scholarly journals Mathematics Makes you Feel Attractive. Empowering New Alternative Masculinities in the Context of Mathematics Classrooms

2020 ◽  
Vol 9 (1) ◽  
pp. 53
Author(s):  
Javier Diez-Palomar ◽  
Liviu Catalin Mara
Keyword(s):  
Mathematics Achievement ◽  
Identity Construction ◽  
Mathematics Learning ◽  
Social Attraction ◽  
Mathematics Classrooms ◽  
The Social ◽  
Alternative Masculinities ◽  
And Mathematics ◽  
The Relationship ◽  
Specific Identity

This article studies the relationship between masculinity construction in school and mathematics learning in boys. In this article, we introduce the variables of social interaction and the differentiation between the language of ethics and the language of desire to analyze the aspects related to mathematics learning in schoolboys. The methodology used is a literature review, paying particular attention to the techniques used in the literature and using categorization that emerged during the review to select and analyze the texts. We found several issues that seem to condition mathematics learning in boys that have to do with gender and specific identity construction, namely the dominant traditional masculinities. Moreover, this process is enhanced by the social attraction towards violence processes. However, the literature also contains elements that respond to a different model of masculinity that can be successful in mathematics learning and attractive at the same time, which is related to the New Alternative Masculinities model. We conclude with some recommendations to support this new and attractive model and to rethink research in mathematics achievement in children in the future.

Discipline, motivation, and achievement in mathematics learning: An exploration in Shanghai

2020 ◽  
Vol 41 (6) ◽  
pp. 595-611
Author(s):  
Bo Ning
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
International Student ◽  
Academic Motivation ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Mathematics Classrooms ◽  
International Student Assessment ◽  
Instrumental Motivation ◽  
The Relationship

Utilizing the Programme for International Student Assessment 2012 Shanghai dataset ([Formula: see text]), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students’ instrumental motivation, although it is beneficial to students’ mathematics achievement.

scholarly journals HUBUNGAN ANTARA INTELIGENSI, KETERAMPILAN PERSEPSI VISUAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA [CORRELATION BETWEEN STUDENTS' INTELLIGENCE, VISUAL PERCEPTION SKILLS, AND MATHEMATICS LEARNING ACHIEVEMENT]

2021 ◽  
Vol 1 (2) ◽  
pp. 110 ◽  
Author(s):  
Danny Kurniawan Tania
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Total Sample ◽  
Internal Factors ◽  
Minimum Requirement ◽  
Perceptual Skills ◽  
Perceptual Skill ◽  
The Subject ◽  
And Mathematics ◽  
The Relationship

Students’ mathematics achievement is the priority for the XYZ elementary school, but particularly in 2015 and 2016 school’s years, there was about 39% student who had poor mathematics achievement and didn’t pass the school’s minimum requirement. In most cases, student’s mathematics achievement is generally affected by two internal factors such as: student’s intelligence and visual perceptual skills. The aim of this research is to examine the relationship between intelligence, visual perceptual skills and the students’ mathematics achievement. The subject of this study were grade two and grade three students with the total sample of 43 pupils. This study employed the Test of Visual Perceptual Skills-third edition (TVPS-3) and the Culture-Fair Intelligence Test (CFIT). The results of this study showed that there was a positive and significant correlation between intelligence, visual perceptual skills and mathematics achievement. A correlation value of 0.664 was obtained for the relationship between intelligence and mathematics achievement. A correlation value of 0.723 was obtained for the relationship between visual perceptual skills and mathematics achievement and a correlation value of 0.903 was obtained for the relationship between intelligence and visual perceptual skills. These findings indicate that the higher the level of the student’s intelligence and visual perceptual skill, the higher their mathematics achievement too.

Field Experience and Prospective Teachers' Mathematical Knowledge and Beliefs

2017 ◽  
Vol 48 (2) ◽  
pp. 148-190 ◽  
Author(s):  
Erik D. Jacobson
Keyword(s):  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematics Learning ◽  
Future Research ◽  
Prospective Elementary Teachers ◽  
Knowledge And Beliefs ◽  
And Mathematics ◽  
Education And Development ◽  
The Relationship

