scholarly journals Content Analysis of the APOS Theory Studies on Mathematics Education Conducted in Turkey and Internationally: A Meta-Synthesis Study

2021 ◽  
Author(s):  
Özgün ŞEFİK ◽  
Özge ERDEM UZUN ◽  
Şenol DOST
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Apos Theory

The Difficulties Experienced in Teaching Proof to Prospective Mathematics Teachers: Academician Views

2016 ◽  
Vol 6 (1) ◽  
pp. 145 ◽  
Author(s):  
Gürsel Güler
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Professional Lives ◽  
Analysis Method ◽  
Structured Interviews ◽  
Content Analysis Method ◽  
Prospective Mathematics Teachers ◽  
Experience Difficulty

<p>The aim of this study is to examine the difficulties prospective mathematics teachers experience in mathematical proving, the courses in which they have difficulties in proving, the importance of proof in mathematics education and its functions in their professional lives. The data of the study was collected via semi-structured interviews with fifteen academicians who volunteered to take part in the study. Content analysis method was used to analyze the data obtained. As a result of the study, based the views of the academicians, it was seen that prospective mathematics teachers experience four different difficulties in proving. Besides, in line with the views of the academicians the following categories were formed: the courses that prospective teachers experience difficulty, the importance of proof in mathematics education and its functions in prospective teachers’ professional lives and these categories were presented with their subcategories.</p>

scholarly journals Mathematics Education for Engineering Technology Students �?? A Bridge Too Far?

2013 ◽  
Vol 3 (S2) ◽  
pp. 33
Author(s):  
Noraishiyah Abdullah
Keyword(s):  
Mathematics Education ◽  
Engineering Technology ◽  
Apos Theory ◽  
Technology Students ◽  
The World ◽  
The Future ◽  
Life Curriculum ◽  
The Right

Trying to decide what is best suited for someone or something is an ever enduring task let alone trying to prepare students with the right engineering mind. So &lsquo;how do you build an engineer?&rsquo; if that is the right word. What is the right ingredient? Mathematics has been said as the most important foundation in engineers&rsquo; life. Curriculum has been developed and reviewed over the years to meet this target. This work explores how much or lack of it has the curriculum prepares the future technologist to face the world of engineering technology as far as mathematics is concerned. Analysis of mathematics lectures, interviews of engineering technologist students and engineering technology subject lecturer is undertaken. Understand what each contributes help in understanding the picture that the current education is painting. Based on the theory of learning, APOS theory helps in explaining how students bridge their knowledge of mathematics when it comes to solving engineering technology problems. The question is, is it a bridge too far?&nbsp;

scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

scholarly journals Equity Trends in Mathematics Education: A Content Analysis of Meta-analytic Research

2021 ◽  
Vol 4 (1) ◽  
pp. 24-42
Author(s):  
Jamaal Rashad Young ◽  
Jemimah L Young
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Effect Size ◽  
Quantitative Research ◽  
Keyword Search ◽  
A Priori ◽  
Analytic Thinking ◽  
Final Sample ◽  
Research Praxis ◽  
Meta Analyses

The purpose of this quantitative content analysis (QCA) was to characterize equity-related trends in meta-analyses of mathematics education studies. An a priori keyword search and retrieval process produced an initial pool of 156 studies. After applying the prescribed inclusion criteria, the initial pool of studies was reduced to a final sample of 32 studies. These studies were coded and analyzed as part of the QCA. The coding and analysis were guided by a critical quantitative research lens, which examines how numeric trends can help to unpack systemic and systematic practices that support the agenda of the dominant cultural group. The results indicate that 62.5 percent of the reviewed studies lacked an equity focus, while most equity-focused meta-analyses examined challenges related to student ability. Moreover, 14 out of the 16 or 87.5 percent of the equity-related moderators had a statistically significant influence on effect size variance. The results of this study suggest that across most mathematics education meta-analytic studies effect size magnitude is impacted by equity-related moderators that are often absent. The researchers provide implications for meta-analytic thinking and equitable research praxis in mathematics education.

