There is overwhelming evidence that students face serious challenges in learning mathematical proof. Studies have found that students possess a superficial understanding of mathematical proof. With the aim of contributing to efforts intended to develop a comprehensive conception of mathematical proof, literature search was conducted to identify areas where research could be directed in order to increase proof understanding among students. To accomplish this goal, literature on modes of reasoning involved in proof construction, ideas on the classification of activities that constitute a proof path, and categories of proof understanding are exemplified using mathematical content drawn from Real Analysis. These exemplifications were used to illustrate the connections between modes of reasoning and levels of proof understanding. With regard to students’ fragile grasp of mathematical proof this critique of literature has revealed that many previous studies have given prominence to proof validations while there is lack of crucial interplay between structural and inductive modes of reasoning during proving by students. Hence, it is suggested in this paper that current research could also focus on mechanisms that promote an analytic conceptions of mathematical proof that are comprehensive enough to allow students to engage in more robust proof constructions.
This study examined secondary school students' errors and misconceptions in learning algebra in Zimbabwe. Sixty-five students were given written tests, questionnaires, and interviews to identify types of errors. The main findings were that students showed both procedural and conceptual errors, which could be explained by their limited understanding of variables and the abstract nature of algebra. Sources of misconceptions included students' fragile grasp of the notion of a variable. The study recommends that teachers embrace students' errors and misconceptions to help students better understand algebraic concepts.
Adaptive computer assisted instruction (cai) for students with dyscalculiadaegrupo1
The document describes an adaptive computer-assisted instruction tool to help students with dyscalculia, or a learning disability in mathematics. The tool presents numerical problems adapted to each student's performance level using a multidimensional learning algorithm. This allows the tool to constantly adjust difficulty based on three dimensions: distance between numbers, speed required to respond, and conceptual complexity of problems. The goal is to provide intensive, individualized training to improve students' number sense and mastery of basic arithmetic skills through an entertaining e-learning experience.
The study explores the effect of Smart class on the Academic Achievement of students. The sample consisted of 60 students (15 boys & 15 girls in each group) from two higher secondary schools of Bhilai city, Durg (C.G.). The samples were taken from class VIII students having academic achievement of 60% to 65% of scores in the formative assessments and first Summative assessment. An academic achievement test developed by both the subject teachers was used as data collection tool. The thirty students, fifteen boys and fifteen girls, from the first school formed the experimental group and same number of boys and girls from the second school was treated as control group. The experimental group was taught a topic from Science subject through smart class and the control group was taught the same topic through the traditional method of teaching. An achievement test was administered to both the groups after the completion of topic. Scores were analysed to find out which group fared better.
This study investigated the effects of using a graphical calculator (Microsoft Math Tool) on students' performance in linear functions. Ninety-eight students from two schools participated, with one group receiving instruction using the graphical calculator (experimental group) and the other receiving traditional lecture-based instruction (control group). Pre-tests showed no significant difference between the groups. Post-test results revealed significantly higher scores for the experimental group compared to the control group, suggesting that using graphical calculators can improve students' understanding of linear functions and performance on related tasks. The study recommends integrating graphical calculators into mathematics instruction.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
This document discusses frameworks for children's mathematical thinking and the importance of experiences in developing conceptual understanding of mathematics. It argues that experiences should illustrate concepts in multiple contexts to build representations and connections. Concrete materials can help students understand concepts but must be closely linked to the intended concept. The teacher's role is to provide engaging experiences that emphasize conceptual understanding and a positive attitude towards math.
A study of teachers’ use of language on junior high schoolAlexander Decker
The document discusses a study on the influence of teachers' language use on junior high school students' understanding of mathematical concepts in Ghana. It was found that teachers' lack of awareness of the precise meanings of certain mathematical terms, such as "minus" versus "negative", led to student misunderstanding and misinterpretation. The study recommended rigorous in-service training for teachers to improve their use of appropriate mathematical vocabulary and help students learn concepts effectively.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
This study examined secondary school students' errors and misconceptions in learning algebra in Zimbabwe. Sixty-five students were given written tests, questionnaires, and interviews to identify types of errors. The main findings were that students showed both procedural and conceptual errors, which could be explained by their limited understanding of variables and the abstract nature of algebra. Sources of misconceptions included students' fragile grasp of the notion of a variable. The study recommends that teachers embrace students' errors and misconceptions to help students better understand algebraic concepts.
Adaptive computer assisted instruction (cai) for students with dyscalculiadaegrupo1
The document describes an adaptive computer-assisted instruction tool to help students with dyscalculia, or a learning disability in mathematics. The tool presents numerical problems adapted to each student's performance level using a multidimensional learning algorithm. This allows the tool to constantly adjust difficulty based on three dimensions: distance between numbers, speed required to respond, and conceptual complexity of problems. The goal is to provide intensive, individualized training to improve students' number sense and mastery of basic arithmetic skills through an entertaining e-learning experience.
