Analyzing Qualitative Data in Mathematics Education

This study aims to describe the process of developing an electronic module in the algebraic structure course, and knowing the effectiveness of the electronic module after being tested on mathematics education students. This research was conducted in class C, 5th semester, majoring in mathematics education at UIN Raden Intan Lampung. The development model used in this research is the Borg and Gall development model. The development of the electronic module was carried out based on the Articulate Studio'13 application. The types of data taken in this study were qualitative data and quantitative data. From the results of due diligence from experts and student responses, the results of the development of an electronic module are very feasible and very interesting. Then, based on the results of the final assessment of student’s effectiveness of the product showed a presentation of more than 75%. Based on the research results, it can be concluded that the electronic module in the algebraic structure course is effectively used by mathematics education students.

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Application Of Realistic Mathematics Education Approach With Concrete Materials To Improve Mathematics Learning Outcomes About Solid Figures For The Fifth Grade Students Of SDN Bangkal 01 In The Academic Year Of 2019/2020

Kalam Cendekia: Jurnal Ilmiah Kependidikan ◽

10.20961/jkc.v8i1.39765 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Rizky Indah Tri Wahyuni ◽

Ngatman Ngatman ◽

Wahyudi Wahyudi

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Qualitative Data ◽

Mathematics Learning ◽

Fifth Grade ◽

Realistic Mathematics Education ◽

Fifth Grade Students ◽

Realistic Mathematics ◽

Concrete Materials ◽

Academic Year

The purposes of this study are: (1) describing the steps of applying the Realistic Mathematics Education approach with concrete materials, (2) improving mathematics learning outcomes about solid figures, and (3) describing the obstacles and solutions to the application of the Realistic Mathematics Education approach. This collaborative classroom action research was conducted in three cycles and six meetings. The research data are quantitative and qualitative data. Data collection techniques include observation, interviews and tests. The results of the study are: (1) the steps in the application of the Realistic Mathematics Education approach to improve Mathematics learning outcomes about solid figures are: a. understanding contextual problems through concrete materials, b. explaining contextual problems with concrete materials, c. resolving contextual problems with concrete materials, d. comparing, discussing, and answering question with concrete materials, and e. drawing conclusion; (2) the application of the Realistic Matematics Education approach can improve Mathematics learning outcomes about solid figures; (3) the obstacle in this study is students lack understanding to do worksheets, The solution is that the teacher asks the students concern to the instruction in worksheets.

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Analisis Kesulitan Mahasiswa dalam Memahami Materi Integral Lipat Dua pada Koordinat Polar Mata Kuliah Kalkulus Lanjut

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v7i2.19 ◽

2016 ◽

Vol 7 (2) ◽

pp. 123-134 ◽

Cited By ~ 1

Author(s):

Davi Apriandi ◽

Ika Krisdiana

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Qualitative Data ◽

Polar Coordinates ◽

Two Dimensional ◽

Double Integral ◽

Data Presentation ◽

Analysis Technique ◽

Advanced Calculus ◽

Academic Year

This study aims to determine the difficulties experienced by students in understanding the double integral in polar coordinates advanced calculus courses and the factors that cause these problems. This research is qualitative. Subjects were students of the fourth semester of academic year 2015/2016 Mathematics Education, IKIP PGRI Madiun totaling 3 persons. Data collection techniques have used that test, observation, interviews, and documentation. Data analysis technique conducted with qualitative data analysis, namely data reduction, data presentation and conclusion. The results were obtained five kinds of difficulties students in understanding the integral double the coordinates polar, namely 1) the difficulty in drawing a function in polar coordinates and determine the areas of integration, 2) the difficulty in converting the variable into polar coordinates, 3) difficulty in defining the limits of integration, 4) difficulty in writing a form of integration in polar coordinates, 5) difficulties in performing the calculations. Factors causing these difficulties is the ability to understand the matter is low, understanding in drawing a function in two-dimensional and three are still low, difficulties in visualizing the image of a function, do not understand the concept of comparison trigonometry, do not understand in determining the limits of integration in polar coordinates, less rigorous in setting limits of integration, not yet understand the concept of double integral in polar coordinates, lower integration calculation capabilities, yet integral mastered trigonometry.

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Use of an interactive digital assessment tool in mathematics education for engineers

Nordic Journal of STEM Education ◽

10.5324/njsteme.v5i1.3941 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Andrey Chesnokov ◽

Siebe Van Albada

Keyword(s):

Mathematics Education ◽

Teaching Practices ◽

Qualitative Data ◽

Teaching Assistants ◽

Assessment Tool ◽

Assessment System ◽

Learning Goals ◽

Constructive Feedback ◽

Digital Assessment

Basic courses in mathematics for engineers often have more than several hundred participants. To achieve the learning goals it is necessary that the students work actively on specific problems. While working on the problems, students require assistance. As a supplement to guidance by lecturers and teaching assistants, NTNU has piloted use of a digital assessment system STACK, that enables constructive feedback and is to some degree interactive. We will discuss how we integrate digital assessment into daily teaching practices, show examples of the problems and present some qualitative data collected from actual students.

