Mathematics support centre attendees and their use of online resources

In this paper we consider survey results which focus on student use of online resources, where all respondents were attendees of a Mathematics Support Centre. We see that while most respondents are engaging with online resources, some are not using resources in an appropriate fashion. We discuss how these preliminary findings might inform discussions on the merits, or otherwise, of institutions providing training for students on their use of online materials. We also identify several areas of potential further research

Las TIC en el aprendizaje significativo de la matemática: estudio bibliométrico

El presente estudio tiene como propósito identificar el incremento de las publicaciones relacionadas a las TIC en el aprendizaje significativo de la matemática. Este trabajo abarca información y trabajos publicados en 15 de las principales revistas científicas de la página ISI Web of Knowledge entre los años 2014 al 2019, usando las palabras clave: “ICT”, “learning OR knowledge OR study OR studies OR education OR schooling OR learnedness OR wisdom OR enlightenment OR scholarship OR erudition OR instruction OR teaching OR acquisition AND significant” y “mathemat* OR math*”, la información obtenida se procesó y analizó en MS – Excel (2016). El estudio tiene la intención de dar a conocer sobre la literatura mediante un estudio bibliométrico acerca del tema mencionado. La investigación estableció que el año de mayor productividad en la investigación realizada fue el 2017 con 35 publicaciones, Computers & Education lidera la lista con 6 publicaciones, también 49 artículos fueron publicados por más de tres autores. Por otro lado, Aslan, Aydin; Hutkemri; Costa, Carlos; y Wu, Di fueron los realizaron más publicaciones como autor, el número de páginas van de 3 a 35 páginas en cada publicació

DESIGNING A DIGITAL TEACHING MODULE BASED ON MATHEMATICAL COMMUNICATION IN RELATION AND FUNCTION

The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students’ low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms

ICT in the significant learning of mathematics: bibliometric study

oai:revistas.uteq.edu.ec:article/7El presente estudio tiene como propósito identificar el incremento de las publicacionesrelacionadas a las TIC en el aprendizaje significativo de la matemática. Este trabajo abarcainformación y trabajos publicados en 15 de las principales revistas científicas de la página ISIWeb of Knowledge entre los años 2014 al 2019, usando las palabras clave: “ICT”, “learning ORknowledge OR study OR studies OR education OR schooling OR learnedness OR wisdom OR enlightenment OR scholarship OR erudition OR instruction OR teaching OR acquisition ANDsignificant”y “mathemat* OR math*”, la información obtenida se procesó y analizó en MS – Excel(2016). El estudio tiene la intención de dar a conocer sobre la literatura mediante un estudiobibliométrico acerca del tema mencionado. La investigación estableció que el año de mayorproductividad en la investigación realizada fue el 2017 con 35 publicaciones, Computers &Education lidera la lista con 6 publicaciones, también 49 artículos fueron publicados por más detres autores. Por otro lado, Aslan, Aydin; Hutkemri; Costa, Carlos; y Wu, Di fueron los realizaronmás publicaciones como autor, el número de páginas van de 3 a 35 páginas en cada publicación.Palabras clave: TIC, aprendizaje significativo, matemática, bibliométric

The Integration of Technological Devices in Mathematics Education: A Literature Review

The emergence into the new era requires teachers to employ technological devices to meet the requirements of their students in mathematics education. The incorporation of technology into mathematics learning has the potential to promote teaching and learning of mathematics because these devices can increase effectiveness by means of their features. The use of technology in mathematics education can foster thinking skills, achievement, motivation, and self-efficacy of learners. Mathematics learning requires logical reasoning and problem-solving abilities. Through using textbooks, it is not easy to develop these skills of students; however, technological tools can create an authentic learning environment for students in which they experience learning and promote deeper understanding of mathematical concepts. This article explores the benefits of employing technology in mathematics education

A systematic review of experimental researches on the learning fields of numbers and operations in middle schools: The case of Turkey

The numbers and operations learning field in the mathematics curriculum is very important regarding the number of gains and course hours. In this review, experimental studies related to the sub-learning fields of the number and operations learning field were reviewed according to methodological characteristics and Turkey's demographic. 90 theses and 23 articles published between the years 2006-2021 were reviewed through a systematic literature review. "Fractions" was the most investigated sub-learning field both in theses and articles. Regarding dependent variables, academic achievement and attitude towards mathematics were the most studied variables in both theses and articles. All sub-learning fields of the number and operations learning field, which occupy an important place in the secondary school mathematics curriculum, were reviewed. Different aspects of the most and least studied learning fields were discussed. The results are expected to shed light on the academicians researching the secondary school mathematics curriculum. It is suggested that the researchers should focus on less-studied subjects of the 8th-grade curriculum and fill the areas deemed incomplete

Learning Mathematics with Interactive Technology in Kenya Grade-one Classes

While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre- and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N = 283) considerably outperformed their peers (N = 171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers

The Effects of a Professional Development Program for Technology Integrated Algebra Teaching

This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program

Role of teachers in students' mathematics learning processes based on robotics integration

We analyze the role of the teacher in the collective learning processes of students using Engeström's (1987) activity system analysis in cultural–historical activity theory (CHAT). CHAT enables the analysis of the effect of various components, such as the role of the teacher in collective learning processes. CHAT considers teaching to be one part of students' learning processes and enables researchers to analyze learning and the teacher's role in collective learning processes where the teacher is a participant (Engeström & Sannino, 2012). In this model, knowledge is distributed among participants and tools. Learning is thus viewed and analyzed as a development of the collective knowledge of a group rather than as knowledge transferred from the teacher to the students (Engeström, 2005). In the sessions analyzed as part of this research, teaching and learning were affected through innovative, collective group processes, as well as through interactions between students and the teacher. Our analysis concentrates on student–teacher relationships as measured through interactions and negotiations between the teacher and the students during the open learning processes with robots.publishedVersio