The study explores the effect of Smart class on the Academic Achievement of students. The sample consisted of 60 students (15 boys & 15 girls in each group) from two higher secondary schools of Bhilai city, Durg (C.G.). The samples were taken from class VIII students having academic achievement of 60% to 65% of scores in the formative assessments and first Summative assessment. An academic achievement test developed by both the subject teachers was used as data collection tool. The thirty students, fifteen boys and fifteen girls, from the first school formed the experimental group and same number of boys and girls from the second school was treated as control group. The experimental group was taught a topic from Science subject through smart class and the control group was taught the same topic through the traditional method of teaching. An achievement test was administered to both the groups after the completion of topic. Scores were analysed to find out which group fared better.
This study investigated the effects of using a graphical calculator (Microsoft Math Tool) on students' performance in linear functions. Ninety-eight students from two schools participated, with one group receiving instruction using the graphical calculator (experimental group) and the other receiving traditional lecture-based instruction (control group). Pre-tests showed no significant difference between the groups. Post-test results revealed significantly higher scores for the experimental group compared to the control group, suggesting that using graphical calculators can improve students' understanding of linear functions and performance on related tasks. The study recommends integrating graphical calculators into mathematics instruction.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
This document discusses frameworks for children's mathematical thinking and the importance of experiences in developing conceptual understanding of mathematics. It argues that experiences should illustrate concepts in multiple contexts to build representations and connections. Concrete materials can help students understand concepts but must be closely linked to the intended concept. The teacher's role is to provide engaging experiences that emphasize conceptual understanding and a positive attitude towards math.
A study of teachers’ use of language on junior high schoolAlexander Decker
The document discusses a study on the influence of teachers' language use on junior high school students' understanding of mathematical concepts in Ghana. It was found that teachers' lack of awareness of the precise meanings of certain mathematical terms, such as "minus" versus "negative", led to student misunderstanding and misinterpretation. The study recommended rigorous in-service training for teachers to improve their use of appropriate mathematical vocabulary and help students learn concepts effectively.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
Modern Learning Theories and Mathematics Education - Robert SieglerSTEM Summit
- The document discusses applying theories of numerical cognition from developmental psychology research to improving mathematical understanding in low-income preschoolers. It describes research showing that playing number board games can help form linear representations of numerical magnitudes and improve skills like number line estimation, number comparison, counting, and numeral identification. The research found benefits for both numerical knowledge and skills from playing the number board game compared to a color board game.
Applying Learning Principles based on Cognitive Science to Improve Training ...Dr.Kumuda Gururao
The document discusses applying cognitive science principles to improve training performance. It defines learning science and its relationship to cognitive science. Six cognitive strategies are described to enhance training: spaced practice, interleaving, retrieval practice, elaboration, dual coding, and concrete examples. The document recommends incorporating these strategies into learning design through effective organization, coherence, stories, and multiple examples. It also suggests offering learning environments that promote cognitive disequilibrium and flexibility to enhance performance.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
Mathematics instruction for secondary students with learning disabilitiespschlein
This document discusses effective mathematics instruction techniques for secondary students with learning disabilities. It notes that these students generally have low achievement in math due to prior difficulties, low expectations, and inadequate instruction. The article examines research on practices shown to improve math achievement for these students. It identifies six factors that can hinder effective instruction: prior achievement, self-efficacy perceptions, content and presentation of instruction, instruction management, efforts to evaluate and improve teaching, and beliefs about effective instruction. The document focuses on how addressing these factors, such as through well-organized content and examples, can enhance math learning for secondary students with learning disabilities.
Math Curriculum Guide with tagged math equipmentJohndy Ruloma
The document is a curriculum guide for mathematics education in the Philippines from grades 1 to 10. It outlines the conceptual framework, goals, content areas, skills, and standards for mathematics learning at each grade level. The goals are critical thinking and problem solving. The content areas are numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide describes the standards and expectations for what students should understand and be able to do at each grade level. It also includes the time allotment for mathematics instruction per week.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
Use of counters for simplifying the teaching of number bases in secondary sch...Alexander Decker
This document discusses using counters to simplify teaching number bases in secondary schools. It begins by explaining that many teachers teach number bases abstractly without concrete materials, creating difficulties for students. The document then recommends using counters as a hands-on way for students to understand concepts like grouping quantities in different number systems. Specific strategies are provided, like having students arrange counters in various number bases to convert between bases. Using counters allows students to discover properties of number bases themselves. It concludes by explaining how to convert between number bases using place value and powers of the given base.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
This study aimed to understand how secondary mathematics teachers engage
with learners during the teaching and learning process. A sample of six
participants was purposively selected from a population of ordinary level
mathematics teachers in one urban setting in Zimbabwe. Field notes from
lesson observations and audio-taped teachers’ narrations from interviews
constituted data for the study to which thematic analysis technique was then
applied to determine levels of mathematical intimacy and integrity displayed
by the teachers as they interacted with the students. The study revealed some
inadequacies in the manner in which the teachers handled students’
responses as they strive to promote justification skills during problem
solving, in particular teachers did not ask students to explain wrong answers.
