scholarly journals Multimedia learning to overcome anxiety and mathematics difficulty

Author(s):  
H M D Soewardini ◽  
M Meilantifa ◽  
H Sukrisno
Author(s):  
Oludurotimi Adetunji ◽  
Roger Levine

The 21st century offers many technological advancements resulting from cutting-edge research being conducted by scientists and engineers at higher education institutions, industries, and national labs. As exciting scientific research is being conducted, the need to address the challenges of inspiring and engaging new learners in science, technology, engineering, and mathematics (STEM) fields continues to grow. The authors present the Science Cartoons (SciToons) program as a model for making science more accessible through the integration of the arts with STEM (STEAM). The SciToons model is based on a Multimedia Learning Theoretical Framework (MLTF), which facilitates co-creation of knowledge and takes into account the contributions of STEM and non-STEM experts. The SciToons model combines this knowledge and expertise with art, animation, high-quality multimedia, and storytelling in the development of science videos that are engaging to a broad audience.


2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics.


2019 ◽  
Vol 9 (2) ◽  
pp. 75 ◽  
Author(s):  
Garth Groshans ◽  
Elena Mikhailova ◽  
Christopher Post ◽  
Mark Schlautman ◽  
Patricia Carbajales-Dale ◽  
...  

Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map “Soil Forming Factors: Climate” for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants’ perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students’ positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.


2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics.


JAMA ◽  
1965 ◽  
Vol 194 (3) ◽  
pp. 269-272
Author(s):  
J. T. Apter
Keyword(s):  

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