18 items having response format ranging from Not at true=1 to completely true=5. While section D is the Self-Report Coping Questionnaire (SRCQ) which has 16 items with response ranging from Never =1 to Always=5. The instrument has a test-retest reliability coefficient of r = 0.87 while the sectional reliabilities for MCLSQ, PSSMQ and SRCQ are 0.86, 0.92 and 0.89 respectively. The results indicated that self-report coping skill was significantly correlated with multidimensional life satisfaction (r=592;p<0.05). However, the correlation between multidimensional life satisfaction and psychological sense of school membership was not significant (r=0.038;p>0.05). The regression analysis indicated that the contribution of mother’s education and father’s education to psychological sense of school member of the children were 0.923, Adjusted R2 is 0.440 and 0.730 and Adjusted R2 is 0.446. The results also indicate that contribution of gender to psychological sense of school for male and female has R= 0.782, Adjusted R2 = 0.478 and R = 0.998, Adjusted R2 i= 0.932 respectively. In conclusion, mother’s education qualification was found to contribute more to children psychological sense of membership and multidimensional life satisfaction than father’s. The girl child was also found to have more sense of belonging to the school setting than boy child. The counselling implications and recommendations among others were geared towards positive emotional gender sensitivity with regards to the male folk. Education stakeholders are also encouraged to make the school environment more conducive and gender friendly.

Keywords: multidimensional life satisfaction, psychological sense of school, coping skills, counselling implications

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Authors: Jay-R. Hosana Leonidas, Jayson A. Lucilo

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The K-12 Curriculum in the Philippines shed light to mathematics education as it recognizes the use of smartphones/mobile phones as appropriate tools necessary in teaching mathematics. However, there were limited pieces of evidence on the use of these devices in teaching and learning process. This descriptive study developed lessons integrating the use of mobile phone applications with basis on low-level competencies of students in Precalculus and determined its effects on students’ conceptual understanding, procedural skills, and attitudes towards Precalculus. Employing Bring Your Own Device (BYOD) scheme in the study, lessons developed were conducted among Grade 11 Science, Technology, Engineering, and Mathematics (STEM) students at Central Bicol State University of Agriculture for the academic year 2018-2019. This study found that there is a significant difference between the competency levels of students along conceptual understanding and procedural skills prior to and after the conduct of lessons developed. Also, it disclosed that the use of mobile phone applications had positive effects on students’ attitudes towards Precalculus. Thus, the use of mobile phone applications in teaching Precalculus can enrich students’ understanding of concepts and procedural skills (solving and graphing skills) and can increase students’ motivation, self-confidence, and enjoyment in dealing with Precalculus.

Keywords: bring your own device, mathematics education, mobile phone applications, senior high school

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Authors: A. Giannakopoulos, S. B. Buckley

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Problem solving in any field is recognised as a prerequisite for any advancement in knowledge. For example in South Africa it is one of the seven critical outcomes of education together with critical thinking. As a systematic way to problem solving was initiated in mathematics by the great mathematician George Polya (the father of problem solving), more detailed and comprehensive ways in problem solving have been developed. This paper is based on the findings by the author and subsequent recommendations for further research in problem solving and critical thinking. Although the study was done in mathematics, there is no doubt by now in almost anyone’s mind that mathematics is involved to a greater or a lesser extent in all fields, from symbols, to variables, to equations, to logic, to critical thinking. Therefore it stands to reason that mathematical principles and learning cannot be divorced from any field. In management of knowledge situations, the types of problems are similar to mathematics problems varying from simple to analogical to complex; from well-structured to ill-structured problems. While simple problems could be solved by employees by adhering to prescribed sequential steps (the process), analogical and complex problems cannot be proceduralised and that diminishes the capacity of the organisation of knowledge creation and innovation. The low efficiency in some organisations and the low pass rates in mathematics prompted the author to view problem solving as a product. The authors argue that using mathematical approaches to knowledge management problem solving and treating problem solving as a product will empower the employee through further training to tackle analogical and complex problems. The question the authors asked was: If it is true that problem solving and critical thinking are indeed basic skills necessary for advancement of knowledge why is there so little literature of knowledge management (KM) about them and how they are connected and advance KM?This paper concludes with a conceptual model which is based on general accepted principles of knowledge acquisition (developing a learning organisation), knowledge creation, sharing, disseminating and storing thereof, the five pillars of knowledge management (KM). This model, also expands on Gray’s framework on KM practices and problem solving and opens the doors to a new approach to training employees in general and domain specific areas problems which can be adapted in any type of organisation.