The teachers indicated that they did not have sufficient time to engage
learners in authentic problem-solving activities since they would be rushing
to complete syllabus for examination purposes. On the basis of these
findings, we suggest teachers to appreciate the need to pay special attention
to the kinds of responses given by learners during problem-solving in order
to promote justification skills among learners.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
One of the most fundamental subjects of primary school mathematics, the
concept of fraction plays a key role in students' educational background.
Students experience difficulties and misconceptions regarding this concept.
Therefore, it is of great importance to understand this subject well and to use
different teaching methods and techniques. Various methods can be used in
learning mathematics, such as invention method, computer-assisted
teaching, problem solving, creative drama and discussion. Argumentation
method is a scientific discussion of a claim on a subject by providing data,
warrant and backing, and by revealing the rebuttal and the invalidity of the
claim. Students gain more skills by interacting with teachers or collaborating
with their peers, and that they possess skills that have not been obtained
before or that are too difficult to achieve on their own. Therefore, the
argumentation method was chosen for its effect on the development of
primary school students’ fraction calculation strategies. Having a case study
design, this study was conducted with 28 primary school fourth-grade
students and 10 open-ended questions prepared by the researchers were used
during interviews. The results suggested that primary school students were
able to develop fraction calculation strategies through the argumentation
method. In general, inventing strategies, using representations, number
sense, addition and subtraction, using unit fractions and proportional
reasoning were used as fraction calculation strategies. It recommended to
use the argumentation method in other critical subjects of mathematics as
well.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
Modern Learning Theories and Mathematics Education - Robert SieglerSTEM Summit
- The document discusses applying theories of numerical cognition from developmental psychology research to improving mathematical understanding in low-income preschoolers. It describes research showing that playing number board games can help form linear representations of numerical magnitudes and improve skills like number line estimation, number comparison, counting, and numeral identification. The research found benefits for both numerical knowledge and skills from playing the number board game compared to a color board game.
Applying Learning Principles based on Cognitive Science to Improve Training ...Dr.Kumuda Gururao
The document discusses applying cognitive science principles to improve training performance. It defines learning science and its relationship to cognitive science. Six cognitive strategies are described to enhance training: spaced practice, interleaving, retrieval practice, elaboration, dual coding, and concrete examples. The document recommends incorporating these strategies into learning design through effective organization, coherence, stories, and multiple examples. It also suggests offering learning environments that promote cognitive disequilibrium and flexibility to enhance performance.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
Mathematics instruction for secondary students with learning disabilitiespschlein
This document discusses effective mathematics instruction techniques for secondary students with learning disabilities. It notes that these students generally have low achievement in math due to prior difficulties, low expectations, and inadequate instruction. The article examines research on practices shown to improve math achievement for these students. It identifies six factors that can hinder effective instruction: prior achievement, self-efficacy perceptions, content and presentation of instruction, instruction management, efforts to evaluate and improve teaching, and beliefs about effective instruction. The document focuses on how addressing these factors, such as through well-organized content and examples, can enhance math learning for secondary students with learning disabilities.
Math Curriculum Guide with tagged math equipmentJohndy Ruloma
The document is a curriculum guide for mathematics education in the Philippines from grades 1 to 10. It outlines the conceptual framework, goals, content areas, skills, and standards for mathematics learning at each grade level. The goals are critical thinking and problem solving. The content areas are numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide describes the standards and expectations for what students should understand and be able to do at each grade level. It also includes the time allotment for mathematics instruction per week.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
Use of counters for simplifying the teaching of number bases in secondary sch...Alexander Decker
This document discusses using counters to simplify teaching number bases in secondary schools. It begins by explaining that many teachers teach number bases abstractly without concrete materials, creating difficulties for students. The document then recommends using counters as a hands-on way for students to understand concepts like grouping quantities in different number systems. Specific strategies are provided, like having students arrange counters in various number bases to convert between bases. Using counters allows students to discover properties of number bases themselves. It concludes by explaining how to convert between number bases using place value and powers of the given base.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
This study aimed to understand how secondary mathematics teachers engage
with learners during the teaching and learning process. A sample of six
participants was purposively selected from a population of ordinary level
mathematics teachers in one urban setting in Zimbabwe. Field notes from
lesson observations and audio-taped teachers’ narrations from interviews
constituted data for the study to which thematic analysis technique was then
applied to determine levels of mathematical intimacy and integrity displayed
by the teachers as they interacted with the students. The study revealed some
inadequacies in the manner in which the teachers handled students’
responses as they strive to promote justification skills during problem
solving, in particular teachers did not ask students to explain wrong answers.
