**Commenced**in January 2007

**Frequency:**Monthly

**Edition:**International

**Paper Count:**2113

# Search results for: mathematics learning

##### 2113 Classifications of Neuroscientific-Radiological Findings on “Practicing” in Mathematics Learning

**Authors:**
Felicitas Pielsticker,
Christoph Pielsticker,
Ingo Witzke

**Abstract:**

Many people know ‘Mathematics needs practice!’ statement or similar ones from their mathematics lessons. It seems important to practice when learning mathematics. At the same time, it also seems important to practice how to learn mathematics. This paper places neuroscientific-radiological findings on “practicing” while learning mathematics in a context of mathematics education. To accomplish this, we use a literature-based discussion of our case study on practice. We want to describe neuroscientific-radiological findings in the context of mathematics education and point out stimulating connections between both perspectives. From a connective perspective we expect incentives that lead discussions in future research in the field of mathematics education.

**Keywords:**
fMRI,
education,
mathematics learning,
practicing.

##### 2112 Students’ Views on Mathematics Learning: A Cross-Sectional Survey of Senior Secondary Schools Students in Katsina State of Nigeria

**Authors:**
Fahad Suleiman

**Abstract:**

**Keywords:**
Attitude,
education,
mathematics,
students.

##### 2111 Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non-Mathematics Undergraduate Students

**Authors:**
Asia Majeed

**Abstract:**

This paper will investigate a form of learning mathematics by integrating technology in mathematics specifically for the university first-year calculus class to support students’ engagement in learning which influences students' conceptual and procedural understanding of the calculus content in a better way. The students with good grades in high school calculus generally struggle in first-year university calculus classes in learning mathematical analysis concepts. This problem has to be addressed. If this problem is not resolved, then most likely students with less ability to do mathematics might not able to complete their degrees. In this work, MATLAB is used to help students in learning and in improving calculus concepts.

**Keywords:**
Calculus,
first-year university students,
teaching strategies,
MATLAB.

##### 2110 The Cooperative Learning Management in the Course of Principles of Mathematics for Graduate Level

**Authors:**
Komon Paisal

**Abstract:**

The aim of this research was to create collaborative learning activities in the course of Principles of Mathematics for graduate level by investigating the students’ ability in proving the mathematics principles as well as their attitudes towards the activities. The samples composed of 2 main group; lecturers and students. The lecturers consisted of 3 teachers who taught the course of Principles of Mathematics at Rajabhat Suan Sunandha Unicersity in the academic year 2012. The students consisted of 32 students joining the cooperative learning activities in the subject of Principles of Mathematics in the academic year 2012. The research tools included activity plan for cooperative learning, testing on mathematics with the reliability of 0.8067 and the attitude questionnaires reported by the students. The results showed that: 1) the efficiency of the developed cooperative learning activities was 69.76/ 68.57 which was lower than the set criteria at 70/70. 2) The students joining the cooperative learning activities were able to prove the principles of mathematics at the average of 70%. 3) The students joining the cooperative learning activities reported moderate attitude towards the activities.

**Keywords:**
Instructional Design,
Pedagogical,
Teaching/ Learning Strategies.

##### 2109 Learning Undergraduate Mathematics in a Discovery-Enriched Approach

**Authors:**
Kam-moon Liu,
Kwok-chi Chim,
Kwok-wai Chung,
Daniel Wing-cheong Ho

**Abstract:**

**Keywords:**
Discovery-enriched curriculum,
higher education,
mathematics education,
project learning.

##### 2108 Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil-Teacher Interactions

**Authors:**
Kuo Hung Huang,
Chong-Ji Ke

**Abstract:**

**Keywords:**
computer games,
mathematics instruction,
pupil-teacher interaction,
technology-enhanced learning

##### 2107 Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety

**Authors:**
Ersen Yazıcı,
Erhan Ertekin

**Abstract:**

In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1st, 2nd, 3rd and 4th grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data collection tools. As a result of the study, it has been observed that prospective male teachers have more instrumentalist approach in learning mathematics than females according to their mathematical beliefs. On the other hand, females have more mathematics teaching anxiety than males especially, for subject knowledge in mathematics and selfconfidence.