scholarly journals Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

2020 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Hendra Kartika ◽  
Mega Teguh Budiarto ◽  
Yusuf Fuad
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Mathematics Education ◽  
Research Articles ◽  
Research Trend ◽  
Science And Education ◽  
Mathematics And Science Education ◽  
K 12 ◽  
Education Science ◽  
Mathematics And Science

The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.

scholarly journals The content analysis of the computer-assisted studies in mathematics education between the years 2009-2014/April

2015 ◽  
Vol 7 (2) ◽  
pp. 62
Author(s):  
Huseyin Uzunboylu ◽  
Meryem Cumhur
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Mathematics Education ◽  
Data Collection ◽  
Web Of Science ◽  
Computer Assisted ◽  
Isi Web Of Science ◽  
Computer Based ◽  
Collection Methods ◽  
Number Of Authors

<p>In this study, the examination of the trends regarding the used methods and methods through the content analysis of the published articles and dissertations in the field of Computer-Assisted Mathematics Education is aimed. Within the scope of the research, the articles published in the database of ISI Web of Science and the dissertations published in the thesis centre of Turkish Council of Higher Education (YOK) were scanned and 7 master’s theses, 5 doctoral theses, and 43 articles were analysed. In this study, the distribution of articles and theses by years, the number of authors and by subjects and the used research methods and data collection methods were identified. After the percentages and the frequencies of the findings had been calculated, they were presented in the form of charts.</p><p> </p><p>Keywords: computer-assisted mathematics education, computer-based education, mathematics ınstruction, mathematics, computer, content analysis.</p>

scholarly journals O Papel do Educador no Favorecimento da Argumentação no Ensino de Matemática

2019 ◽  
Vol 12 (2) ◽  
pp. 172
Author(s):  
Willa Nayana Corrêa Almeida ◽  
João Manoel da Silva Malheiro
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Formal Education ◽  
Geometric Object ◽  
Video Recordings ◽  
Area And Perimeter ◽  
And Mathematics ◽  
Science Club ◽  
Investigative Activity

Este estudo visa analisar os propósitos e ações da professora-monitora para o favorecimento da argumentação entre sete discentes participantes do Clube de Ciências “Prof. Dr. Cristovam W. P. Diniz”, durante uma atividade experimental investigativa que buscava discutir os conceitos de área e perímetro, tanto como objeto geométrico quanto grandeza. Para tanto, utilizaremos as ideias teóricas de Sasseron (2013) acerca das intenções e atitudes que o educador pode desenvolver em sala de aula para possibilitar o debate de ideias e surgimento de argumentos. A pesquisa se caracteriza como qualitativa, sendo utilizada a Análise de Conteúdo para interpretação das informações levantadas a partir de videogravações. O espaço investigado é considerado um ambiente de educação não-formal destinado ao ensino, pesquisa e extensão de ações didáticas voltadas às Ciências e Matemáticas. Durante as análises realizadas percebemos que nossas intervenções como professora-monitora auxiliaram no surgimento da argumentação e na construção do conhecimento matemático, pois foi por meio das perguntas colocadas e de algumas contraposições de ideias, que os educandos puderam desenvolver os passos investigativos necessários para solução do problema, assim como criar argumentos bem estruturados e com qualidade.Palavras-chave: Educação Matemática. Argumentação. Propósitos e Ações do Educador.AbstractThis study aims to analyze the purposes and actions of the teacher-monitors to favor the argumentation among seven students participatingof the Science Club “Prof. Dr. Cristovam W. P. Diniz”, during an experimental investigative activity that sought to discuss concepts of area and perimeter both as geometric object and magnitude. For so much, we will use the theoretical ideas of Sasseron (2013) about the intentions and attitudes that the educator can develop in the classroom to enable the debate of ideas and arguments. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. The space investigated is considered an environment of non-formal education destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge, because it was through the questions posed and some oppositions of ideas that the students were able to develop the investigative steps necessary to solve the problem, as well as to create well-structured and quality arguments.Keywords: Mathematics Education. Argumentation. Purposes and Actions of the Educator.

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