An examination of effects of online scaffolding on students' online behavior and reaction

Many researchers emphasize the effectiveness of online interaction with scaffolding in enhancing learning and performance. However, little is known about the students' behavior and reaction toward participation in online interaction, and whether scaffoldings have any effects on students' behavior or not. This study utilized times series data to investigate how students' usage of offered instructional tools in an online interaction could change their behavior as well as considered reaction. The results obtained by weekly observations confirmed that there were noticeable changes on students' behavior and reaction within scaffolding time with a same drop in both weeks 7, and 10. Such changes seemed to be associated with differences in times they spent for using the instructional tools. Students' opinion about the usefulness of online scaffolding was consistent and aligned with their online behavior

Visual Representations in Mathematical Word Problem Solving Among Form Four Students in Malacca

AbstractLearning how to solve mathematical problems has been a long withstanding difficulty faced by students and has been given constant focus in mathematical development. Successful problem solvers spend more time analyzing a problem and they will find all the alternatives related to the situation. Therefore many educators (Cai, 2003, National Council of Teachers of Mathematics, 2000; Smith, 1991) agreed that teaching mathematics through problem solving hold great promise. Furthermore, according to the Malaysian Curriculum Development Centre (2003), one of the important objectives in teaching mathematics is to develop student's mathematical problem solving skills. Mathematical problems are not simply computational tasks type but are problems which also require appropriate selection of strategies and decisions that lead to logical solutions. Word problem solving is one of the important components of mathematics problem solving which incorporate real-life problems and applications. However, many researches revealed that students express great difficulties in handling a word or story problem. This study examined the use of visual representations which posed great difficulties in most mathematical tasks. Secondary students were given the 15Mathematical Processing Instrument (MPI) adapted from Hegarty and Kozhevnikov (1999). This study examined 381 students from eight secondary schools in three different districts in Malacca. Results indicated that less than two percent of the problems were solved using pictorial representation and most of the students preferred to used schematics solutions

Why Teach Mathematical Problem Solving

Problem solving is a basic skill needed by today's learners. Guided by recent research III mathematical problem solving, the changing professional standards, new workplace demands, technological changes and recent changes in learning theories, educators are to include integrated learning environments which encourage learners to use this higher order thinking skills, specifically problem solving skills. Teaching mathematical problem solving should take an approach of teaching in context where students are learning mathematics while solving realistic problems. Both holistic and componential opportunity modelings are approaches that have been emphasized in higher learning

Instructional efficiency of mathematical learning using Geometer's Sketchpad and graphing calculator: technology tools versus traditional chalk and talk

In this study, two technological tools in teaching and learning mathematics namely Geometer’s Sketchpad and graphing calculator were investigated. The purpose of this research was to compare instructional efficiency of utilizing Geometer’s Sketchpad and graphing calculator versus traditional approach for a secondary level topic ‘Quadratic Function’. A total of 134 students aged 16-17 years participated in this study. The students were randomly assigned to three groups and undergo three different treatments. Four phases were conducted: 1)Introduction to Software, 2) Induction to Quadratic Functions, 3) Integrated teaching and learning using Software, 4) Testing using Achievement Test and the Paas Mental Effort Rating Scale. The data were analyzed using ANOVA and post-hoc analyses. The findings from this study showed that there is no significant difference in performance between the technology-assisted instruction as compared to conventional chalk and talk instruction. However findings indicated that students in the geometer sketchpad group and the graphing calculator group performed better than students in traditional group in their procedural knowledge. Using Paas Mental Effort Rating Scale (2004) however indicated that instructional efficiency of using graphing calculator condition is significantly efficient [F (2, 131) = 9.888; p = 0.000< 0.05] compared to the geometer sketchpad and conventional chalk and talk condition. Graphing calculator condition thus far imposed relative low mental effort with high performance. Geometer sketchpad condition imposed high mental effort with low performance. Hence the use of technology within short period of time induce high mental effort in solving traditional assessment questions thus affects performance. This findings provide empirical evidence and confirmed earlier studies about the advantages of using graphic calculator as facilitative tool for improving students’ performance and provide explanation for the benefit of graphic calculator as a tool of learning from the cognitive load theory. However the use Geometer Sketchpad as facilitative technological tools has yet to be explored

Relationship between mathematical thinking, mathematics anxiety and mathematics attitudes among university students

This study investigates the relationships between mathematics anxiety, attitudes toward mathematics and mathematical thinking among university students. A 60-item questionnaire included mathematical thinking rating scale, mathematics anxiety rating scale and mathematics attitudes rating scale completed by 203 university students from the Faculty of Science, Engineering, Food Science, and Human Ecology in one of the public university in Malaysia. The correlation analysis was used to establish relationship between mathematical thinking, mathematics attitude, and mathematics anxiety and independent t-test was used to investigate differences between the two gender groups and two race groups on their mathematics anxiety, attitudes toward mathematics and mathematical thinking. The results indicated that a significant high positive correlation exists between mathematical thinking and mathematics attitude (r=.856, p<0.05). Also there was negative moderate correlation between mathematical thinking and mathematics anxiety (r=.-576, p<0.05). There was also negative correlation between mathematics anxiety and mathematics attitude (r=.509, p<0.05). In conclusion, these findings indicated that level of mathematics anxiety is related to mathematical thinking and mathematics attitude. On the other hand, students' backgrounds in terms of their majors have no effect on the three constructs

