An intervention addressing inequity of access to ICT for pre-service mathematics teachers

This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching

Implementing Technology Enhanced Mathematical Instruction in an Algebra I Course to Increase Students’ Academic Achievement in Mathematics

In July 2015, the National Council of Teachers of Mathematics established its position about the use of technology in teaching and learning mathematics. This important step forward opened a promise for many students and teachers that deserve the excellence of high-quality education in one of the most difficult educational subjects. In the 21st century, mathematics education can be one of the greatest recipients of all technological benefits reached by the most advanced societies of the earth. The purpose of this applied dissertation was to measure the effects in mathematics academic achievement of implementing technology-enhanced mathematical instruction to a group of seventh graders taking an accelerated course of algebra I. The problem of the study was that a large number of students were not achieving proficiency levels in fundamental algebra benchmarks such as algebra modeling, function modeling and statistics, and number system. The study included one experimental group, who received mathematics instruction using technology-enhanced mathematical instruction (TEMI), and a control group, who did not receive TEMI instruction. Both groups were assessed at the beginning of the experiment with a pre-test and the end of the study with a post-test. Additionally, a motivation survey about the use of technology during mathematics instruction was given to the experimental group at the end of the study

The Effects of Using GeoGebra on Student Achievement in Secondary Mathematics

According to the National Assessment of Educational Progress (NAEP), in 2010 approximately 30% of 12th grade United States (U.S.) students were proficient or advanced in mathematics, 38% were basic in mathematics, and 32% were below basic (NCES, 2013). The U.S. adopted the curricula of higher performing nations through the Common Core State Standards (CCSS). The CCSS for mathematics advises teachers to integrate technology into the classroom as a manipulative to help students engage in high-level mathematical concepts. The purpose of this study was to determine if integrating GeoGebra, an iPad application, would have a positive effect on student understanding of High School Geometry. This is an experimental quantitative study with a nonequivalent pre-test and post-test design using a treatment (i.e., using GeoGebra) and a control group (i.e., not using GeoGebra). During the five-week intervention, the treatment group used GeoGebra while the control group had normal instruction. Independent and paired t-tests were conducted to determine if significant differences were found between the treatment and the control groups scores on the Module 5 math test. Based on the results, student scores improved when using the application (i.e., treatment group); however, not statistically higher than the control group. Therefore, future studies need to be conducted to continue to assess the effectiveness of using iPads during instruction

Implementing Technology in an Algebra Classroom

The drive to place technology in the secondary mathematics classrooms has been on the rise and has shown over time to improve learning outcomes. How to support teachers with the implementation of technology in the midst of the Common Core State Standards (CCSS) reform and teacher accountability is important. This thesis provides varied use of technology along with different technological instructional strategies for an Algebra I course. Presenting technological pedagogical content knowledge (TPCK) in the Algebra I context can support teachers’ implementation of technology into their instruction. Keywords: Common Core State Standards (CCSS), NCTM Standards, Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Zone of Proximal Development (ZPD)

Function Concept: Learning from History

The importance of functions in school mathematics has grown tremendously within the past century. Functions have progressed from being scantly represented in school mathematics to being a core mathematical topic. C.B. Boyer (1946) acknowledged “The development of the function concept has revolutionized mathematics in much the same way as did the nearly simultaneous rise of non-Euclidean geometry. It has transformed mathematics from a pure natural science- the queen of the sciences- into something vastly large. It has established mathematics as the basis of all rigorous thinking – the logic of all possible relations” (Markovits, Eylor, & Bruckheimer, 1986, p. 18). Historical speeches and documents, such as Klein’s 1893 Evanston Colloquium, Moore’s 1902 presidential address to the American Mathematical Society, The Reorganization of Mathematics in Secondary Education Report (1923), and The Report of Progressive Education and Joint Committee (1940), advocated that functions and “relational thinking” be a core concept in school mathematics. In fact, Felix Klein considered functions to be the “soul of mathematics”, and advocated that teachers teach functional concepts. Fortunately, the recommendations made decades ago pertaining to the importance of functions, and the needs to readily integrate the function concept into school mathematics by researchers were not ignored. The recommendations made regarding functions decades ago are evident in today’s curriculum standards. Standards for mathematics require students to be able to define functions, describe functions, identify functions, analyze functions, and recognize patterns in function (NCTM, 2000; Common Core State Standards 2010). Most notably, The Common Core State Standards (2010) has functions as one of five conceptual categories in high school mathematics. Considering the increased emphasis placed on functions in school mathematics within the past century, we sought to describe how the function concept was presented in secondary mathematics textbooks prior to the “New Math” era