**Keywords:**
Mathematical beliefs,
mathematics teaching anxiety,
gender,
prospective elementary mathematics teachers.

##### 2106 Leveraging Reasoning through Discourse: A Case Study in Secondary Mathematics Classrooms

**Authors:**
Cory A. Bennett

**Abstract:**

**Keywords:**
Discourse,
reasoning,
secondary mathematics,
teacher development.

##### 2105 Awakeness, Awareness and Learning Mathematics for Arab Students: A Pilot Study

**Authors:**
S. Rawashdi,
D. Bshouty

**Abstract:**

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.

##### 2104 Motivational Orientation of the Methodical System of Teaching Mathematics in Secondary Schools

**Authors:**
M. Rodionov,
Z. Dedovets

**Abstract:**

The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.

**Keywords:**
Education,
methodological system,
teaching of mathematics,
teachers,
lesson,
students motivation,
secondary school.

##### 2103 Emotion Classification for Students with Autism in Mathematics E-learning using Physiological and Facial Expression Measures

**Authors:**
Hui-Chuan Chu,
Min-Ju Liao,
Wei-Kai Cheng,
William Wei-Jen Tsai,
Yuh-Min Chen

**Abstract:**

Avoiding learning failures in mathematics e-learning environments caused by emotional problems in students with autism has become an important topic for combining of special education with information and communications technology. This study presents an adaptive emotional adjustment model in mathematics e-learning for students with autism, emphasizing the lack of emotional perception in mathematics e-learning systems. In addition, an emotion classification for students with autism was developed by inducing emotions in mathematical learning environments to record changes in the physiological signals and facial expressions of students. Using these methods, 58 emotional features were obtained. These features were then processed using one-way ANOVA and information gain (IG). After reducing the feature dimension, methods of support vector machines (SVM), k-nearest neighbors (KNN), and classification and regression trees (CART) were used to classify four emotional categories: baseline, happy, angry, and anxious. After testing and comparisons, in a situation without feature selection, the accuracy rate of the SVM classification can reach as high as 79.3-%. After using IG to reduce the feature dimension, with only 28 features remaining, SVM still has a classification accuracy of 78.2-%. The results of this research could enhance the effectiveness of eLearning in special education.

**Keywords:**
Emotion classification,
Physiological and facial Expression measures,
Students with autism,
Mathematics e-learning.

##### 2102 Enhancing Teaching of Engineering Mathematics

**Authors:**
Tajinder Pal Singh

**Abstract:**

Teaching of mathematics to engineering students is an open ended problem in education. The main goal of mathematics learning for engineering students is the ability of applying a wide range of mathematical techniques and skills in their engineering classes and later in their professional work. Most of the undergraduate engineering students and faculties feels that no efforts and attempts are made to demonstrate the applicability of various topics of mathematics that are taught thus making mathematics unavoidable for some engineering faculty and their students. The lack of understanding of concepts in engineering mathematics may hinder the understanding of other concepts or even subjects. However, for most undergraduate engineering students, mathematics is one of the most difficult courses in their field of study. Most of the engineering students never understood mathematics or they never liked it because it was too abstract for them and they could never relate to it. A right balance of application and concept based teaching can only fulfill the objectives of teaching mathematics to engineering students. It will surely improve and enhance their problem solving and creative thinking skills. In this paper, some practical (informal) ways of making mathematics-teaching application based for the engineering students is discussed. An attempt is made to understand the present state of teaching mathematics in engineering colleges. The weaknesses and strengths of the current teaching approach are elaborated. Some of the causes of unpopularity of mathematics subject are analyzed and a few pragmatic suggestions have been made. Faculty in mathematics courses should spend more time discussing the applications as well as the conceptual underpinnings rather than focus solely on strategies and techniques to solve problems. They should also introduce more ‘word’ problems as these problems are commonly encountered in engineering courses. Overspecialization in engineering education should not occur at the expense of (or by diluting) mathematics and basic sciences. The role of engineering education is to provide the fundamental (basic) knowledge and to teach the students simple methodology of self-learning and self-development. All these issues would be better addressed if mathematics and engineering faculty join hands together to plan and design the learning experiences for the students who take their classes. When faculties stop competing against each other and start competing against the situation, they will perform better. Without creating any administrative hassles these suggestions can be used by any young inexperienced faculty of mathematics to inspire engineering students to learn engineering mathematics effectively.