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING

Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT) in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-14

Keterlibatan murid Kolej Vokasional berpencapaian rendah dalam pengajaran dan pembelajaran Matematik menerusi pendekatan ‘Q-methodology’

Keterlibatan dilihat sebagai konstruk penting yang berkait rapat dengan pencapaian murid. Kajian ini dijalankan bertujuan untuk melihat keterlibatan murid Kolej Vokasional berpencapaian rendah dalam Matematik sama ada keterlibatan tingkah laku, keterlibatan kognitif atau keterlibatan afektif serta mengenalpasti jenis keterlibatan yang mempengaruhi individu terbabit dalam mempelajari Matematik. Kajian ini menggunakan pendekatan ‘Q-methodology’ yang diperkenalkan oleh William Stephenson (1902-1989) pada tahun 1935. ‘Q-methodology’ merupakan satu teknik penyelidikan yang membolehkan penyelidik mengenalpasti, memahami dan mengkategorikan persepsi individu serta mengumpulkan individu yang mempunyai persamaan persepsi terhadap sesuatu perkara. Dalam kajian ini, persepsi pelajar berkaitan keterlibatan Matematik dalam pengajaran dan pembelajaran Matematik dapat dikelompokkan. Seterusnya, kelompok pendapat yang subjektif ini digunakan untuk mengenalpasti faktor berkaitan keterlibatan yang mempengaruhi pencapaian murid dalam Matematik. Seramai 29 orang murid Kolej Vokasional Dato’ Lela Maharaja, Rembau berpencapaian rendah dalam Matematik terlibat dalam kajian ini. Dapatan kajian menunjukkan terdapat empat kumpulan murid Kolej Vokasional berpencapaian rendah dalam Matematik berdasarkan keterlibatan mereka dalam pengajaran dan pembelajaran Matematik. Empat kumpulan ini juga dikenali sebagai faktor-faktor yang mempengaruhi pencapaian murid Kolej Vokasional berpencapaian rendah dalam Matematik iaitu kebimbangan terhadap Matematik, pembelajaran Matematik perlu fokus yang tinggi, pembelajaran Matematik perlu bermakna dan Matematik sukar untuk dipelajari

The effects of GeoGebra on Mathematics achievement enlightening coordinate geometry learning.

Many research indicated that ICT has been proven useful as a tool in supporting and transforming teaching and learning. In mathematics classroom, ICT can help students and teachers to perform calculation, analyse data, explore mathematical concepts thus increasing the understanding in mathematics. This quasi-experimental study with non-equivalent control group post-test only design was conducted to examine the effects of using a free-software called GeoGebra in the learning of Coordinate Geometry among students classified as high visual-spatial ability students (HV) and low visual-spatial ability students (LV). The Spatial Visualization Ability Test Instrument (SVATI) had been used to categorize the students in different spatial ability level. A total of 53 secondary school students in Wilayah Persekutuan Kuala Lumpur participated in the study. They were assigned into two different groups. One group was taught Coordinate Geometry using GeoGebra while the other underwent learning the traditional way. Students’ mathematics achievement was measured using post test at the end of the intervention. The test format was based on Additional Mathematics KBSM syllabus. Independent samples t-test results showed that there was a significant difference in mean mathematical achievement between the GeoGebra group (M=65.23, SD=19.202) and the traditional teaching strategy group M=54.7, SD=15.660); [t (51) = 2.259, p= .028 < .05]. This study also found that the HV students performed better than the LV students in both group. Findings showed that there were no significant different among HV students between GeoGebra group and traditional group. Meanwhile the LV students in GeoGebra group (M=64.07, SD=21.569) significantly outperformed the LV students in traditional group (M=48.79, SD=15.106); [t (51) = 2.222, p= .036 < .05]. These findings showed that the use of GeoGebra enhanced the students’ performance in learning Coordinate Geometry

Collaborative and Cooperative Learning in Malaysian Mathematics Education

Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the social harmony among students of different ethnic backgrounds. Besides academic achievement, process skills and values are required to extend the social harmony among students in today's multiethnic schools. Therefore, teachers are expected to find the pedagogy that enables students to learn academic knowledge and professional skills to face the challenges in their everyday lives. The Malaysian scholars, based on the findings of their cooperative learning studies, emphasized the use of cooperative learning as an effective pedagogy with the aim to improve students' mathematics achievement and communication skills. This paper describes the role of collaborative and cooperative learning to the development of students' mathematics achievement along with their communication skills and with significant integration of values in Malaysian mathematics education