Presentation Software and its Affects on Developmental Students’ Mathematics Attitudes

This study investigated whether the use of presentation software as the primary delivery system would affect developmental mathematics students’ attitudes toward mathematics and investigated the differential impact presentation software might have on mathematical attitudes of students with respect to their gender, locale (rural vs. non-rural), or age (traditional vs. nontraditional). The student’s locale was determined by the Johnson code assigned to the high school he or she graduated from by the National Center for Education Statistics. A student was classified as traditional (under 21 years of age) or nontraditional (21 years of age or older). An experimental study was conducted with four community college instructors each teaching two sections of elementary algebra, one with a traditional delivery system and one with presentation software as the primary delivery system. The students were given four subscales of the Fennema- Sherman Mathematics Attitude Scales (1976) to detect changes in their attitudes toward mathematics during the first week of classes (pre-test), at week nine (midtest), and during the last week of classes (post-test). The four subscales used were Attitude Toward Success in Mathematics, Confidence in Learning Mathematics, Mathematics Anxiety Scale, and the Mathematics Usefulness Scale. A Multivariate Analysis of Variance with repeated measures was run using the Wilk’s Lambda as an indicator for significance. At the time of the mid-test, the control group was found to have significantly higher scores on confidence in learning mathematics. Furthermore, across classes, student attitudes toward mathematical usefulness significantly declined over time. In addition, across classes, student mathematics anxiety levels significantly increased over time. Finally, when examining gender, locale, and age, a significant difference was found for rural students between the mathematics anxiety scores of students in the control group versus the mathematics anxiety scores of rural students in the experimental group, with the experimental group reporting significantly higher scores on mathematics anxiety. Furthermore, males reported higher confidence in learning mathematics levels than females at the pre-test and mid-test. However, at the post-test, no significant differences were found between males and females with respect to their confidence in learning mathematics

Active Methodologies for the Promotion of Mathematical Learning

In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages

A structural equation modeling approach to factors that contribute to the impact mymathlab has on commitment and integration of technology

Learning with educational technology in higher education is rapidly increasing and shows promise of providing cost effective instructional delivery to a wide audience. Information technology scholars have begun to explore multiple antecedent variables leading to successful learning with technology. Yet, the ideal conditions or barriers have not been fully explored. The current study attempted to link certain personality characteristics and technology acceptance constructs within a nomological network that could predict factors that might influence student integration and commitment to educational technology. Data were gathered using a survey collection approach at a large southern Research I university. Students are required to actively engage in a computer-mediated learning environment that consists of an interactive software program, MyMathLab, and a math lab that provides faculty and peer support. Students responded to two surveys designed to capture their initial perceptions of the value of educational technology and measures of stable personality constructs. A second survey collected attitudinal responses directly related to their learning experiences with MyMathLab. Data were analyzed using Partial Least Squares (PLS) Structural Equation Modeling approach. The researcher specifies a predictive model of variables and, subsequently, examines the measurement and structural components of the model. The overall strength and statistical significance of the path relationships within the constructs are given by R2 and t-test statistics. The results suggest that affective measures of computer self-efficacy impact a student’s willingness to experiment with technology. In addition, students who feel comfortable with the level of complexity within MyMathLab, and who see the advantages to using the program, are more likely to integrate the system into their normal school routine. Another finding relates to the connection between integration and commitment. At the level of commitment, students moved beyond basic acceptance to a willingness to explore the technology further. Overall, the variables of the model explained 43.5% of the total variance in Commitment. An exploratory study of this nature can help educators gain a better understanding of potential curricular and instructional interventions that could be incorporated into computer-mediated learning environments

Yes we can achieve in mathematics and why we don\u27t : African American female eleventh and twelfth grade students in a career and technical setting.

The underachievement of African American students in the mathematics classroom and the underrepresentation of African Americans in advanced mathematics courses and mathematics related career fields has been a concern for the mathematics education community for many years. The objective of this research was to investigate the perceptions and mathematical experiences of seven African American female high school students who were on a continuum from succeeding at high levels to struggling in mathematics. These particular African American females were eleventh and twelfth grade students enrolled at a career and technical high school located in the Midwestern United States of America. This study utilized a phenomenological research design to get a true depiction of the participant\u27s perceptions of their mathematical experiences. Purposeful sampling was used to select the seven research participants. Of the seven African American female research participants in grades 11-12 interviewed, three were successful, two were middle performing, and two were not persisting and achieving in the mathematics classroom. Also, to triangulate the data, the investigator interviewed the two mathematics teachers of the research participants. A quantitative analysis of existing data, mathematics autobiographies (Berry, 2002) and Fennema-Sherman Attitude Scale (1976) survey results, was also used in this study_ Implications from this research study include: (1) Mathematics teachers must provide opportunities for African American female students to become autonomous learners constructing their own knowledge; (2) Mathematics students must be taught how to problem solve and think independently in the mathematics classroom; (3) Mathematics teachers must connect the mathematics being taught in their classrooms to the mathematics involved in the students\u27 career and technical programs; and (4) Mathematics teachers must find ways to increase the confidence of African American students in the mathematics classroom and reduce their Anxiety

Variables Related to the Successful Completion of the First Course in Business Calculus at Three Jamaican Universities

