scholarly journals Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers

2016 ◽  
Vol 1 (1) ◽  
pp. 123
Author(s):  
Rene R Belecina ◽  
Jose M Ocampo, Jr.
Keyword(s):  
Preservice Teachers ◽  
Academic Performance ◽  
Knowledge Acquisition ◽  
Psychological Factors ◽  
Epistemological Beliefs ◽  
Personal Control ◽  
Mathematics Performance ◽  
Full Professor ◽  
Normal University ◽  
And Mathematics

<p><strong><em>ABSTRACT</em></strong><strong><em>:</em></strong><em> </em><em>There are many factors that influence academic performance of students. Some of these are related to person</em><em>o</em><em>logical, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors that may have direct impact or influence o</em><em>n</em><em> academic performance are curiosity and epistemological beliefs.</em><em> </em><em>The study described the level of mathematical curiosity and epistemological beliefs of first year preservice teachers.</em><em> </em><em>Mathematical curiosity includes epistemic curiosity, perceptual curiosity, exploration, and absorption. Epistemological beliefs include certainty of knowledge, source of knowledge, structure of knowledge, control of knowledge acquisition (personal), control of knowledge acquisition (general), and speed of knowledge acquisition. Three research instruments were utilized in this study, namely: Curiosity Inventory, Epistemological Beliefs Inventory, and Mathematics Performance Test. The participants of the study were 167 freshman preservice teachers. Data revealed that mathematics curiosity and epistemological beliefs are significantly related to mathematics performance and they also significantly influence mathematics performance.  </em></p><p><strong><em>KEY WORD:</em></strong><em> </em><em>P</em><em>sychological factor</em><em>, </em><em>epistemological </em><em>b</em><em>eliefs, mathematics curiosity, preservice teachers</em><em>,and </em><em>mathematics performance</em><em>.</em><em> </em></p><p><strong><em>ABSTRAKSI</em></strong><em>: “Keingintahuan Matematis, Keyakinan Epistemologis, dan Kinerja Matematika Mahasiswa Calon Guru”. Ada banyak faktor yang mempengaruhi prestasi akademik mahasiswa. Beberapa hal ini terkait dengan faktor personalogis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua dari faktor-faktor psikologis yang mungkin memiliki dampak langsung atau pengaruh terhadap kinerja akademis adalah rasa ingin tahu dan keyakinan epistemologis. Studi ini menggambarkan tingkat rasa ingin tahu matematika dan keyakinan epistemologis mahasiswa guru dalam pra-jabatan tahun pertama. Keingintahuan matematika termasuk rasa ingin tahu secara epistemik, persepsi rasa ingin tahu, eksplorasi, dan penyerapan. Keyakinan epistemologis termasuk kepastian pengetahuan, sumber pengetahuan, struktur pengetahuan, pengendalian akuisisi pengetahuan (personal), pengendalian akuisisi pengetahuan (umum), dan kecepatan akuisisi pengetahuan. Tiga instrumen penelitian yang digunakan dalam penelitian ini, yaitu: Inventarisasi Keingintahuan, Inventarisasi Keyakinan Epistemologis, dan Uji Kinerja Matematika. Para peserta penelitian adalah 167 mahasiswa calon guru. Data mengungkapkan bahwa rasa ingin tahu matematika dan keyakinan epistemologis secara signifikan terkait dengan kinerja matematika dan keduanya juga secara signifikan mempengaruhi kinerja matematika.</em></p><p><strong><em>KATA KUNCI</em></strong><em>: Faktor psikologis, keyakinan epistemologis, rasa ingin tahu matematika, mahasiswa calon guru, dan kinerja matematika.</em></p><p><img src="/public/site/images/wirta/10.a_.rene_.pnu_.ph_.ok_.jpg" alt="" />  <img src="/public/site/images/wirta/10.b_.jose_.pnu_.ph_.ok_.jpg" alt="" /></p><p><strong><em>About the Authors:</em></strong> <strong>Rene R. Belecina, Ph.D.</strong> is a Full Professor at the College of Graduate Studies and Teacher Education Research PNU (Philippine Normal University). <strong>Jose M. Ocampo, Jr., Ph.D.</strong> is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University). Corresponding authors are: <a href="mailto:[email protected]" target="_blank">[email protected]</a> and <a href="mailto:[email protected]" target="_blank">[email protected]</a></p><p><strong><em>How to cite this article?</em></strong> Belecina, Rene R. &amp; Jose M. Ocampo, Jr. (2016). “Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers” in <em>MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan</em>, Vol.1(1) Maret, pp.123-136. Bandung, Indonesia: UPI Press. <strong></strong></p><p><em><strong><em>Chronicle of the article:</em></strong> </em>Accepted (December 13, 2015); Revised (January 29, 2016); and Published (March 11, 2016).<em><br /></em></p>

