Don’t Disrespect Me: Affect in an Urban Math Class

2009 ◽  
pp. 313-324 ◽  
Author(s):  
Roberta Y. Schorr ◽  
Yakov M. Epstein ◽  
Lisa B. Warner ◽  
Cecilia C. Arias
Keyword(s):  
Math Class

Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept

2021 ◽  
Author(s):  
Şule Selçuk ◽  
Aylin Koçak ◽  
Athanasios Mouratidis ◽  
Aikaterini Michou ◽  
Melike Sayıl
Keyword(s):  
Psychological Control ◽  
Self Concept ◽  
Maternal Psychological Control ◽  
Math Class

Students' Perceptions of the Teacher and Classmates in Relation to Reported Help Seeking in Math Class

1993 ◽  
Vol 94 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Richard S. Newman ◽  
Mahna T. Schwager
Keyword(s):  
Help Seeking ◽  
Math Class

scholarly journals Making Art in Math Class During the Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 244-264
Author(s):  
Larson Fairbairn ◽  
Kameelah Jackson ◽  
Ksenija Simic-Muller
Keyword(s):  
Positive Impact ◽  
Well Being ◽  
Mathematics Content Course ◽  
Math Class ◽  
Support Students ◽  
Making Art

For many of us, the pandemic has changed how we teach and how we support students. This manuscript highlights creativity as a way to support for student mathematical and emotional well-being. It describes the positive impact that creative assignments in a mathematics content course for preservice K-8 teachers had on students during the early days of the pandemic. The story is told by the instructor and two former students in the course.

Effects of Playing an Educational Math Game That Incorporates Learning by Teaching

2018 ◽  
Vol 57 (6) ◽  
pp. 1495-1512
Author(s):  
Logan Fiorella ◽  
Shelbi Kuhlmann ◽  
Jennifer J. Vogel-Walcutt
Keyword(s):  
Middle School ◽  
Educational Games ◽  
Educational Game ◽  
Control Group ◽  
Math Instruction ◽  
School Students ◽  
Teaching Activities ◽  
Middle School Math ◽  
Learning By Teaching ◽  
Math Class

This study tested the effects of implementing a narrative computer-based educational game within a middle-school math class. Gameplay consisted of navigating through a virtual spaceship and completing missions by periodically engaging in learning-by-teaching activities that involved helping an avatar solve math problems. In a pretest/posttest matched-groups design, 58 middle-school students either played the game for 10 hours over 4 days in place of their typical math instruction (game group), or they received conventional math instruction that consisted of a matched set of practice problems (control group). Contrary to our hypotheses, results from posttest measures indicated no significant differences in learning outcomes or motivation between the two groups. Importantly, supplementary observational data indicated that students in the game group spent much of their time during gameplay engaging in activities unrelated to the educational content of the game (e.g., navigating the virtual world) and only 20% of their time engaging in learning-by-teaching activities. These results highlight the importance of designing educational games that effectively balance features intended to entertain learners and features intended to promote learning. Implications for implementing educational games into classroom instruction are discussed.

Student-Reported Engagement in Math Class Measures

2015 ◽  
Author(s):  
Sara E. Rimm-Kaufman ◽  
Alison E. Baroody ◽  
Ross A. A. Larsen ◽  
Timothy W. Curby ◽  
Tashia Abry
Keyword(s):  
Math Class

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

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