Problem. Many students at all levels of the education system in Jamaica perform poorly at mathematics. In particular, the results of both the Caribbean Examinations Council and Business Calculus 1 at the university level have reflected a declining trend in mathematics performance in recent years. Consequently, this study sought to investigate the variables related to the successful completion of the first course in business calculus at Jamaican universities. To this end, the study looked at perceptions of students and their professors regarding students\u27 cognitive, affective, and professor effectiveness variables impacting success. Method. The sample for this study consisted of 389 business calculus students and 12 professors from three Jamaican universities. The survey research method was used to ascertain the perceptions of the students and their professors. The Statistical Package for the Social Sciences was used to analyze the data by way of descriptive statistics, cross tabulation, chi-square, discriminant analysis, and the t test for independent samples. Results. Eleven hypotheses were tested to solicit from the students and professors their perceptions of the variables related to the successful completion of the first course in business calculus. Both successful and unsuccessful students and their professors perceived that certain cognitive, affective, and professor effectiveness variables were important for success in Business Calculus 1. However, they perceived that ability and relevance were not as important as the other variables. Successful and unsuccessful students differed on the level of practice, relationship with fellow students, professor\u27s help, active class participation, professor\u27s clarity, use of calculus principles in everyday life, and out-of-class individual study required for success in Business Calculus 1. The students and their professors differed on the importance of relevance for success in Business Calculus 1. Conclusion. This study suggests that students and their professors in the three Jamaican universities are cognizant that certain cognitive, affective, and professor effectiveness variables are important for success in Business Calculus 1. However, more needs to be done to improve students\u27 perceptions of their possession of these variables. In addition, the universities and their professors need to do more to enhance students\u27 awareness of the relevance of Business Calculus 1 in particular and mathematics in general to everyday life

Fostering Mathematical Creativity While Impacting Beliefs and Anxiety in Mathematics

This quantitative study examined the notion of mathematical creativity and its relationship to epistemological beliefs of the nature of mathematics and mathematical anxiety. A counterbalanced design was employed, randomizing a class of elementary pre-service teachers into two groups and giving a pre- and post-test to determine if significant differences exist in the participants who are exposed to problem posing, divergent thought, and invented strategies, that is, a punctuated, intentional experience with mathematical creativity. This difference in mathematical anxiety, beliefs, and creativity was also gauged using repeated measures during the study. Furthermore, beliefs and anxiety were correlated with mathematical creativity employing pre- and post-test measures. The findings of this study suggest that mathematical creativity can be fostered and sustained under certain conditions. Also, the results indicated that mathematical beliefs and anxiety are significantly impacted by intentional experiences with mathematical creativity – alternative algorithms, divergent thought, invented strategies, and problem posing

Teaching Learners with Visual Impairment

This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

Estereotipos sobre matemáticas y mujeres: diferencias por sexo en la ansiedad matemática de estudiantes de comunicación

Citizens are required to understand an increasingly datafied reality to perform sensible decision making and be active participants in society. However, our ability to grasp that complexity, especially when it involves data in the form of numbers, is affected by limiting factors such as mathematics anxiety. In the case of women, how they face the reading of content based on data or numbers affects their daily lives, including career choice. Playing a central mediating role in transmitting increasingly datafied information, journalism is an interesting research object. This study examines the notion that journalism students –especially female students– are «bad with numbers» through the measurement of math anxiety of 185 Communication students, looking for correlations with their math competency. Results show that students manifest a low competency in math, paired with high math anxiety, which is the factor that best serves as an explanation for competency results. Specifically, only students with medium-low values of math anxiety pass the competency test. However, no sex differences were found in competency, while small differences in math anxiety (with women displaying slightly higher anxiety values than men) were identified. Even if the minor sex differences in math anxiety found in this study are not statistically significant, investigating whether this is also the case in other fields or in a random sample remains relevant, as these results defy previous misunderstandings of women’s capacities that are significant to understand the interactions of women with data.La ciudadanía se ve obligada a comprender una realidad cada vez más informatizada para poder tomar decisiones. Sin embargo, nuestra capacidad para captar esa complejidad, especialmente cuando se trata de datos en forma de números, se ve afectada por factores limitantes como la ansiedad matemática. En el caso de las mujeres, la forma en que se enfrentan a la lectura de contenidos basados en datos o números afecta su vida cotidiana, incluida la elección de carrera. Al desempeñar un papel central de mediación en la transmisión de una información cada vez más datificada, el periodismo es un interesante objeto de investigación. Este estudio examina la noción de que al alumnado de periodismo –especialmente a las estudiantes– «se les dan mal los números» a través de la medición de la ansiedad matemática de 185 estudiantes de Comunicación y la detección de correlaciones con su competencia matemática. Los resultados muestran que el alumnado manifiesta una baja competencia matemática, emparejada con una ansiedad matemática alta. En concreto, solo estudiantes con valores medios-bajos de ansiedad matemática superan la prueba de competencia. Sin embargo, no se encontraron diferencias en desempeño entre hombres y mujeres, aunque estas enfrentan un nivel de ansiedad ligeramente más alto. Aunque las diferencias en ansiedad matemática encontradas en este estudio no son estadísticamente significativas, investigar si esto también ocurre en otros campos sigue siendo relevante, ya que estos resultados desafían los malentendidos y estereotipos sobre las capacidades de las mujeres.This article has been generated as part of the ARES research program (Analyzing Antifeminist Resistances), supported by the Spanish State Agency of Research (PID2020-114445RB-I00)

Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education

Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved.This study was partially funded by the ERDF (European Regional Development Fund) research project from the FEDER-Andalusian Regional Government grant UAL2020-SEJ-B2086 and by University of Málaga (Spain). Partial funding for open access charge: Universidad de Málaga