Theorizing Values in Mathematics Performance

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Floriza N. Laplap ◽  
Rodin M. Paspasan ◽  
Gwendelina A. Villarante
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
World View ◽  
Personal Values ◽  
Mathematics Performance ◽  
The World ◽  
Normal University ◽  
And Mathematics ◽  
Interpersonal Values ◽  
The Relationship

This study aimed to determine the college students’ personal and interpersonal values in relation to their performance in Contemporary Mathematics in the College of Teacher Education of Cebu Normal University. Specifically, it sought to address the following concerns: the students’ level of personal values; their level of interpersonal values; their performance in mathematics; and the relationship between their personal and interpersonal values and mathematics performance; ultimately leading to a theory validation on values and mathematics performance. The students are categorized as average in their Personal Values in terms of Practical Mindedness, Variety, Decisiveness and Goal Orientation as well as in their Interpersonal Values in terms of Support, Recognition, Independence and Benevolence. The college students’ personal and interpersonal values do not significantly affect their performance in mathematics. Thus, they could still perform well even if they have not acquired these values. As a result, this study validates the world-view of mathematics through the ages that scientific thinking as utilized in this discipline is concerned with truth and not values, implying that it is truly objective, values- free and neutral.   Keywords – theorizing values, mathematics performance

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

2021 ◽  
Vol 11 (4) ◽  
pp. 155
Author(s):  
Gonzalo Duque de Blas ◽  
Isabel Gómez-Veiga ◽  
Juan A. García-Madruga
Keyword(s):  
Academic Performance ◽  
Word Problems ◽  
Spatial Reasoning ◽  
Deductive Reasoning ◽  
Executive Processes ◽  
Mathematical Operation ◽  
Visual Spatial ◽  
And Mathematics ◽  
The One ◽  
Memory Resources

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).

scholarly journals Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries

2021 ◽  
pp. 1-8
Author(s):  
Matthew E. Fasano-McCarron ◽  
Jane Holmes Bernstein ◽  
Deborah P. Waber ◽  
Jane W. Newburger ◽  
David R. DeMaso ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Academic Skills ◽  
Spatial Problem ◽  
Complex Figure ◽  
Visual Spatial ◽  
Dependent Variables ◽  
Individual Achievement ◽  
And Mathematics ◽  
Problem Solving Task

Abstract Objective: This study examined longitudinal associations between performance on the Rey–Osterrieth Complex Figure–Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). Method: The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. Results: The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Conclusions: Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.

scholarly journals Relationship between Birth Month and Mathematics Performance in Norway

2021 ◽  
pp. 1-11
Author(s):  
Annette Hessen Bjerke ◽  
Bjørn Smestad ◽  
Elisabeta Eriksen ◽  
André Rognes
Keyword(s):  
Mathematics Performance ◽  
Birth Month ◽  
And Mathematics

scholarly journals The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study

2014 ◽  
Vol 36 (5) ◽  
pp. 460-473 ◽  
Author(s):  
Martin L. Van Dijk ◽  
Renate H.M. De Groot ◽  
Hans H.C.M. Savelberg ◽  
Frederik Van Acker ◽  
Paul A. Kirschner
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Executive Functioning ◽  
Vigorous Physical Activity ◽  
Mathematics Performance ◽  
Negatively Associated ◽  
Physical Activity Volume ◽  
And Mathematics ◽  
Objectively Measured ◽  
Objectively Measured Physical Activity

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose–response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

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