Keywords: critical thinking, knowledge management, mathematics, problem solving

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Authors: Atara Shriki, Ilana Lavy

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Teaching for the first time an online course dealing with the history of mathematics, we were struggling with questions related to the design of a proper learning environment (LE). Thirteen high school mathematics teachers, M.Ed. students, attended the course. The teachers were engaged in independent reading of mathematical texts, a task that is recognized as complex due to the unique characteristics of such texts. In order to support the learning processes and develop skills that are essential for succeeding in learning online (e.g. self-regulated learning skills, meta-cognitive skills, reflective ability, and self-assessment skills), the LE comprised of three components aimed at “scaffolding” the learning: (1) An online "self-feedback" questionnaires that included drill-and-practice questions. Subsequent to responding the questions the online system provided a grade and the teachers were entitled to correct their answers; (2) Open-ended questions aimed at stimulating critical thinking about the mathematical contents; (3) Reflective questionnaires designed to assist the teachers in steering their learning. Using a mixed-method methodology, an inquiry study examined the learning processes, the learners' difficulties in reading the mathematical texts and on the unique contribution of each component of the LE to the ability of teachers to comprehend the mathematical contents, and support the development of their learning skills. The results indicate that the teachers found the online feedback as most helpful in developing self-regulated learning skills and ability to reflect on deficiencies in knowledge. Lacking previous experience in expressing opinion on mathematical ideas, the teachers had troubles in responding open-ended questions; however, they perceived this assignment as nurturing cognitive and meta-cognitive skills. The teachers also attested that the reflective questionnaires were useful for steering the learning. Although in general the teachers found the LE as supportive, most of them indicated the need to strengthen instructor-learners and learners-learners interactions. They suggested to generate an online forum to enable them receive direct feedback from the instructor, share ideas with other learners, and consult with them about solutions. Apparently, within online LE, supporting learning merely with respect to cognitive aspects is not sufficient. Leaners also need an emotional support and sense a social presence.

Keywords: cognitive and meta-cognitive skills, independent reading of mathematical texts, online learning environment, self-regulated learning skills

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Authors: Zahra Mirsanjari, Mohammad Reza Baradaran, Mehdi Rastegari Ghiri

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Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: Self-efficacy, teaching, EFL, teachers

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Authors: Ashley Sainvil

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The present study explores the relationship and possible effects of religiosity on both adverse childhood experiences and childhood attachment. Furthermore, to explore the idea that adult religiousness may play as a protective role, specifically protecting adults with a past of adverse childhood experiences and an insecure childhood attachment from reporting depression. Analyses are based on 57 participants (N= 57, 32.1% of ages 18-22; 70.2% female, 28.1% male, 1.8% other). In the form of an online Qualtrics survey through questionnaires, childhood attachment, adverse childhood experiences, sense of religiosity, and depression were measured. While not significant at conventional levels, there was no direct relationship between adverse childhood experiences, insecure childhood attachment, and sense of religiosity, and when assessing age for the relationship in later adulthood, there was no significance. Positive childhood experiences of feeling protected, love, and special had a direct relationship with a positive image and sense of closeness to God. Results highlight the importance of positive childhood experiences, secure childhood attachment quality relationship, such as trust, communication for positive health outcomes, such as less depression.

Keywords: religiosity, childhood trauma, childhood attachment, depression

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Authors: Idha Novianti, Suci Nurhayati, Puryati, Elang Krisnadi

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Community service activities are activities of the academic community in practicing and cultivating science, knowledge, and technology to advance the general welfare and educate the nation's life as described in the Higher Education Law. Training activities on the use of GeoGebra software are an option because GeoGebra software is software that is easy to operate and complete in the presentation of graphic design. The training activity was held for 3 hours online via teams and 3 hours offline. Involving 15 junior high school mathematics teachers located around south Tangerang. As a result, all teachers were satisfied with the activity, and they had additional new knowledge and skills to teach mathematics in the topic of geometry and algebra. The existence of new knowledge made the participants increase their confidence in developing mathematical science for students at school.

