scholarly journals Exploring students’ procedural flexibility in three countries

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Jon R. Star ◽  
Dimitri Tuomela ◽  
Nuria Joglar Prieto ◽  
Peter Hästö ◽  
Riikka Palkki ◽  
...  
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Linear Equations ◽  
National Study ◽  
Educational Systems ◽  
School Students ◽  
Multiple Strategies ◽  
Equation Solving ◽  
Academic Track ◽  
Cross National Study

Abstract Background In this cross-national study, Spanish, Finnish, and Swedish middle and high school students’ procedural flexibility was examined, with the specific intent of determining whether and how students’ equation-solving accuracy and flexibility varied by country, age, and/or academic track. The 791 student participants were asked to solve twelve linear equations, provide multiple strategies for each equation, and select the best strategy from among their own strategies. Results Our results indicate that knowledge and use of the standard algorithm for solving linear equations is quite widespread across students in all three countries, but that there exists substantial within-country variation as well as between-country variation in students’ reliance on standard vs. situationally appropriate strategies. In addition, we found correlations between equation-solving accuracy and students’ flexibility in all three countries but to different degrees. Conclusions Although it is increasingly recognized as an important construct of interest, there are many aspects of mathematical flexibility that are not well-understood. Particularly lacking in the literature on flexibility are studies that explore similarities and differences in students’ repertoire of strategies for solving algebra problems across countries with different educational systems and curricula. This study yielded important insights about flexibility and can push the field to explore the extent that within- and between-country differences in flexibility can be linked to differences in countries’ educational systems, teaching practices, and/or cultural norms around mathematics teaching and learning.

UNIVERSITY LEVEL TEACHING STYLES WITH HIGH SCHOOL STUDENTS AND INTERNATIONAL TEACHING AND LEARNING

2018 ◽  
Vol 1 ◽  
pp. 464-475 ◽  
Author(s):  
Michael Alexander Radin ◽  
Olga Orlova
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Educational Systems ◽  
School Students ◽  
International Teaching ◽  
Specific Teaching ◽  
University Level

The main aim of this paper is to render how university level courses are taught in high school. In fact, we will focus on what styles are used to teach university level courses and illustrate the international contrasts that happen quite frequently. In addition, we will analyse the details of teaching styles that were implemented in the American and the Latvian educational systems. Furthermore, we will discuss what specific teaching styles and innovations work successfully, and what teaching styles and innovations had difficulties and need improvements. In particular, implementing the hands-on teaching and learning styles and repetitive type teaching and learning styles. Moreover, we will also discuss the risk involved with introducing and transforming university level courses and teaching styles with high school students and how to manage these risks.

scholarly journals A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL STUDENTS

2018 ◽  
Vol 17 (4) ◽  
pp. 674-687
Author(s):  
Sein Shin ◽  
Arif Rachmatullah ◽  
Minsu Ha ◽  
Jun-Ki Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Motivation ◽  
School Students ◽  
Trajectory Modeling ◽  
Academic Track ◽  
Chi Square Analysis

This research examined longitudinal trajectories of Korean students’ motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups (‘high’ and ‘low’) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student’s longitudinal trajectory of motivation to provide better science teaching and learning. Keywords: academic track, group based trajectory modeling, high school, longitudinal study, science learning motivation.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Designing Tasks for a Dynamic Online Environment: Applying Research into Students’ Difficulties with Linear Equations

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 557
Author(s):  
Morten Elkjær ◽  
Uffe Thomas Jankvist
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Linear Equations ◽  
Task Design ◽  
Tree Structure ◽  
Learning Trajectory ◽  
Variation Theory ◽  
Online Environment ◽  
School Students ◽  
Personalised Learning

Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

1970 ◽  
Vol 36 (8) ◽  
pp. 565-569 ◽  
Author(s):  
Vernon J. Damm
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Educational Systems ◽  
School Students ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Self Actualization ◽  
Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals Digital Reading Engagement of Junior High School Students during the Online Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 181
Author(s):  
Risna Amalia Izati ◽  
Lies Amin Lestari ◽  
Slamet Setiawan
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Self Report ◽  
Reading Engagement ◽  
School Students ◽  
Digital Devices ◽  
Reading Materials ◽  
Teachers And Students

The pandemic of COVID-19 has forced the teachers and students to hold the teaching and learning remotely. All the process of learning was conducted online via various mobile applications. Students widely use smartphones as a medium to receive learning materials, join online classes, and study. However, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. It is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. This study aims to find out about the students' engagement in reading digital texts during online learning. The study collects the data from self-report questionnaires, interviews, and observation. The result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning.

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