**Keywords:**
Application based learning,
conceptual learning,
engineering mathematics,
word problem.

##### 2101 The Wheel Garden: Project-Based Learning for Cross Curriculum Education

**Authors:**
Sherry S. Herron,
Douglas Magomo,
Paula Gossard

**Abstract:**

In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.

**Keywords:**
Art education,
cross-curriculum instruction,
multicultural education,
project-based learning,
school gardens,
task based learning.

##### 2100 Measuring Teachers- Beliefs about Mathematics: A Fuzzy Set Approach

**Authors:**
M.A. Lazim,
M.T.Abu Osman

**Abstract:**

**Keywords:**
belief,
membership function,
degree of similarity,
conjoint analysis

##### 2099 The Influence of Interest, Beliefs, and Identity with Mathematics on Achievement

**Authors:**
Asma Alzahrani,
Elizabeth Stojanovski

**Abstract:**

**Keywords:**
Mathematics achievement,
math efficacy,
mathematics interest,
identity.

##### 2098 Prospective Mathematics Teachers' Views about Using Flash Animations in Mathematics Lessons

**Authors:**
Esra Bukova-Güzel,
Berna Cantürk-Günhan

**Abstract:**

The purpose of the study is to determine secondary prospective mathematics teachers- views related to using flash animations in mathematics lessons and to reveal how the sample presentations towards different mathematical concepts altered their views. This is a case study involving three secondary prospective mathematics teachers from a state university in Turkey. The data gathered from two semi-structural interviews. Findings revealed that these animations help understand mathematics meaningfully, relate mathematics and real world, visualization, and comprehend the importance of mathematics. The analysis of the data indicated that the sample presentations enhanced participants- views about using flash animations in mathematics lessons.

**Keywords:**
Instructional technology,
animations,
prospective mathematics teachers.

##### 2097 The Views of Elementary Mathematics Education Preservice Teachers on Proving

**Authors:**
Belma Turker,
Cigdem Alkas,
Ebru Aylar,
Ramazan Gurel,
Oylum Akkus Ispir

**Abstract:**

This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.

**Keywords:**
Belief on Proving,
Mathematics Education,
Proof.

##### 2096 An E-Learning Tool for The Self-Study of Mathematics for the CPE Examination

**Authors:**
Sameerchand Pudaruth,
Nawsheen Bibi Jannnoo

**Abstract:**

**Keywords:**
CPE,
e-learning,
Mauritius,
primary education

##### 2095 The Use of Webquests in Developing Inquiry Based Learning: Views of Teachers and Students in Qatar

**Authors:**
Abdullah Abu-Tineh,
Carol Murphy,
Nigel Calder,
Nasser Mansour

**Abstract:**

This paper reports on an aspect of e-learning in developing inquiry-based learning (IBL). We present data on the views of teachers and students in Qatar following a professional development programme intended to help teachers implement IBL in their science and mathematics classrooms. Key to this programme was the use of WebQuests. Views of the teachers and students suggested that WebQuests helped students to develop technical skills, work collaboratively and become independent in their learning. The use of WebQuests also enabled a combination of digital and non-digital tools that helped students connect ideas and enhance their understanding of topics.

**Keywords:**
Digital technology,
inquiry-based learning,
mathematics and science education,
professional development.

##### 2094 Unveiling the Mathematical Essence of Machine Learning: A Comprehensive Exploration

**Authors:**
Randhir Singh Baghel

**Abstract:**

In this study, the fundamental ideas guiding the dynamic area of machine learning—where models thrive and algorithms change over time—are rooted in an innate mathematical link. This study explores the fundamental ideas that drive the development of intelligent systems, providing light on the mutually beneficial link between mathematics and machine learning.