The teachers indicated that they did not have sufficient time to engage
learners in authentic problem-solving activities since they would be rushing
to complete syllabus for examination purposes. On the basis of these
findings, we suggest teachers to appreciate the need to pay special attention
to the kinds of responses given by learners during problem-solving in order
to promote justification skills among learners.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
One of the most fundamental subjects of primary school mathematics, the
concept of fraction plays a key role in students' educational background.
Students experience difficulties and misconceptions regarding this concept.
Therefore, it is of great importance to understand this subject well and to use
different teaching methods and techniques. Various methods can be used in
learning mathematics, such as invention method, computer-assisted
teaching, problem solving, creative drama and discussion. Argumentation
method is a scientific discussion of a claim on a subject by providing data,
warrant and backing, and by revealing the rebuttal and the invalidity of the
claim. Students gain more skills by interacting with teachers or collaborating
with their peers, and that they possess skills that have not been obtained
before or that are too difficult to achieve on their own. Therefore, the
argumentation method was chosen for its effect on the development of
primary school students’ fraction calculation strategies. Having a case study
design, this study was conducted with 28 primary school fourth-grade
students and 10 open-ended questions prepared by the researchers were used
during interviews. The results suggested that primary school students were
able to develop fraction calculation strategies through the argumentation
method. In general, inventing strategies, using representations, number
sense, addition and subtraction, using unit fractions and proportional
reasoning were used as fraction calculation strategies. It recommended to
use the argumentation method in other critical subjects of mathematics as
well.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
Understand addition through modelling and manipulation of concrete materialsAlexander Decker
1) The document discusses a case study that integrated mathematical modelling with the manipulation of concrete materials to help 9-year-old students with learning difficulties develop conceptual understanding of addition.
2) Observations revealed that when teachers used explicit instruction in modelling activities it hampered students' conceptual understanding and process skills, but when students initiated modelling themselves they showed improvement.
3) Therefore, the document recommends that teachers should guide students with learning difficulties to participate in and initiate modelling activities rather than just following procedures demonstrated by the teacher.
1) The document discusses studies conducted in Indonesia from 2012-2013 that found most high school students and teachers neglected mathematical proofs in their instruction and assessments.
2) A key finding was that the national standardized exam, which is high-stakes, does not assess skills in mathematical reasoning and proof, so teachers do not focus on teaching these skills.
3) Diagnostic assessments with students found they lacked the ability to prove math statements and provide rigorous reasoning due to proofs not being adequately addressed in textbooks or classroom instruction. The document proposes ways to better teach and assess proof abilities.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
The study aims to develop a valid, practical and effective Biology student’s book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student’s book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student’s book of biotechnology is valid, pratical, and effectively used in learning process.
This summary provides an overview of a case study examining how a technology-rich environment can foster learning in an elementary math classroom. The study focuses on a third-grade student who was struggling with math. The student used the online program ALEKS, which provided individualized assessments and feedback to address weaknesses. Observations were also made of classroom lessons and how students collaborated through peer-assisted learning and storytelling strategies. The goal of the case study was to understand how these technological and collaborative approaches helped improve the student's learning outcomes in math.
Running head LITERATURE SURVEY8Literature Survey (Revised.docxcharisellington63520
The document summarizes research on using technology to teach secondary mathematics. Several studies are discussed that have investigated how incorporating technology impacts student understanding of mathematics. While intuitively technology should help, the research presented has not clearly demonstrated improvements. Reasons why positive results have not been seen are explored, such as whether teachers are properly trained to integrate technology. Overall, more research is still needed to determine if and how technology can be used to enhance mathematics education.
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
This document discusses factors affecting mathematics performance of high school students at Laguna State Polytechnic University for the academic year 2009-2010. It provides background information on the importance of mathematics and discusses relevant theories. The study aims to determine the extent to which student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials influence student performance. The methodology, results and conclusions of the research are also outlined.
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.
4. Statistical Thinking In A Technological EnvironmentRenee Lewis
The document discusses a statistics curriculum developed for junior high school students in Israel that incorporates technology. It aims to make statistics learning more meaningful by having students actively solve problems using real data. The curriculum includes both structured activities where students investigate open-ended problems through the statistical investigation process, as well as open-ended research projects done in small groups. Technology allows students to more easily collect, analyze, and visualize large real-world data sets when investigating problems.
Similar to Towards a Comprehensive Conception of Mathematical Proof (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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There is overwhelming evidence that students face serious challenges in comprehending proofs.