Keywords: geogebra, Ms. teams, junior high school teacher, mathematics

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Authors: A. Bagherzadhalimi, E. Di Maria

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The feedbacks obtained regarding the sense of presence from pilot users operating a Mobile Robotic presence (MRP) system to visit a simulated museum are reported in this paper. The aim is to investigate how much the perception of system’s usefulness and ease of use is affected by operators’ sense of social telepresence (presence) in the remote location. Therefore, scenarios of visiting a museum are simulated and the user operators are supposed to perform some regular tasks inside the remote environment including interaction with local users, navigation and visiting the artworks. Participants were divided into two groups, those who had previous experience of operation and interaction with a MRP system and those who never had experience. Based on the results, both groups provided different feedbacks. Moreover, there was a significant association between user’s sense of presence and their perception of system usefulness and ease of use.

Keywords: mobile robotic telepresence, museum, social telepresence, usability test

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Authors: Zahra Mirsanjari

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Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: self-efficacy, English Language teaching, EFL teachers, language teachers and practitioners.

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Authors: J. Shamash

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The high-school curriculum in algebra deals mainly with the solution of different types of equations. However, modern algebra has a completely different viewpoint and is concerned with algebraic structures and operations. A question then arises: What might be the relevance and contribution of an abstract algebra course for developing expertise and mathematical perspective in secondary school mathematics instruction? This is the focus of this paper. The course Algebra: From Equations to Structures is a carefully designed abstract algebra course for Israeli secondary school mathematics teachers. The course provides an introduction to algebraic structures and modern abstract algebra, and links abstract algebra to the high-school curriculum in algebra. It follows the historical attempts of mathematicians to solve polynomial equations of higher degrees, attempts which resulted in the development of group theory and field theory by Galois and Abel. In other words, algebraic structures grew out of a need to solve certain problems, and proved to be a much more fruitful way of viewing them. This theorems in both group theory and field theory. Along the historical ‘journey’, many other major results in algebra in the past 150 years are introduced, and recent directions that current research in algebra is taking are highlighted. This course is part of a unique master’s program – the Rothschild-Weizmann Program – offered by the Weizmann Institute of Science, especially designed for practicing Israeli secondary school teachers. A major component of the program comprises mathematical studies tailored for the students at the program. The rationale and structure of the course Algebra: From Equations to Structures are described, and its relevance to teaching school algebra is examined by analyzing three kinds of data sources. The first are position papers written by the participating teachers regarding the relevance of advanced mathematics studies to expertise in classroom instruction. The second data source are didactic materials designed by the participating teachers in which they connected the mathematics learned in the mathematics courses to the school curriculum and teaching. The third date source are final projects carried out by the teachers based on material learned in the course.

Keywords: abstract algebra , linking abstract algebra and school mathematics, school algebra, secondary school mathematics, teacher professional development

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Authors: Itumeleng Phage

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Students’ comprehension of graphs may be affected by the characteristics of the discipline in which the graph is used, the type of the task as well as the background of the students who are the readers or interpreters of the graph. This research study investigated these aspects of the graph comprehension of 152 first-year undergraduate physics students by comparing their responses to corresponding tasks in the mathematics and physics disciplines. The discipline characteristics were analysed for four task-related constructs namely coordinates, representations, area and slope. Students’ responses to corresponding visual decoding and judgement tasks set in mathematics and kinematics contexts were statistically compared. The effects of the participants’ gender, year of school completion and study course were determined as reader characteristics. The results of the empirical study indicated that participants generally transferred their mathematics knowledge on coordinates and representation of straight line graphs to the physics contexts, but not in the cases of parabolic and hyperbolic functions or area under graphs. Insufficient understanding of the slope concept contributed to weak performances on this construct in both mathematics and physics contexts. Discipline characteristics seem to play a vital role in students’ understanding, while reader characteristics had insignificant to medium effects on their responses.

