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

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Building Skills and Alliances to Meet Demand in New Jersey's Labor Market

This summary report examines the Ready for the Job initiatve, which profiled the skill and occupational requirements of 73 occupations in New Jersey. This report highlights four cross-industry demand skills: math and technology skills, problem solving and critical skills, communication and teamwork skills, and entrepreneurship and business skills

Continued Progress: Promising Evidence on Personalized Learning

The findings are grouped into four sections. The first section on student achievement finds that there were positive effects on student mathematics and reading performance and that the lowest-performing students made substantial gains relative to their peers. The second section on implementation and the perceptions of stakeholders finds that adoption of personalized learning practices varied considerably. Personalized learning practices that are direct extensions of current practice were more common, but implementation of some of the more challenging personalized learning strategies was less common. The third section relates implementation features to outcomes and identifies three elements of personalized learning that were being implemented in tandem in the schools with the largest achievement effects. Finally, the fourth section compares teachers' and students' survey responses to a national sample and finds some differences, such as teachers' greater use of practices that support competency-based learning and greater use of technology for personalization in the schools in this study with implementation data

DIGITAL DEVICES AND STUDENT ACHIEVEMENT: THE RELATIONSHIP IN PISA 2018 DATA

This research aims to find how the infrastructure of digital devices within the school and teachers’ capacity using digital devices affect student achievement defined as PISA 2018 reading, math, and science scores. The data were obtained from the school questionnaire administered to school principals who participated in PISA 2018. This research has shown that the infrastructure of digital devices within the school affects PISA 2018 reading, math and science scores more than teachers’ capacity using digital devices. This research has also shown that there is a strong interplay between the infrastructure of digital devices within the school and teachers’ capacity using digital devices. Research has shown that developing the infrastructure of digital technologies can have practical benefits for students

Examining Openness To Pedagogical Change Among Secondary Mathematics Teachers: Developing And Testing A Structural Model

Widespread adoption of the Common Core State Standards for Mathematics (NGA & CCSSO, 2010) and other career and college readiness standards have prompted changes in the pedagogical practices of secondary mathematics teachers in the United States. The purpose of this study was to examine factors contributing to a math teacher’s willingness to alter pedagogical approaches. Key to the research was development of an instrument for measuring openness to change. The survey tool was created based on constructs drawn from the literature and was emailed to secondary mathematics teachers in the United States (N = 571). The instrument consisted of 65 questions pertaining to demographics, conception of mathematics, perceptions of learning mathematics, math mindset, teacher self-efficacy, professional identity, ambiguity tolerance, and attitude toward change. Exploratory and confirmatory factor analyses showed a six-factor structure to be effective for predicting openness to change. Structural equation modeling (SEM) techniques were used to test complexities among latent constructs and to support a theoretical model of correlations. Results revealed significant differences along demographic lines on the openness-to-change scale, with females more open to adaptation than males, urban teachers more open than rural, and those without a math degree more open than math majors. Since high school teachers were much more likely than middle school teachers to hold a math degree—72.2 percent compared to 27.4 percent—this last result relates to the finding that middle school teachers are more change-ready than their high school counterparts. No significant correlation was found between the change-scale score and age, experience, or years spent teaching mathematics. The structural equation model tested in this study showed the six latent constructs combining in complex ways to explain math teacher willingness to alter teaching strategies. The structural equation model developed here serves to illuminate complex issues around math teacher change and provides a framework for diagnosing and remedying professional development challenges. The model suggests instructional change can be facilitated through attention to teachers’ conception of mathematics, perceptions of learning mathematics, math mindset, self-efficacy, professional identity, and ambiguity tolerance

Math Emporium Model: Preparing Developmental Students for College Algebra

This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a pre-post math anxiety rating scale questionnaire and a pre-post algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level between students enrolled in the Emporium and Traditional class formats. A decrease in math anxiety level was evident in the Traditional group. There was no significant difference between the two groups on the algebra readiness test scores. Additional analysis was conducted using a repeated measures MANOVA on the subscales of the A-MARS to determine which subscale contributed significantly to math anxiety level

Dynamic Mathematics Software as a Necessary Component of Modern-Math-Teacher Preparation in Ukraine

The article discusses the relevance of the study of dynamic Mathematics software by future math teachers in Ukraine. The focus is on the requirement, not only to know about specialized dynamic software, but also to be able to organize an effective learning process with its usage. The arguments for the organization of special courses in the study of dynamic Mathematics software are based on the need to demonstrate the skills of usage of modern Mathematics software. The authors describe their own experience of teaching the course at A. S. Makarenko Sumy State Pedagogical University (Ukraine), which is included in the curricula as variable course of math-teacher preparation, in particular, the successive changes of the content of the course, due to constant and rapid development of Information Technology, during all periods of learning

COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION

This study focused on the teaching technique known as cognitively guided instruction (CGI), through which teachers explore the individual learning styles of their students and use the information they gather to teach more complex concepts more effectively. The focus of this study was on 10 elementary mathematics teachers, with the goal of gaining a deeper understanding of the reasons they are making limited use of CGI techniques in their classrooms. The study used interviews and classroom observations of the 10 participants to identify the factors influencing their willingness or reluctance to apply CGI techniques to their instructional practices. The study gathered data regarding the factors that encouraged the use of CGI in participants’ classrooms and regarding the factors that created their resistance to doing so or that caused a lack of confidence in CGI strategies. Findings identified positive results from CGI techniques, with students showing learning levels beyond their grades and developing creative problem-solving techniques that were beneficial for the current curriculum and for future grade levels as well. Findings also identified the most significant deterrent for CGI use as being the time investment required to carry out the lessons or exercises in ways that incorporated CGI practices. This study identified the value of CGI techniques and revealed the need to adapt and evolve teaching methods in line with the method. The study noted the challenges involved with CGI implementation but showed that the positive results outweigh those issues. The study findings provide a compelling case for CGI as an approach that enhanced student problem solving, unlocks creative thinking, encourages more active student involvement in solving problems and provides collective encouragement and learning for students, teachers, and administrators

Improving the Creative Thinking Skills of the Next Generation of Mathematics Teachers Using Dynamic Mathematics Software

The case study reported in the paper investigated the effect of Project-based learning on students training to be mathematics teachers, pursuing their final projects. The final projects had as an aim of designing attractive and interactive mathematics learning material. This study used a qualitative method to assess the impact on the trainee teachers in terms of their creative design thinking. The research made use of the Hawgent dynamic mathematics software package. The study participants were all students at Guangxi Normal University, China. The students were divided into three groups, each with four or five members. The results presented show that selecting material and combining it with art using dynamic mathematics software can improve the communication skills, problem-solving and creative thinking skills, and improve the prospective teachers' self-confidence. Moreover, it was found that prospective mathematics teachers need motivation and support during their projects' lifecycle and that motivation has a positive effect on improving self-confidence