Jahnke [4] has remarked that “many school and university students and even teachers of mathematics have
only superficial ideas on the nature of proof”. Yet the knowledge of teachers related to proof and proving
directly influences their way of teaching proof. Further, limited knowledge of proof allows misconceptions in
many students regarding proofs to persist as suggested by Ug
̌urel et. al. [5]. Hence, if undergraduate
mathematics education students do not master the concept of mathematical proof adequately they are less
likely to develop it in their own learners in a persuasive manner. Undergraduate student teachers should
therefore have a deep understanding of mathematical proof and proving. Hence, studies to determine
teachers’ competences in content knowledge in mathematical proof are crucial.
Harel and Sowder [6] write that the problems that students experience with mathematical proof are a
result of the manner in which the concept of mathematical proof is presented to students. Proof is usually
presented as a finished product so that students sometimes lack the intellectual curiosity to wonder why a
given mathematical statement is true as proposed by Stylianides [3]. The lack of intellectual curiosity stems
probably from learners’ view of the role of proof as a tool needed to confirm something that is intuitively
obvious and is already known to be true. An exemplification of this point is the proof of the theorem: The
square root of 2 is irrational. Before the truth seeking activity (proving process), students are well aware of
the fact that the square root of 2 is irrational. Ndemo and Mtetwa [8] suggest the source of such awareness
among learners can be explained in terms of their met-befores, which precisely refer to the learners’ previous
experiences with irrational numbers. In secondary school mathematics, students would have looked at topics
that involve use of irrational numbers such as: Quadratic equations with inexact roots. Thus, the proposition:
The square root of 2 is irrational, is perceived as something that is intuitively obvious in the sense suggested
by Harel [9], hence, the lack of intellectual curiosity in the proposition’s validation. Such a viewpoint is a
consequence of the manner in which mathematics is usually presented to learners—a finished product.
Following Wilkerson-Jerde and Wilensky [10] we argue that most challenges faced by students in
learning a mathematical concept are related to the nature of the network of mathematical resources formed by
an individual. To clarify our argument about the influence of the nature of the network of resources on one’s
conception we draw on Duffin’s categorization of mathematical understanding. Duffin and Simpson [11]
categorize mathematical understanding by differentiating building, having, and enacting as different
components of mathematical understanding. Duffin and Simpson [11] describe building as an aspect that
refer to the process of developing the connections, having denotes the state of the connections, and enacting
is used to describe the process of applying the connections available to solve a problem.
From Duffin and Simpson [11] categorization we can therefore assert that learning new mathematics
can be thought of as the creation of a network of mathematical resources. If the network of mathematical
resources is not well coordinated, then one’s conception of the concept can be considered to be weak. Hence,
students’ superficial understanding of mathematical proof is related to the students’ network of resources
with respect to the concept of mathematical proof, which in turn determines their manner of understanding of
the concept.
Before describing the nature of problems related to students’ fragile grasp of the notion of
mathematical proof we shall first examine basic constructs that inform social science research. According to
Charmaz [12] there are two fundamental notions in social science research, namely, basic social problem and
basic social process. A basic social problem refers to a problematic phenomenon from the point of view of
people being studied. Charmaz [12] says for something to qualify as a basic social problem, it must not be
short-lived. Mathematical philosophers, mathematicians and mathematics educators have been grappling with
the notion of proof for years and as such students’ difficulties with proof can count as a basic social problem.
Charmaz [12] describes a basic social process, as what the participants (people being studied) essentially do in
dealing with their basic social problem. In the context of this article the basic social problem is superficial
understanding of mathematical proof by undergraduate mathematics student teachers as reflected through the
students’ rote memorization of routine proofs and lack of intellectual curiosity and appreciation for meaning
in proof constructions. In other words, there is lack of deep understanding of mathematical proof among
Zimbabwean undergraduate student teachers.
Evidence of the basic social process, that is, what students do as a way of dealing with their weak
command of the concept of mathematical proof includes:
a. Students have been so inept at producing deductive arguments.
b. The concept of mathematical proof has failed to permeate the undergraduate mathematics curriculum
because of the tendency to focus on rote memorization and regurgitation of routine instructors’ notes by
learners. Further, Pfeiffer [13] writes that instructors rarely engage learners in construction of novel proof
tasks.
c. Martin [13] report that students experience extreme difficulties with proof tasks to an extent that some do
not even know how to begin the proving process.
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d. Harel [6] write that student teachers insist on being told the proofs rather than taking part in the proof
construction process.
Students’ struggles with mathematical proof articulated here have been persistent. Studies have
attributed students’ difficulties with mathematical proof to the abstract nature of the concept of mathematical
proof as has been reported by Ndemo and Mtetwa [8]. The act of proving distinguishes mathematics from
other disciplines because it involves abstraction__
a process used to obtain the essence of a mathematical
concept through the structural mode of reasoning as opposed to the concrete operational mode. Herlina and
Batusangkar [15] say the structural mode of thought omits dependence on real world objects such as numeric
examples which help one to grasp some sense of the mathematical relationship. It is therefore critical that
from the onset of any study on mathematical proof and proving a more powerful definition of proving
is developed.
