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Selection of Appropriate Statistical Methods for Research Results Processing

Rezeda M. Khusainova, Zoia V. Shilova & Oxana V. Curteva

pp. 303-315  |   DOI:
Published Online: April 10, 2016
Article Views: 4157  |  Article Download: 16696

Abstract

The purpose of the article is to provide an algorithm that allows choosing a valid method of statistical data processing and development of a model for acquiring knowledge about statistical methods and mastering skills of competent knowledge application in various research activities. Modelling method is a leading approach to the study of this problem. It allows us to consider this issue as a targeted and organized process of application of the author’s methodology for the selection of appropriate statistical method for the efficient processing of the research results. The article showcases an algorithm that allows to choose an appropriate method of statistical data processing: general algorithm of statistical methods application in scientific research, statistical problems systematization based on which there have been outlined conditions for specific research methods application. To make a final decision concerning the statistical method at the stage of data received and statistical tasks of the research defined, it is proposed to use an author’s algorithm that allows to competently select the method of processing the research results.

Keywords: statistical processing of the research results, statistical methods, research, statistical criteria, algorithm

References

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2

The Affective Domain in Mathematics Learning

Nuria Gil Ignacio, Lorenzo J. Blanco Nieto and Eloísa Guerrero Barona

pp. 16-32  |   DOI:
Published Online: October 10, 2006
Article Views: 5137  |  Article Download: 7062

Abstract

The present work set out to analyze the beliefs, attitudes, and emotional reactions that students experience in the process of learning mathematics. The aim was to be able to demonstrate that the existence of positive attributes, beliefs, and attitudes about themselves as learners are a source of motivation and expectations of success in dealing with this subject. We used a sample of 346 students of the second cycle of Obligatory Secondary Education (ESO) of high schools in Badajoz. The participants responded to a questionnaire on beliefs and attitudes about mathematics. It was found that neither the students' gender nor their year of studies influenced their beliefs about their self-concept of mathematics.

Keywords: Beliefs, Attitudes, Emotions, Mathematics Self-Concept, Secondary Education And Mathematics Learning.

References

N/A

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3

Teaching and Assessing Higher Order Thinking in the Mathematics Classroom with Clickers

Jim Rubin & Manikya Rajakaruna

pp. 37-51  |   DOI:
Published Online: April 04, 2015
Article Views: 5318  |  Article Download: 5705

Abstract

Many schools have invested in clicker technology, due to the capacity of the software to track formative assessment and the increased motivation that students show for incorporating technology in the classroom. As with any adoption of new software that demands amending pedagogy and learning applications, the extent to which clickers are living up to expectations has not yet become apparent. The present study sought to explore the potential of using clickers to teach the reasoning processes behind solving higher order thinking word problems in a mathematics class. A pilot study was conducted with a college algebra class to refine questions used in the coursework and field test a survey to measure student attitudes towards the teaching methodology. The main study took place over the fall semester with a college algebra class (N=21).  Results showed increased student motivation and acumen for using the technology and higher test scores, but frustration on the part of both the teacher and students when trying to apply the pedagogy for the purpose of learning higher order thinking reasoning processes. The potential for the technology to offer an alternative for formative assessment was a strong positive element.   

Keywords: clickers, college algebra, higher order thinking, mathematics

References

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Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best practice tips. CBE Life Sciences Education, 6(1), 9-20.

Collis, K. F. (1982). The solo taxonomy as a basis of assessing levels of reasoning in mathematical problem solving. Proceedings from the Sixth International Conference for the Psychology of Mathematical Education. Antwerp, Belgium: University of Antwerp.

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DeBourgh, G. A. (2008). Use of classroom “clickers” to promote acquisition of advanced

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Douglas, M., Wilson, J., & Ennis, S. (2012). Multiple-choice question tests: A convenient, flexible and effective learning tool? A case study. Innovations In Education And Teaching International49(2), 111-121.

Dowd, S. B. (1992). Multiple-choice and alternate-choice questions: Description and analysis. Retrieved from http://files.eric.ed.gov/fulltext/ED351376.pdf

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Hatch, J., Murray, J., & Moore, R. (2005). Manna from heaven or “clickers” from hell: Experiences with an electronic response system. Journal of College Science Teaching, 34(7), 36-39.

Kolikant, Y.B.D., Calkins, S., & Drane, D. (2010). “Clickers” as catalysts for transformation of teachers. College Teaching, 58,127-135.

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Lockwood, D.F. (2003). Higher order thinking in teaching senior science. Retrieved from http://members.shaw.ca/donlockwood/mcquestions.htm

Liu, W.C. & Stengel, D. (2011). Improving student retention and performance in quantitative courses using clickers. The International Journal for Technology in Mathematics Education, 18(1), 51-58.

