scholarly journals Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-19
Author(s):  
Lieven Verschaffel ◽  
Fien Depaepe ◽  
Zemira Mevarech
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Systematic Screening ◽  
Tutoring Systems ◽  
Positive Effects ◽  
And Mathematics ◽  
K 12 ◽  
Drill And Practice

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

scholarly journals Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

2019 ◽  
Vol 29 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Irene Lee ◽  
Shuchi Grover ◽  
Fred Martin ◽  
Sarita Pillai ◽  
Joyce Malyn-Smith
Keyword(s):  
Mathematics Education ◽  
Computational Thinking ◽  
Science Technology ◽  
Disciplinary Perspective ◽  
And Mathematics ◽  
K 12

Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review

2021 ◽  
Author(s):  
Pei-Ying Chen ◽  
Gwo-Jen Hwang ◽  
Ssu-Yin Yeh ◽  
Yi-Ting Chen ◽  
Ting-Wei Chen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Bibliometric Analysis ◽  
Game Based Learning ◽  
And Mathematics

scholarly journals Incorporation of Artificial Intelligence Tutoring Techniques in Mathematics

2016 ◽  
Vol 6 (4) ◽  
pp. 12 ◽  
Author(s):  
Marios Pappas ◽  
Athanasios Drigas
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Mathematics Education ◽  
Expert Systems ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Personalized Feedback ◽  
Tutoring Systems ◽  
Artificial Intelligence Techniques ◽  
Human Tutor

Intelligent Tutoring Systems incorporate Artificial Intelligence techniques, in order to imitate a human tutor. These expert systems are able to assess student’s proficiency, to provide solved examples and exercises for practice in each topic, as well as to provide immediate and personalized feedback to learners. The present study is a systematic review that evaluates the contribution of the Intelligent Tutoring Systems developed so far, to Mathematics Education, representing some of the most representative studies of the last decade.

scholarly journals Impact of graph technologies in K-12 science and mathematics education

2020 ◽  
Vol 146 ◽  
pp. 103748 ◽  
Author(s):  
Dermot Francis Donnelly-Hermosillo ◽  
Libby F. Gerard ◽  
Marcia C. Linn
Keyword(s):  
Mathematics Education ◽  
And Mathematics ◽  
K 12

scholarly journals Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review

2020 ◽  
Vol 109 (3) ◽  
pp. 556-580 ◽  
Author(s):  
Maya Denton ◽  
Maura Borrego ◽  
Audrey Boklage
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Science Technology ◽  
And Mathematics

Artificial Intelligence and K-12

2021 ◽  
pp. 634-653
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Learning Environments ◽  
Daily Life ◽  
Educational Institutions ◽  
Science And Engineering ◽  
Teaching Methodologies ◽  
Mathematics Literacy ◽  
And Mathematics ◽  
K 12

Artificial intelligence (AI) is a part of our everyday life. Having artificial intelligence will be vital for careers in science and engineering, which is the important part of the STEM curriculum. Most of us are aware of existence AI-powered services and devices, but hardly anybody knows about the technology behind them. Therefore, educational institutions should prepare the next generation in school with artificial intelligence literacy and the underlying concepts including algorithms, big data, and coding. Like classic literacy, which includes writing, reading, and mathematics, literacy in AI/computer science will become a major issue in the future. Furthermore, with AI literacy, pupils also receive a solid preparation for subsequent studies at university level and their future career. Currently, computer science education in school does not focus on teaching these fundamental topics in an adequate manner. This chapter will exploit understanding AI and how AI works in daily life and offer teaching methodologies to explain how AI works to K-12 learning environments.

Mobile Learning in Science and Mathematics Teaching

2016 ◽  
pp. 277-296
Author(s):  
Rosiney Rocha Almeida ◽  
Carlos Fernando Araújo Jr.
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Mobile Learning ◽  
Mathematics Teaching ◽  
Relevant Literature ◽  
Academic Community ◽  
Student Interest ◽  
And Mathematics ◽  
The Impact ◽  
Teaching Situations

This chapter, the authors analyze mobile learning literature addressing formal teaching situations in the field of science/mathematics education. The chapter describes a systematic review of relevant literature, investigating work published between 2005 and 2014. Based on the findings of this review, the results reveal that since 2009 interest in the academic community for research involving m-learning in science and mathematics teaching has intensified. An emphasis on the growing need for research involving m-learning at undergraduate levels is evident. The study notes positive reported results on the impact of m-learning in science and mathematics teaching, notably in assisting ease of learning, promoting student interest and collaborating with positive, motivating attitudes, encouraging meaningful commitment among students in learning activities.

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