Hence, in this section some definitions of mathematical proof are discussed. During the discussion
some flaws with those definitions are examined in order to orient current research towards a direction that is
likely to foster the development of a comprehensive view of mathematical proof. Such a direction, we
believe, has the potential to promote thinking processes about proving. In so doing challenges faced in
connection with proofs may be ameliorated.
2. CRITICAL REVIEW
Definitions of mathematical proof include;
• A socially sanctioned written product that results from mathematicians’ attempts to justify whether a
given conjecture is true as definedWeber and Mejia-Ramos [16].
• Mathematical proving is the process of searching for arguments used to convince a person or a
community, that is, to justify the accuracy of a mathematical statement in the sense suggested Bieda [17].
Bostic [18] describes a justification or argumentation as a process of constructing an explanation needed
to validate a mathematical claim. An example of a mathematical claim could be: a subset of ℝ is closed iff
it contains all its boundary points. Proving this claim will involve constructing an explanation a
justification that would lead to the conclusion that a subset of ℝ is closed if it contains all its boundary
points. Constructing such an explanation can involve defining terms such as a boundary point and a
closed set from Topology of the Real Line. Justifying mathematical assertions is central to the learning of
mathematics and even making crucial decisions in everyday life.
Justifications have been classified as either pragmatic or conceptual justifications by Balacheff [19].
Balacheff [19] use the term pragmatic justifications to describe explanations based on use of particular
instantiations in proving while conceptual justifications refer to abstract formulations of properties and
relationships among pertinent mathematical ideas embedded in the conjecture whose truth-value a prover
seeks to establish. A mathematical proof can thus be conceived as a product of the process of proving. So a
mathematical proof is a product that results from mathematicians’ attempts to establish the truth or falsity of
a mathematical proposition as defined by Harel and Sowder [6]. From the discussion it can be observed that
proving is a process of removing one’s doubts about the accuracy (or lack thereof) of a mathematical claim.
When removing one’s doubts about a conjecture a prover engages in activities that involve
manipulating mathematical objects in some specific ways. Hence, proving can be viewed as a path followed
in the process of converting a conjecture into mathematical fact [20]. A mathematical fact can be a theorem, a
lemma, or some corollary to a theorem. A pertinent question one can ask in light of difficulties students face
with proof and proving is: what sort of activities do students engage in during the creation of the path
connecting the conjecture (point of departure) and the mathematical theorem (destination). It is important to
observe that these activities are determined by the student’s knowledge structures which are products of the
student’s thinking about mathematical proof.
Ersen [20] defines mathematical proving as a process of establishing the logical structure of
pertinent mathematical ideas embedded in the mathematical proposition through deductive chains of
reasoning in order to validate or refute a mathematical proposition. A limitation of Ersen [20] definition is
that it is twisted in favour of deductive reasoning yet the process of proving can also call for counter-
argumentation. So, one end of the deductive-inductive continuum of the proving process is heavily
compromised. Hence, a prover who shares the same view of mathematical proof with Ersen [20] is more
likely to use the axiomatic proof scheme even in proof situations that call for use of particular instantiations.
Therefore, it can be noted that while a definition should be seen as a complete description of the structure of
mathematical ideas pertinent to a concept being defined that capture all instances of that idea, we see that
thinking of mathematical proof as chain of deductive reasoning is incomplete. Defining mathematical
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proving as a sequence of deductive reasoning is incomplete because it does not encompass proof situations
that call for proof method by, for example, refutation.
3. DISCUSSION
The foregoing review of literature justifies the importance of fostering a comprehensive conception
of mathematical proof among students. Thus, mathematical proving should be viewed as a search for a
deductive argument to validate a true mathematical proposition or the search for a counter-argumentation for
the purpose of refuting a false conjecture. Stylianou et. al. [21] define counter-argumentation as the process
of envisioning conditions, usually by picking instances that undermine the conjecture.
A mathematical proof should also be seen as a communicative act made within the mathematical
community which ensures correctness of a given conjecture through the use of an analytic argument as
proposed [22-23] posit that an analytic argument involves the application of both inductive and axiomatic
reasoning aspects in the path of a proof. An axiomatic justification that supports a mathematical statement
begins with some axioms, definitions, and previously proven theorems and then uses logically permissible
rules of logic to draw a conclusion. On the other hand, an inductive argument is construed to involve
referential mathematical objects. Referential objects include tables, graphs and other displays (usually in
visual form) that are used to ensure correctness (or lack thereof) of proposition through the structural-
intuitive mode of thought [23].