**Keywords:**
Machine Learning,
deep learning,
Neural Network,
optimization.

##### 2093 ARCS for Critical Information Retrieval Development

**Authors:**
Suttipong Boonphadung

**Abstract:**

The research on ARCS for critical information retrieval development aimed to (1) investigate conditions of critical information retrieval skill of the Mathematics pre-service teachers before applying ARCS model in learning activities, (2) study and analyze the development of critical information retrieval skill of the Mathematics pre-service teachers after utilizing ARCS model in learning activities, and (3) evaluate the Mathematics pre-service teachers’ satisfaction on using ARCS model in learning activities as a tool to development critical information retrieval skill. Forty-one of 4th year Mathematics pre-service teachers who have enrolled in the subject of Research for Learning Development of semester 2 in 2012 were purposively selected as the research cohort. The research tools were self-report and interview questionnaire that was approved as content validity and reliability (IOC=.66-1.00, α =.834). The research found that critical information retrieval skill of the research samples before using ARCS model in learning activities was in the normal high level. According to the in-depth interview and focus group, the result however showed that the pre-service teachers still lack inadequate and effective knowledge in information retrieval. Additionally, critical information retrieval skill of the research cohort after applying ARCS model in learning activities appeared to be high level. The result revealed that the pre-service teachers are able to explain the method of searching, extraction, and selecting information as well as evaluating quality of information, and effectively making decision in accepting information. Moreover, the research discovered that the pre-service teachers showed normal high to highest level of satisfaction on using ARCS model in learning activities as a tool to development their critical information retrieval skill.

**Keywords:**
Critical information retrieval skill,
ARCS model,
Satisfaction.

##### 2092 The Effect of Cooperative Learning on Academic Achievement of Grade Nine Students in Mathematics: The Case of Mettu Secondary and Preparatory School

**Authors:**
Diriba Gemechu,
Lamessa Abebe

**Abstract:**

**Keywords:**
Cooperative learning,
academic achievement,
experimental group,
comparison group.

##### 2091 Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania

**Authors:**
Joel S. Mtebe,
Aron Kondoro,
Mussa M. Kissaka,
Elia Kibga

**Abstract:**

Sub-Saharan Africa is described as the second fastest growing in mobile phone penetration in the world more than in the United States or the European Union. Mobile phones have been used to provide a lot of opportunities to improve people’s lives in the region such as in banking, marketing, entertainment, and paying for various bills such as water, TV, and electricity. However, the potential of mobile phones to enhance teaching and learning has not been explored. This study presents an experience of developing and delivering SMS based quiz questions used to assess mastery of subject content knowledge of science and mathematics secondary school teachers in Tanzania. The SMS quizzes were used as a follow up support mechanism to 500 teachers who participated in a project to upgrade subject content knowledge of teachers in science and mathematics subjects in Tanzania. Quizzes of 10-15 questions were sent to teachers each week for 8 weeks and the results were analyzed using SPSS. Results show that teachers who participated in chemistry and biology subjects have better performance compared to those who participated in mathematics and physics subjects. Teachers reported some challenges that led to poor performance, This research has several practical implications for those who are implementing or planning to use mobile phones in teaching and learning especially in rural secondary schools in sub-Saharan Africa.

**Keywords:**
Mobile learning,
e-learning,
educational
technologies,
SMS,
secondary education,
assessment.

##### 2090 Promoting Mathematical Understanding Using ICT in Teaching and Learning

**Authors:**
Kamel Hashem,
Ibrahim Arman

**Abstract:**

Information and Communication Technologies (ICT) in mathematical education is a very active field of research and innovation, where learning is understood to be meaningful and grasping multiple linked representation rather than rote memorization, a great amount of literature offering a wide range of theories, learning approaches, methodologies and interpretations, are generally stressing the potentialities for teaching and learning using ICT. Despite the utilization of new learning approaches with ICT, students experience difficulties in learning concepts relevant to understanding mathematics, much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. Many questions that might arise in this regard: to what extent does the use of ICT help students in the process of understanding and solving tasks or problems? Is it possible to identify what aspects or features of students' mathematical learning can be enhanced by the use of technology? This paper will highlight the interest of the integration of information and communication technologies (ICT) into the teaching and learning of mathematics (quadratic functions), it aims to investigate the effect of four instructional methods on students- mathematical understanding and problem solving. Quantitative and qualitative methods are used to report about 43 students in middle school. Results showed that mathematical thinking and problem solving evolves as students engage with ICT activities and learn cooperatively.

**Keywords:**
Dynamic Geometry Software,
Information and Communication Technologies,
Visualization,
Mathematical Education.

