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 | Article Number: mathedu.2016.009
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
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Identity Development during Undergraduate Research in Mathematics Education
Randall E. Groth & Jenny McFadden
pp. 357-375 | Article Number: mathedu.2016.010
We describe a model that leverages natural connections between undergraduate research and mathematics teacher preparation. The model integrates teaching and research by prompting undergraduates to continuously reflect on classroom data from lessons they have taught. It is designed to help undergraduates build identities as teachers who base decisions on empirical data, and also to build identities as future graduate students in mathematics education. The identities that undergraduates participating in the first year of the project developed pertaining to these roles are described. Undergraduates generally identified with a problem-based approach to teaching and saw themselves as future graduate students in various fields, including mathematics education. Suggestions for improving and adapting the model for use in other settings are also provided.
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Mental Constructions for The Group Isomorphism Theorem
Arturo Mena-Lorca & Astrid Morales Marcela Parraguez
pp. 377-393 | Article Number: mathedu.2016.011
The group isomorphism theorem is an important subject in any abstract algebra undergraduate course; nevertheless, research shows that it is seldom understood by students. We use APOS theory and propose a genetic decomposition that separates it into two statements: the first one for sets and the second with added structure. We administered a questionnaire to students from top Chilean universities and selected some of these students for interviews to gather information about the viability of our genetic decomposition. The students interviewed were divided in two groups based on their familiarity with equivalence relations and partitions. Students who were able to draw on their intuition of partitions were able to reconstruct the group theorem from the set theorem, while those who stayed on the purely algebraic side could not. Since our approach to learning this theorem was successful, it may be worthwhile to gather data while teaching it the way we propose here in order to check how much the learning of the group isomorphism theorem is improved. This approach could be expanded to other group homomorphism theorems provided further analysis is conducted: going from the general (e.g., sets) to the particular (e.g., groups) might not always the best strategy, but in some cases we may just be turning to more familiar settings.
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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 | Article Number: mathedu.2016.012
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
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