A structural-intuitive mode of thought involves examining a mathematical proposition to determine
whether it is a consequence of mental models a prover associates with the mathematical ideas embedded in
the mathematical conjecture being validated. In other words, a structural-intuitive mode of reasoning
involves use of particular instantiations. For example, part of the process of proving the implication statement
of the theorem: A subset 𝑈 of ℝ is open iff it can be expressed as a countable collection of disjoint open
intervals in ℝ, involves showing that two arbitrary intervals 𝐼𝑥 and 𝐼𝑦 selected from 𝑈 are disjoint. The
proving exercise can involve using a diagrammatic instantiation to demonstrate the fact that, 𝐼𝑥 ∩ 𝐼𝑦 = ∅. Use
of a diagrammatic instantiation together with axiomatic application during proving just described here
illustrates the crucial interplay between axiomatic and inductive modes of reasoning involved in
mathematical proof constructions.
To elucidate the point, we wish to make about the manner in which students should think of the
notion of mathematical proof we focus our attention to the question: what sort of activities should then
characterise the path involved in mathematical proving? Baki [24] describes three characteristics of the path
followed when proving. First, there is the accuracy phase where the truth-value of an assertion is ascertained.
Second, there is an illumination phase in which a prover explains why the proposition is accurate. Third, the
proof once composed should then be abstracted by examining to see its application in other contexts. Next we
address the question: how should the concept of mathematical proof be understood by students in light of
activities that constitute the path of a proof? We draw on ideas Maya and Sumarmo [25] categorization of
mathematical understanding.
Maya and Sumarmo [25] propose four levels of mathematical understanding ability: mechanical,
inductive, rational, and intuitive understanding. Mechanical understanding occurs when a person memorizes
rules and procedures that are then implemented correctly. However, no justification is provided by the
individual as to why such rules and procedures lead to a conclusion. [16] write that inductive understanding
of mathematical proof occurs when an individual verifies the accuracy of a statement by using mathematical
objects (specific examples, diagrams) drawn from a proper subset of the set of objects to which the
statement pertains.
Rational understanding of mathematical proof is defined as when an individual applies rules and
procedures to establish the correctness of an assertion meaningfully, that is, application of such rules and
procedures is accompanied by a justification. Finally, intuitive understanding is used to describe scenario in
which a prover demonstrates an awareness of the truth of an assertion and has no doubts about its truth upon
the production of the proof. In other words, an individual possessing intuitive understanding of a proof of
mathematical proposition would have attained absolute conviction.
The connections between modes of thought by Weber and Mejia-Ramos [16], the activities of the
proof path [24] and the categories of understanding of mathematical proof proposed by Baki [24] are now
presented. Technical and symbolic manipulation of mathematical objects leads to mechanical understanding
of mathematical claims. In this case the purpose of symbolic manipulations is to verify the accuracy of a
mathematical assertion. With regard to the structural-intuitive mode of thought a prover verifies the accuracy
of mathematical statement by using specific examples, and diagrams drawn from a proper subset of the set of
objects to which the statement pertains.
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It can be inferred that the structural-intuitive mode of thought will lead to inductive understanding.
An example that can be used to illustrate the much desired interaction between axiomatic and structural-
intuitive modes of reasoning about mathematical proof is the Archimedean principle in Real Analysis which
states that If 𝑎, 𝑏 ∈ ℝ with 𝑎 > 0 then there exists a natural number 𝑛 for which 𝑛𝑎 > 𝑏. The interpretation
of the Archimedean principle is that the set of natural numbers ℵ is not bounded above.
To construct a proof of the Archimedean principle a prover can proceed in the following ways. First,
a structural-intuitive verification can involve use of specific example 𝑎 =
1
2
, 𝑏 = 3 for which the inequality
1
2
𝑛 > 3 ⇒ 𝑛 > 6. While the specific example verifies the Archimedean principle and helps to gain inductive
understanding of the principle it does not count as proof. In other words, the single example employed cannot
be elevated to the status of a mathematical proof because by virtue of being an empirical verification it does
not provide conclusive evidence about the truth of the Archimedean principle.
Second, to compose proof of the Archimedean principle a prover can employ axiomatic reasoning or
the structural thinking where a person draws on ideas such as the Axiom of completeness of ℝ as a real field.
The proof method by contradiction could be employed to deduce that the set 𝑆 = {𝑘𝑎: 𝑘 ∈ ℵ} has no least
upper bound and hence 𝑆 is not bounded above. Within the proof path a prover should provide justification of
logical inferences made. In other words, a person engaging with the proof should justify why for instance 𝑎
can be used in place of 𝜀 (episilon radius). Further, if 𝑢 is a least upper bound of 𝑆, a prover should explain
why the relation 𝑢 − 𝑎 < 𝑁 holds and subsequently leads to a contradiction to the supposition that 𝑆 is
bounded above. Furnishing such finer details of the path will lead to rational understanding of the proof of
the Archimedean principle. Constructing a mathematical proof in this manner corresponds to activities in the
illumination phase of the path of a proof suggested by Baki [24]. It can be noted that a prover would have
gone beyond the verification phase of proof construction.