##### 2089 Integrating Technology into Mathematics Education: A Case Study from Primary Mathematics Students Teachers

**Authors:**
Berna Cantürk-Günhan,
Esra Bukova-Güzel

**Abstract:**

The purpose of the study is to determine the primary mathematics student teachers- views related to use instructional technology tools in course of the learning process and to reveal how the sample presentations towards different mathematical concepts affect their views. This is a qualitative study involving twelve mathematics students from a public university. The data gathered from two semi-structural interviews. The first one was realized in the beginning of the study. After that the representations prepared by the researchers were showed to the participants. These representations contain animations, Geometer-s Sketchpad activities, video-clips, spreadsheets, and power-point presentations. The last interview was realized at the end of these representations. The data from the interviews and content analyses were transcribed and read and reread to explore the major themes. Findings revealed that the views of the students changed in this process and they believed that the instructional technology tools should be used in their classroom.

**Keywords:**
Integrating Technology,
Mathematics Education,
Primary Education,
Teacher Education.

##### 2088 Effective Factors Increasing the Students’ Interest in Mathematics in the Opinion of Mathematic Teachers of Zahedan

**Authors:**
Safiyeh Khayati,
Ali Payan

**Abstract:**

The main objective of this study was to identify factors and conditions that motivated and encouraged students towards the math class and the factors that made this class an attractive and lovely one. To do this end, questionnaires consisting of 15 questions were distributed among 85 math teachers working in schools of Zahedan. Having collected and reviewed these questionnaires, it was shown that doing activity in math class (activity of students while teaching) and previous math teachers' behaviors have had much impact on encouraging the students towards mathematics. Separation of educational classroom of mathematics from the main classroom (which is decorated with crafts created by students themselves with regard to math book including article, wall newspaper, figures and formulas), peers, size and appearance of math book, first grade teachers in each educational level, among whom the Elementary first grade teachers had more importance and impact, were among the most influential and important factors in this regard. Then, school environment, family, conducting research related to mathematics, its application in daily life and other courses and studying the history of mathematics were categorized as important factors that would increase the students’ interest in mathematics.

**Keywords:**
Interest,
motivation,
mathematical learning.

##### 2087 Sfard’s Commognitive Framework as a Method of Discourse Analysis in Mathematics

**Authors:**
Dong-Joong Kim,
Sangho Choi,
Woong Lim

**Abstract:**

This paper discusses Sfard’s commognitive approach and provides an empirical study as an example to illustrate the theory as method. Traditionally, research in mathematics education focused on the acquisition of mathematical knowledge and the didactic process of knowledge transfer. Through attending to a distinctive form of language in mathematics, as well as mathematics as a discursive subject, alternative views of making meaning in mathematics have emerged; these views are therefore “critical,” as in critical discourse analysis. The commognitive discourse analysis method has the potential to bring more clarity to our understanding of students’ mathematical thinking and the process through which students are socialized into school mathematics.

**Keywords:**
Commognitive framework,
discourse analysis,
mathematical discourse,
mathematics education.

##### 2086 Jointly Learning Python Programming and Analytic Geometry

**Authors:**
Cristina-Maria Păcurar

**Abstract:**

**Keywords:**
Analytic geometry,
conics,
Python programming language,
quadrics.

##### 2085 Open Source Implementation of M-Learning for Primary School in Malaysia

**Authors:**
Saipunidzam Mahamad,
Mohammad Noor Ibrahim,
Mohamad Izzriq Ab Malek Foad,
ShakirahMohd Taib

**Abstract:**

**Keywords:**
M-Learning,
Automated Mobile Graph.

##### 2084 Practical Problems as Tools for the Development of Secondary School Students’ Motivation to Learn Mathematics

**Authors:**
M. Rodionov,
Z. Dedovets

**Abstract:**

This article discusses plausible reasoning use for solution to practical problems. Such reasoning is the major driver of motivation and implementation of mathematical, scientific and educational research activity. A general, practical problem solving algorithm is presented which includes an analysis of specific problem content to build, solve and interpret the underlying mathematical model. The author explores the role of practical problems such as the stimulation of students' interest, the development of their world outlook and their orientation in the modern world at the different stages of learning mathematics in secondary school. Particular attention is paid to the characteristics of those problems which were systematized and presented in the conclusions.

**Keywords:**
Mathematics,
motivation,
secondary school,
student,
practical problem.