义务教育中以技术为媒介的数学学习：文献计量分析

Introduction: The integration of technology in educational processes has been consolidated as a reality in any context, at any stage and in any subject. This integration, beyond being linked to the inclusion of specific content and the recognition of digital competence as a basic skill, is linked to the consideration of technology as a tool at the service of learning, associated with its potential as a methodological resource. Method: Under this consideration, this paper analyses, from a bibliometric perspective, the scientific production on the use of technology as a tool for learning mathematics in compulsory schooling in the Scopus database. The sample is made up of 132 articles published between 2015 and 2021, to which different bibliometric techniques (bibliographic coupling, co-citation and co-occurrence) are applied. Results: The results show an upward trend in scientific production on the phenomenon under study, with higher indexation in the areas of social sciences and computer science. Although most of the publications are in English-language journals, most of the research is contextualised in Spain, followed by the United States. The co-occurrence identifies Secondary Education as the main context, although there is also a notable presence of Primary Education, with the presence of different methodological proposals. Finally, there is a notable impact (in terms of number of citations) of the publications linked to the topic of study. Conclusions: Thus, we conclude the relevance of technology-mediated mathematics learning in compulsory schooling, outlining an area of study of priority projection in the coming years.Introducción: La integración de la tecnología en los procesos formativos se ha ido consolidando como una realidad en cualquier contexto, etapa y materia. Esta integración, más allá de vincularse a la inclusión de contenidos específicos y al reconocimiento de la competencia digital como una destreza básica, se vincula con la consideración de la tecnología como una herramienta al servicio del aprendizaje, asociada a su potencial como recurso metodológico. Método: Bajo esta consideración, este trabajo analiza, desde una perspectiva bibliométrica, la producción científica sobre el uso de la tecnología como herramienta para el aprendizaje de las matemáticas en la escolarización obligatoria en la base de datos Scopus. La muestra está conformada por 132 artículos publicados entre 2015 y 2021, a los que se aplican diferentes técnicas bibliométricas (acoplamiento bibliográfico, co-citación y co-ocurrencia). Resultados: Los resultados muestran una tendencia al alza de la producción científica sobre el fenómeno de estudio, con mayor indexación en las áreas de ciencias sociales y ciencias de la computación. Aunque las publicaciones se encuentran de manera mayoritaria en revistas anglófonas, la mayor parte de las investigaciones están contextualizadas en España, seguidas de las realizadas en Estados Unidos. La co-ocurrencia identifica la Educación Secundaria como contexto mayoritario, aunque hay una presencia notable también de la Educación Primaria, habiendo presencia de diferentes propuestas metodológicas. Destaca, por último, una repercusión notable (en número de citas) de las publicaciones vinculadas al tema de estudio. Conclusiones: Se concluye, de este modo, la relevancia del aprendizaje de las matemáticas mediado por tecnología en la escolaridad obligatoria, dibujando una línea de acción prioritaria en los próximos años.Введение: Интеграция технологий в образовательные процессы становится реальностью в любом контексте, на любом этапе и в любом предмете. Эта интеграция, помимо включения конкретного содержания и признания цифровой компетентности в качестве базового навыка, связана с рассмотрением технологии как инструмента на службе обучения, связанного с ее потенциалом в качестве методологического ресурса. Метод: В соответствии с этим соображением в данной статье проводится библиометрический анализ научной продукции по использованию технологии как инструмента для изучения математики в обязательном школьном образовании в базе данных Scopus. Выборка состоит из 132 статей, опубликованных в период с 2015 по 2021 год, к которым были применены различные библиометрические методы (библиографическая связь, совместное цитирование и совпадение). Результаты: Результаты показывают тенденцию к росту научной продукции по изучаемому явлению, с более высокой индексацией в областях социальных наук и информатики. Хотя большинство публикаций публикуется в англоязычных журналах, большинство исследований посвящено Испании, затем следуют исследования, проведенные в США. Совместное использование определяет среднее образование как основной контекст, хотя также заметно присутствие начального образования, с наличием различных методологических предложений. Наконец, выделяется заметное влияние (по количеству цитирований) публикаций, связанных с темой исследования. Выводы: Таким образом, делается вывод об актуальности технологически опосредованного обучения математике в обязательном школьном образовании.引言：技术在培训过程中的整合在任何背景、阶段和主题中都已成为现实。这种整合，除了与包含特定内容和承认数字能力作为一项基本技能相关之外，还与将技术视为服务于学习的工具以及其作为方法资源的潜力相关联。 研究方法：在此考虑下，本研究从文献计量学的角度分析了Scopus数据库中使用技术作为义务教育数学学习工具的科学产出。该样本由 2015 年至 2021 年间发表的 132 篇文章组成，其中应用了不同的文献计量技术（书目耦合、共引分析和共现分析）。 研究结果：结果显示，所研究现象的科学产出呈上升趋势，在社会科学和计算机科学领域的索引度更高。尽管大多数出版物都出现在英语期刊上，但大多数研究都是在西班牙进行的，其次是在美国进行的。同现分析将中学教育确定为主要背景，尽管小学教育也有显着存在，但存在不同的方法建议。最后，与研究主题相关的出版物有显着影响（引用次数）。 结论：综上所述，我们总结了以技术为中介的数学学习在义务教育中的相关性，概述了未来几年优先预测的研究领域