Finally, the Archimedean theorem can be abstracted by examining it in order to follow the reasoning
involved, and determine how the theorem can be coordinated with other theorems and lemmas to compose
proofs of other mathematical theorems. For example, the Archimedean principle can be examined to see its
application in proving theorems in Real Analysis. For instance, the Archimedean principle can be used in
conjunction with the axiom of completeness to prove the rational density theorem in ℝ which is stated as: let
𝑥, 𝑦 ∈ ℝ with 𝑥 < 𝑦 then there is a rational number, 𝑟, such that 𝑥 < 𝑟 < 𝑦.
Furthermore, in order to develop a comprehensive view of mathematical proof among students it is
important that they attain intuitive understanding of mathematical proofs composed. As alluded to earlier,
intuitive understanding is said to have been developed when an individual has absolute conviction about the
truth of a mathematical proposition. Weber [23] have revealed that students have instead shown some relative
conviction in proofs they would have generated. For example, a study by Harel [9] revealed that students
exhibited relative conviction in proofs constructed in the following manner. After producing deductive
arguments to validate a mathematical conjecture that requires proof by axiomatic reasoning, the students
went on to verify the same conjecture using specific numeric examples. In other words, the students were not
aware that valid deductive justifications provide complete and conclusive evidence about the truth of the
conjecture and so such cases do not warrant further empirical verifications.
4. CONCLUSION
This piece has discussed literature on students’ understanding schemata with regard to the notion of
mathematical proof. The construct of a concept understanding schemata coined [25] refers to ways in which
an individual uses a particular concept in sense making of ideas embedded in the concept as well as how that
concept is applied in problem solving contexts. As noted earlier the concept of mathematical proof is central
to mathematical learning because it provides a justification for the truth or falsity of a mathematical
statement. Our interrogation of literature has identified an analytic conception of the idea of mathematical
proof as more powerful. Studies examined have revealed that students have difficulty in acquiring rational
and intuitive understanding of mathematical proof. Further, studies have revealed that students have
displayed relative conviction in proofs of mathematical statements formulated via deductive means by
engaging in extra empirical verifications of the statements. Overall, literature examined has shown lack of
deep understanding of the notion of mathematical proof among students. Evidence of fragile grasp of the
concept of mathematical proof includes rote memorization of uncoordinated fragments of proof facts to be
regurgitated later. On the basis of these students’ understandings of mathematical proof we recommend that:
a. Preferably an analytic conception of mathematical proof should be acquired by students. An analytic
understanding of mathematical allows interplay between the axiomatic and structural-intuitive
modes of thought. So, one of the goals of current research efforts in mathematics education
concerning the concept of mathematical proof should aim at promoting an analytic conception of
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mathematical proof. This is so because challenges faced by students in composing mathematical
proofs can only be overcome if a comprehensive view of mathematical proof is achieved among
students.
b. Efforts intended to understand critical elements in students’ thinking processes should also involve
evaluating whether a comprehensive conception of the definition of mathematical proof would have
been developed.
The voice of the students should be the focal idea in current research endeavours to build a genuine
and authentic analytic conception of mathematical proof among student teachers. Hence, efforts to promote a
comprehensive conception of mathematical proof should be based on students’ own proof construction
productions as opposed to a focus on rote learning of instructors’ notes.
ACKNOWLEDGEMENTS
We greatly appreciate the granting of Sabbatical Leave to the first author Z. Ndemo by his
employers Bindura University of Science Education (BUSE) that made it possible for the three authors to
create time for the production of this manuscript. We also express our appreciation of the tremendous support
by Library Staff at BUSE and University of Zimbabwe in assisting us with access to data bases from which
we obtained relevant literature ideas. Finally, we acknowledge useful comments and suggestions made by
peer educators during conference and seminar presentations that include: Faculty Higher Degrees Committee
Seminar Presentations held at University of Zimbabwe, Paper Presentations at Local Zimbabwe Chapter
Workshop of the Southern African Association for Research in Science, Mathematics and Technology
Education and the Third International Science and Mathematics Educators’ Conference held at BUSE
in August 2017.
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BIOGRAPHIES OF AUTHORS
Z. Ndemo is a Lecturer: Undergraduate mathematics courses Undergraduate and postgraduate
mathematics education courses Research interest: Issues in learning of mathematics concepts
Currently a PhD candidate: University of Zimbabwe
David Mtetwa is a lecturer in mathematics eduaction in the Department of Science and
Mathematics Education at the University of Zimbabwe. His research interests are in learning an
instructional processes in mathematics and continuing teacher professional learning. David
Mtetwa is a Professor of Mathematics Education
Fred Zindi is a lecturer in the Faculty of Education. Fred Zindi is interested in the psychology of
learning mathematics. He is a Professor of Educational Psychology.