Mathematics Anxiety in Society: A Real Phenomena and a Real Solution

While math anxiety still remains a real issue affecting student performance and confidence, today it is even more critical with the greater emphasis on producing more students for careers in STEM fields. In an effort to understand ways to ease math anxiety and encourage adaptive achievement behaviors to deal with such anxiety, this paper will explore the topic and provide research-based practices in providing a solution to this existing problem in our schools. There are many studies that show using technology in the teaching of mathematics will help to alleviate math anxiety and encourage students to enjoy learning mathematics. GeoGebra, a dynamic mathematics software, can assist in developing a deeper understanding of geometric/measurement/algebraic concepts in the mathematics classrooms from Grades K-16. Emphasis on addressing math anxiety as a teacher and using technologies like GeoGebra software to teach math are the main foci of the paper

Integrating Diversity Training into Doctoral Programs in Mathematics Education

There exists a need to promote diversity, equity, and inclusion in mathematics education (Wilson and Franke, 2008). Being cognizant that there are few underrepresented groups that obtain doctoral degrees in mathematical sciences or mathematics education (AMS, 2014; Reys and Dossey, 2008), focused training is needed to prepare doctoral students on diversity issues that may arise in higher education and the means by to address such issues. An advance seminar course or colloquium that would be helpful to mathematics education doctoral students who seek a career position in higher education should be entitled, “Gaining a better perspective of diversity in higher education”. This course would addresses issues related to establishing and sustaining an equitable and inclusive environment in classroom environments and throughout the university. “Climate can be examined through various components…structural diversity (the number of underrepresented students on a campus), the psychological climate (prejudice), and behavioral dimensions (relations among students, an instructors’ pedagogical approach)” (Hurtado, Milem, Clayton-Pedersen, and Allen, 1999, p. x). The climate is often enacted in the hidden curriculum that complements the overt curriculum of the university. Admittedly, diversity courses taught at many universities might address diversity climate issues, however it is not a requirement for a doctorate in mathematics education, and hence most doctoral students in mathematics education never enroll in such courses. Considering that by the year 2044, more than half of the U.S. population will be individuals of color (Colby & Ortman, 2015) and the academy is becoming increasingly diverse, it is imperative that we train educators to work within such diverse contexts. Thus, gaining an understanding of the complexities of diversity, and how to incorporate it into their practice will be vital to mathematics education doctoral students’ success in academia. Therefore, we propose that an advance seminar course or colloquium in mathematics education be dedicated to the teaching of diversity, equity, and inclusion in higher education: We will first discuss the content that should be covered, and subsequently describe how the training should be organized. By first shedding light on what ought to be learned, faculty members can strategically incorporate pedagogical strategies to promote the learning of the desired content

When Two Wrongs Made A Right: A Classroom Scenario of Critial Thinking as Problem Solving

Educators from kindergarten through college often stress the importance of teaching critical thinking within all academic content areas (Foundation for Critical Thinking, 2007, 2013). As indicated by the position statements of the National Council of Teachers of Mathematics, high quality mathematics education before the first grade should use curriculum and teaching practices that strengthen children’s problem-solving and reasoning processes as well as representing, communicating, and connecting mathematical ideas” The joint position statement of NAEYC and the National Council of” (NAEYC & NCTM [2002] 2010, 3). Through the educational and academic institutions critical thinking is identified as an important outcome for achieving the higher orders of learning upon successful completion of a course, a promotion, or a degree (Humphreys, 2013; Jenkins & Cutchens, 2011). Although there are numerous definitions of critical thinking, the authors have selected the definition by Scriven & Paul, 2008 as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection reasoning, or communication as a guide to belief and action” (Scriven & Paul, 2008). Instructors should teach problem solving within the context of mathematics instruction and engage students in critical thinking by thoughtful questions with discussion of alternative results. Teaching preschool children to problem solve and engage in critical thinking in the context of mathematics instruction requires a series of thoughtful and informed decisions

The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence

Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student’s independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instrumentts. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University

THE EFFECTIVENESS OF USING GEOGEBRA AND GRAPES ON STUDENTS’ ACHIEVEMENT IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.  Article visualizations