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4

Teachers’ beliefs about mathematical knowledge for teaching definitions

Reidar Mosvold & Janne Fauskanger

pp. 43-61  |   DOI:
Published Online: November 10, 2013
Article Views: 3526  |  Article Download: 3381

Abstract

Previous research indicates the importance of teachers’ knowledge of mathematical definitions—as well as their beliefs. Much remains unknown, however, about the specific knowledge required doing the mathematical task of teaching involving definitions and the related teacher beliefs. In this article, we analyze focus-group interviews that were conducted in a Norwegian context to examine the adaptability of the U.S. developed measures of mathematical knowledge for teaching. Qualitative content analysis was applied in order to learn more about the teachers’ beliefs about mathematical knowledge for teaching definitions. The results indicate that teachers believe knowledge of mathematical definitions is an important aspect of mathematical knowledge for teaching, but they do not regard it as important to actually know the mathematical definitions themselves.

Keywords: mathematical knowledge for teaching, teacher beliefs, mathematical definitions

References

N/A

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5

The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions

Mehmet Bulut, Hanife Ünlütürk Akçakın, Gürcan Kaya & Veysel Akçakın

pp. 347-255  |   DOI:
Published Online: March 01, 2016
Article Views: 4604  |  Article Download: 3115

Abstract

The aim of this study is to examine the effects of GeoGebra on third grade primary students’ academic achievement in fractions concept. This study was conducted with 40 students in two intact classes in Ankara. One of the classes was randomly selected as an experimental group and other for control group. There were 19 students in the experimental group, while 21 students in control group. The matching- only posttest- only control group quasi-experimental design was employed. As a pretest, student’s first term mathematics scores were used. Data were collected with post-test about fractions. The post-test consisted of 22 short ended questions. Thanks to the scores weren’t violated the normality, independent t test was employed. The findings of the study showed that there were significant differences in favor of the experimental group. According to findings of this study, it was recommended that GeoGebra supporting teaching methods can be used on teaching fractions in third grade.

Keywords: third grade, fractions, geogebra, achievement

References

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Erdağ, S. (2011).  The effect of mathematics teaching supported by concepts cartoons decimal fractions on academic achievement and retention in 5th grade classes of primary schools. (Master’s Thesis). Available from Council of Higher Education Thesis Center Database in Turkey. (Thesis No. 296499).

Goodwin, K. (2008). The impact of interactive multimedia on kindergarten students’ representations of fractions. Issues in Educational Research18(2), 103-117.

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Kayhan, H. C. (2010). Determining of primary school students? Mental models in the process of converting fractions each other. (Doctoral dissertation). Available from Council of Higher Education Thesis Center Database in Turkey. (Thesis No. 279658).

Lee, H.J. & Boyadzhiev, I. (2013). Challenging Common Misconceptions of Fractions through GeoGebra. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 2893-2898). Chesapeake, VA: AACE.

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Moyer-Packenham, P. S., Ulmer, L. A., & Anderson, K. L. (2012). Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction. Journal of Interactive Online Learning, 11(3),103-120.

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Sözer, N. (2006). The impact of drama method on fourth class students at mathematics in a primary school regarding success of students, their attitudes and learning retention. (Master’s Thesis). Available from Council of Higher Education Thesis Center Database in Turkey. (Thesis No. 191047).

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Yazgan, Y. (2007). An experimental study on fraction understanding of children at the age of 10 and 11. (Doctoral dissertation). Available from Council of Higher Education Thesis Center Database in Turkey. (Thesis No. 220989).

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6

Teachers’ Beliefs about the Discipline of Mathematics and the Use of Technology in the Classroom

Morten Misfeldt, Uffe Thomas Jankvist & Mario Sánchez Aguilar

pp. 395-419  |   DOI:
Published Online: March 02, 2016
Article Views: 2059  |  Article Download: 2988

Abstract

In the article, three Danish secondary level mathematics teachers’ beliefs about the use of technological tools in the teaching of mathematics and their beliefs about mathematics as a scientific discipline are identified and classified - and the process also aspects of their beliefs about the teaching and learning of mathematics. The potential relationships between these sets of beliefs are also explored. Results show that the teachers not only manifest different beliefs about the use of technology and mathematics as a discipline, but that one set of beliefs can influence the other set of beliefs. The article concludes with a discussion of the research findings and their validity as well as their implications for both practice and research in mathematics education.  

Keywords: mathematics teachers’ beliefs, beliefs about mathematics as a discipline, beliefs about use of technology, lever potential, blackboxing

References

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Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics79(1), 127-147. doi: 10.1007/s10649-011-9333-2

Blömeke, S. & Kaiser, G. (2015). Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective.  In B. Pepin & B. Roesken-Winter (Eds.), From Beliefs to Dynamic Affect Systems in Mathematics Education. Exploring a Mosaic of Relationships and Interactions (pp. 227-243). Switzerland: Springer. doi: 10.1007/978-3-319-06808-4_11

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Drijvers, P., Doorman, M., Boon, P., Reed, H. & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics75(2), 213-234. doi: 10.1007/s10649-010-9254-5

Erens, R. & Eichler, A. (2015). The use of technology in calculus classrooms – beliefs of high school teachers. In C. Bernack-Schüler, R. Erens, T. Leuders & A. Eichler (Eds.), Views and Beliefs in Mathematics Education. Results of the 19th MAVI Conference (pp. 133-144). Germany: Springer. doi: 10.1007/978-3-658-09614-4_11