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The impact of tutorials on achievement in mathematics of first year students

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v23i1/2.190 ◽

2004 ◽

Vol 23 (1/2) ◽

pp. 25-34

Author(s):

J. G. Maree ◽

C. J. Louw ◽

S. Millard

Keyword(s):

South Africa ◽

Mathematics Education ◽

Qualitative Data ◽

Disadvantaged Students ◽

First Year ◽

First Year Students ◽

Third Language ◽

Number Of Factors ◽

The Impact ◽

Achievements In Mathematics

Historically disadvantaged students in South Africa often underachieve in mathematics due to a number of factors. Action research that was conducted at the (former) Technikon Northern Gauteng to investigate ways in which these students’ achievements in mathematics could be improved comprised the implementation of tutorial sessions. Quantitative and qualitative data were gathered by means of a variety of instruments. The results revealed certain trends in tertiary mathematics education where learning takes place in a second or third language.

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What are The Difficulties in Learning Percentages? An Overview of Prospective Mathematics Teachers’ Strategies in Solving Percentage Problems

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v4i3.10132 ◽

2021 ◽

Vol 4 (3) ◽

pp. 260-273

Author(s):

Herani Tri Lestiana

Keyword(s):

Mathematics Education ◽

Mathematics Teachers ◽

Prospective Teachers ◽

Teacher Candidates ◽

Essential Role ◽

Qualitative Data ◽

Descriptive Study ◽

Qualitative Descriptive ◽

Unit Of Measurement

Many studies showed that teachers and prospective teachers have difficulty solving percentage problems. This research is a qualitative descriptive study that aims to investigate the prospective teachers’ strategies in solving problems on the topic of percentages. A total of 250 students majoring in Mathematics Education and Primary Education at IAIN Syekh Nurjati and IAIN Pekalongan were purposively selected to participate in this study. The results showed that only less than half of the participants (40.1%) could give the correct answer. Qualitative data on the strategies used by prospective teachers on the percent question show that (1) teacher candidates ignore the importance of the % symbol and consider the % symbol only as a unit of measurement, (2) teacher candidates ignore the essential role of the reference quantity in the percent question, (3 ) teacher candidates are not used to solving percent problems related to determining initial values before discounts and assume that any percent problem can be solved using multiplication or division.

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An exploration of the mathematical learner identities of high school learners who participated in after school mathematics clubs in primary school

10.21504/10962/189985 ◽

2021 ◽

Author(s):

◽

Wellington Munetsi Hokonya

Keyword(s):

High School ◽

Mathematics Education ◽

Primary School ◽

South African ◽

Qualitative Data ◽

School Mathematics ◽

After School ◽

Primary Mathematics ◽

Mathematical Identities ◽

Learner Identities

This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject.

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Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00167 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1231-1242

Author(s):

Celeste Domsch ◽

Lori Stiritz ◽

Jay Huff

Keyword(s):

United States ◽

Study Abroad ◽

Cultural Awareness ◽

Qualitative Data ◽

The United States ◽

Self Report ◽

Global Awareness ◽

Short Term ◽

Term Study ◽

Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

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Collecting Qualitative Data

10.1017/9781107295094 ◽

2017 ◽

Cited By ~ 18

Keyword(s):

Qualitative Data

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Perceptions of Adjunctive Mindfulness-Based Cognitive Therapy to Prevent Suicidal Behavior Among High Suicide-Risk Outpatient Participants

Crisis ◽

10.1027/0227-5910/a000519 ◽

2018 ◽

Vol 39 (6) ◽

pp. 451-460 ◽

Cited By ~ 2

Author(s):

Megan S. Chesin ◽

Beth S. Brodsky ◽

Brandon Beeler ◽

Christopher A. Benjamin-Phillips ◽

Ida Taghavi ◽

...

Keyword(s):

Cognitive Therapy ◽

Suicidal Behavior ◽

Group Treatment ◽

Suicide Risk ◽

Qualitative Data ◽

Descriptive Analysis ◽

Treatment Engagement ◽

Suicidal Thinking ◽

Prevention Interventions ◽

Risk Patients

Abstract. Background: Few investigations of patient perceptions of suicide prevention interventions exist, limiting our understanding of the processes and components of treatment that may be engaging and effective for high suicide-risk patients. Aims: Building on promising quantitative data that showed that adjunct mindfulness-based cognitive therapy to prevent suicidal behavior (MBCT-S) reduced suicidal thinking and depression among high suicide-risk patients, we subjected MBCT-S to qualitative inspection by patient participants. Method: Data were provided by 15 patients who completed MBCT-S during a focus group and/or via a survey. Qualitative data were coded using thematic analysis. Themes were summarized using descriptive analysis. Results: Most patients viewed the intervention as acceptable and feasible. Patients attributed MBCT-S treatment engagement and clinical improvement to improved emotion regulation. A minority of patients indicated that factors related to the group treatment modality were helpful. A small percentage of patients found that aspects of the treatment increased emotional distress and triggered suicidal thinking. These experiences, however, were described as fleeting and were not linked to suicidal behavior. Limitations: The sample size was small. Conclusion: Information gathered from this study may assist in refining MBCT-S and treatments to prevent suicidal behavior among high suicide-risk patients generally.

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