Keywords: kinematics graph, discipline characteristics, constructs, coordinates, representations, area and slope

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Authors: Meziane Belkacem

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We aim at converting the original 3D Lorenz-Haken equations, which describe laser dynamics –in terms of self-pulsing and chaos- into 2-second-order differential equations, out of which we extract the so far missing mathematics and corroborations with respect to nonlinear interactions. Leaning on basic trigonometry, we pull out important outcomes; a fundamental result attributes chaos to forbidden periodic solutions inside some precisely delimited region of the control parameter space that governs the bewildering dynamics.

Keywords: Physics, optics, nonlinear dynamics, chaos

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Authors: Zhanna Dedovets

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Fostering a mathematical style of thinking is crucial for cultivating intellectual personalities capable of thriving in modern society. Intuitive thinking stands as a cornerstone among the components of mathematical cognition, playing a pivotal role in grasping mathematical truths across various disciplines. This article delves into the exploration of leveraging search activities rooted in students' intuitive thinking, particularly when tackling geometric problems. Emphasizing both student engagement with the task and their active involvement in the search process, the study underscores the importance of heuristic procedures and the freedom for students to chart their own problem-solving paths. Spanning several years (2019-2023) at the Physics and Mathematics Lyceum of Dushanbe, the research engaged 17 teachers and 78 high school students. After assessing the initial levels of intuitive thinking in both control and experimental groups, the experimental group underwent training following the authors' methodology. Subsequent analysis revealed a significant advancement in thinking levels among the experimental group students. The methodological approaches and teaching materials developed through this process offer valuable resources for mathematics educators seeking to enhance their students' learning experiences effectively.

Keywords: teaching of mathematics, intuitive thinking, heuristic procedures, geometric problem, students.

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Authors: Annika Kjallman Alm, Ove Hellzen, Malin Rising-Holmstrom

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Worldwide, the number of people who are living with dementia is increasing because of an aging population, which leads to increased financial and social costs, including reduced quality of life for people with dementia and their care partners. Most people who have dementia reside in the community. Aging in place could be described as having the health and social supports and services you need to live safely and independently in your home or your society for as long as you wish and are able. People with dementia are not different than people without dementia where they want to remain at home, if possible, with a sense of familiarity and engagement in typical everyday activities. So how do persons with dementia or cognitive decline see their possibilities to be socially involved and experience support? The aim of this study was to explore persons with cognitive decline's sense of involvement and support living in the ordinary dwelling. The study was approved by the Ethical Review Authority in Sweden prior to the interviews. Interviews were conducted with 20 persons living at home, either alone or in a relationship. The persons had perceived cognitive decline; some were under investigation or already had a diagnose of early dementia. Thematic analysis was used to identify, analyze, and report patterns within the data. Researchers extracted three main themes through participants’ interviews: a) Importance of social involvement with family and friends. b) Hindrances for social involvement. c) Struggling mentally with a new life situation. Results found that going to activity centers, staying involved, and meeting friends and family enhanced the sense of involvement and support. There were also hindrances to a sense of involvement and support as they struggled with the diagnose and the changes in daily life, such as physical problems, mental problems, or economic issues. The mental struggle of accepting the cognitive decline and the changes in daily life it brought was also an issue for some of the participants. A multidimensional support should be provided by the community to enable persons with cognitive decline to stay involved in family and community in the comfort of their own homes.

Keywords: aging in place, cognitive decline, dementia, sense of involvement

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Authors: R. M. Kashim

Abstract:

The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching.

Keywords: conceptual knowledge, primary school teachers, procedural knowledge, rational numbers

Procedia PDF Downloads 299

Authors: Nazir Amir

Abstract:

Teaching approaches to present science and mathematics content amongst academically-low-achieving students may need to be different than approaches that are adopted for the more academically-inclined students, primarily due to the different learning needs and learning styles of these students. In crafting out lessons to motivate and engage these students, teachers need to consider the backgrounds of these students and have a good understanding of their interests so that lessons can be presented in ways that appeal to them, and made relevant not just to the world around them, but also to their personal experiences. This presentation highlights how the author worked with a Professional Learning Community (PLC) of teachers in crafting out fun and feasible classroom teaching approaches to present science and mathematics content in ways that are made Relevant, Appealing, and Personal (RAP) to groups of academically-low-achieving students in Singapore. Feedback from the students and observations from their work suggest that they were engaged through the RAP-modes of instruction, and were able to appreciate the role of science and mathematics through a variety of low-cost design-based STEM (Science, Technology, Engineering, and Mathematics) activities. Such results imply that teachers teaching academically-low-achieving students, and those in under-resourced communities, could consider infusing RAP-infused instructions into their lessons in getting students develop positive attitudes towards STEM subjects.