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7

The Perceptions of Teachers and Students on a 21st Century Mathematics Instructional Model

Steve Warner & Abtar Kaur

pp. 193-215  |   DOI:
Published Online: May 11, 2017
Article Views: 1181  |  Article Download: 2353

Abstract

Facilitating learning at all levels of the education stratum to create effective 21st Century knowledge creators, inventors and innovative workers is increasingly recognized today as a primary objective of education. Presently, the rapid expansion and availability of knowledge indicates the importance of curriculum and instructions that will empower learners to process knowledge using learner centered strategies rather than merely memorizing facts infused by facilitators. The study applied a qualitative research design. Interviews were completed on teachers and students to determine their perceptions on the effectiveness of the 2T2C model. Teachers’ perceptions indicated that they gained a better perspective from the teaching and learning classroom environment; high-order questioning and thinking were accomplished; the relationship between mathematics through real-world questions was realized by students; communication improved through planned cooperative and collaboration sessions; the use of technology as a resource both in and out of class provided a framework for communication and thinking; and students’ confidence and self-efficacy improved as they took responsibility for their learning. This paper presents how the 2T2C Model was conceptualized and reports on teachers’ and students’ perceptions on the model.

Keywords: 21st century skills, social learning, collaborative strategies, critical thinking, creative thinking, instructional strategies

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8

Linguistic Foundation of Foreign Language Listening Comprehension

Alfiya R. Masalimova, Galina V. Porchesku & Tatiana L. Liakhnovitch

pp. 123-131  |   DOI:
Published Online: April 10, 2016
Article Views: 1023  |  Article Download: 2183

Abstract

One of the urgent contemporary educational problems, solving of which is important for foreign language teaching and learning is improving listening comprehension skills as it helps to develop communicative competence of foreign language learners. The aim of the article is to discuss the importance of using linguistic findings in the process of teaching foreign language listening comprehension. Thus, the leading approach to research the problem of the article is the linguistic one.  It helps to show the peculiarities of the speech perception process in connection with the type of the language; these peculiarities should be taken into consideration when developing listening comprehension teaching techniques and programs. The article illustrates this approach with the findings on the perception peculiarities of the English words and sentences. The findings are discussed in terms of their implication in foreign language teaching. The materials of this article may be of use to those who are interested in the research on problems of speech perception and improving the existing listening comprehension teaching methods.

Keywords: Alfiya R. Masalimova, Galina V. Porchesku & Tatiana L. Liakhnovitch

References

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9

Pre-Service Math Teachers’ Opinions about Dynamic Geometry Softwares and Their Expectations from Them

Hakan Şandır & Serdar Aztekin

pp. 421-431  |   DOI:
Published Online: April 28, 2016
Article Views: 1899  |  Article Download: 2027

Abstract

This study was designed to determine the pre-service teachers’ opinions about three dynamic geometry software (Cabri II Plus, the Geometer's Sketchpad, GeoGebra) and influences of gender and academic achievement to these opinions. The researchers also investigated the most important properties that the pre-service teachers expect from a dynamic geometry software. The study was conducted in the 2011-2012 academic year with 64 prospective teachers who had taken a course about math education software during a year in the university. Results revealed that pre-service teachers found Geometers’ Sketchpad more effective than others in the positive development of the students' attitudes and in teaching high level geometry. However, they think that GeoGebra is easier than Cabri II Plus to use and has wide area of use. According to the pre-service teachers; using a native language, screen clarity, a detailed user manual and the ease of use are the most important properties of a dynamic geometry software.

Keywords: Dynamic Geometry Software, Pre-service Teachers’ Expectations, Cabri II Plus, the Geometer's Sketchpad, GeoGebra

References

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10

Impact of Student Government Bodies on Students' Professional Development

Evgenij M. Dorozhkin, Ekaterina V. Zaitseva & Boris Y. Tatarskikh

pp. 2666-2677  |   DOI:
Published Online: September 04, 2016
Article Views: 668  |  Article Download: 2024

Abstract

The relevance of the problem under study is due to the fact that the introduction of student government models in the professional development of students is one of the most effective mechanisms for developing the competence of the future graduates, which may significantly increase the demand for them in the labour market in future. The purpose of the article is to develop a model for setting up a functioning student government body, to present the results of implementing the given structural-functional model, to study the positive effect of the student government body on the professional development of students, as well as on the integration of formal and non-formal education. The article describes a model for setting up a functioning student government body, presents the results of implementing the structural-functional model of the student government body, specifies the basic conditions for effective work of the student government body, examines the positive impact of the student government body on the professional development of students, investigates the influence of the student government body on the integration of formal and non-formal education. The model is aimed at increasing the impact of student government on the effectiveness of professional development at the university; it is also oriented towards the development of non-formal education environment of the university.

Keywords: Сompetences; non-formal education; professional development; student government

References

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Ezhukova, I. F. (2009) Preparation of students of a teacher training university for professional activities on the basis of student government: PhD Abstract. Moscow: Sholokhov Moscow State University for the Humanities. 28p.

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