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

scholarly journals The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Meng Sun ◽  
Yue Dong ◽  
Fei Xu ◽  
Xue Sun ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mathematics Learning ◽  
Positive Influence ◽  
Mediating Effect ◽  
School Students ◽  
Programming Education ◽  
And Mathematics ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

scholarly journals HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 8 PALU

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 13-18
Author(s):  
Fitrianti Fitrianti ◽  
Bakri Mallo ◽  
Linawati Linawati
Keyword(s):  
Emotional Intelligence ◽  
Random Sampling ◽  
Alternative Hypothesis ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Significance Level ◽  
Initial Hypothesis ◽  
And Mathematics ◽  
The Relationship

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 8 Palu yang terdiri dari 5 kelas. Sampel penelitian diperoleh dengan menggunakan teknik random sampling, jumlah siswa yang menjadi sampel sebanyak 44 orang. Pengumpulan data menggunakan dua instrumen yaitu, kuisioner kecerdasan emosional dan dokumentasi prestasi belajar dari nilai rapor. Hasil analisis data dengan menggunakan uji korelasi product moment diperoleh nilai korelasi r = 0,417. Nilai rtabel = 0,297 untuk N = 44 dengan taraf signifikansi 5%. Nilai rhitung (0,417) > rtabel (0,297) maka diputuskan menerima hipotesis alternatif (H1) dan menolak hipotesis awal (H0). Artinya terdapat hubungan yang positif dan signifikan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Kata kunci: Kecerdasan Emosional dan Prestasi Belajar Matematika The purpose of this study was to determine the relationship between emotional intelligence with mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. The population of this study is all students of VIII grade at SMP Negeri 8 Palu consisting of 5 classes. The sample was obtained by using random sampling technique. The total number of the sample was 44 students. The data collection used two instruments, namely, emotional intelligence questionnaire and documentation of learning achievement from the report card. The results of data analysis using product moment correlation test obtained correlation value r = 0.417. Value of rtable = 0,297 for N = 44 with significance level 5%. The value of rcount (0.417)> rtable (0.297) then decided to accept the alternative hypothesis (H1) and reject the initial hypothesis (H0). This means there is a positive and significant relationship between emotional intelligence and mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. Keywords: Emotional Intelligence and Mathematics Learning Achievement

Can we be friends with Mitsuku? A longitudinal study on the process of relationship formation between humans and a social chatbot

2020 ◽  
Vol 38 (1) ◽  
pp. 279-300
Author(s):  
Emmelyn A. J. Croes ◽  
Marjolijn L. Antheunis
Keyword(s):  
Longitudinal Study ◽  
Social Processes ◽  
Communication Research ◽  
Relationship Formation ◽  
Social Attraction ◽  
Self Disclosure ◽  
Abcde Model ◽  
The Social ◽  
Machine Communication ◽  
The Relationship

This explorative study investigated (a) whether social attraction, self-disclosure, interaction quality, intimacy, empathy and communicative competence play a role in getting-acquainted interactions between humans and a chatbot, and (b) whether humans can build a relationship with a chatbot. Although human-machine communication research suggests that humans can develop feelings for computers, this does not automatically imply that humans experience feelings of friendship with a chatbot. In this longitudinal study, 118 participants had seven interactions with chatbot Mitsuku over a 3-week period. After each interaction participants filled out a questionnaire. The results showed that the social processes decreased after each interaction and feelings of friendship were low. In line with the ABCDE model of relationship development, the social processes that aid relationship continuation decrease, leading to deterioration of the relationship. Furthermore, a novelty effect was at play after the first interaction, after which the chatbot became predictable and the interactions less enjoyable.

scholarly journals Identity Construction in Mathematics Learning: A Phenomenological Study of Girl Students

2019 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Krishna Prasad Adhikari
Keyword(s):  
Identity Construction ◽  
Phenomenological Study ◽  
Mathematics Learning ◽  
Learning System ◽  
Master's Level ◽  
Depth Interview ◽  
And Mathematics ◽  
Teaching Learning ◽  
Girl Students ◽  
Thematic Network Analysis

This phenomenological study examined how girl students struggle in constructing their identity in mathematics learning. The concept given by Cobb and Hodge (2003) was used as a theoretical basis to explain the identity construction of girls. In addition, the process of identity construction is critically examined through a feminist perspective. Three girl students studying mathematics in Master’s level were involved in in-depth interview. The data collected through interview were first transcribed, which was followed by thematic network analysis to make meaning from the information. The key finding was that students faced difficulties and struggle due to patriarchal system of society, false beliefs about mathematics and mathematics learning, and traditional and meritocratic system of teaching learning system.

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