Keywords: STEM Education, STEAM Education, Curriculum Instruction, Academically At-Risk Students, Singapore

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Authors: Guorong Sui, Xingwei Jia, Chenhui Yin, Xiumin Gao

Abstract:

In the processing of camera-based high precision and non-contact measurement, the geometric-optical aberration is always inevitably disturbing the measuring system. Moreover, the aberration is different with the different focal length, which will increase the difficulties of the system’s calibration. Therefore, to understand the relationship between the focal length as a function of aberration properties is a very important issue to the calibration of the measuring systems. In this study, we propose a new mathematics model, which is based on the plane calibration method by Zhang Zhengyou, and establish a relationship between the focal length and aberration coefficient. By using the mathematics model and carefully modified compensation templates, the calibration precision of the system can be dramatically improved. The experiment results show that the relative error is less than 1%. It is important for optoelectronic imaging systems that apply to measure, track and position by changing the camera’s focal length.

Keywords: camera calibration, aberration coefficient, vision measurement, focal length, mathematics model

Procedia PDF Downloads 332

Authors: Amy L. Smith

Abstract:

This study investigates the impact of student authenticity while engaging in academic exploration of students' sense of belonging, autonomy, and persistence. Research questions include: How does incorporating authenticity in first-year academic exploration courses impact; 1) first-year students’ sense of belonging, autonomy, and persistence? 2) first-year students’ sense of belonging, autonomy, and persistence during the first and last halves of the fall semester? 3) first-year students’ sense of belonging, autonomy, and persistence among various student demographics? First-year students completed a Likert-like survey at the conclusion of eight weeks (first and last eight weeks/fall semester) academic exploration courses. Course redesign included grounding the curriculum and instruction with student authenticity and creating opportunities for students to explore, define, and reflect upon their authenticity during academic exploration. Surveys were administered at the conclusion of these eight week courses (first and last eight weeks/fall semester). Data analysis included an entropy balancing matching method and t-tests. Research findings indicate integrating authenticity into academic exploration courses for first-year students has a positive impact on students' autonomy and persistence. There is a significant difference between authenticity and first-year students' autonomy (p = 0.00) and persistence (p = 0.01). Academic exploration courses with the underpinnings of authenticity are more effective in the second half of the fall semester. There is a significant difference between an academic exploration course grounding the curriculum and instruction in authenticity offered M8A (first half, fall semester) and M8B (second half, fall semester) (p = 0); M8B courses illustrate an increase of students' sense of belonging, autonomy, and persistence. Integrating authenticity into academic exploration courses for first-year students has a positive impact on varying student demographics (p = 0.00). There is a significant difference between authenticity and low-income (p = 0.04), first-generation (p = 0.00), Caucasian (p = 0.02), and American Indian/Alaskan Native (p = 0.05) first-year students' sense of belonging, autonomy, and persistence. Academic exploration courses embedded in authenticity helps develop first-year students’ sense of belonging, autonomy, and persistence, which are effective traits of college students. As first-year students engage in content courses, professors can empower students to have greater engagement in their learning process by relating content to students' authenticity and helping students think critically about how content is authentic to them — how students' authenticity relates to the content, how students can take their content expertise into the future in ways that, to the student, authentically contribute to the greater good. A broader conversation within higher education needs to include 1) designing courses that allow students to develop and reflect upon their authenticity/to formulate answers to the questions: who am I, who am I becoming, and how will I move my authentic self forward; and 2) a discussion of how to shift from the university shaping students to the university facilitating the process of students shaping themselves.

Keywords: authenticity, first-year experience, sense of belonging, autonomy, persistence

Procedia PDF Downloads 107