scholarly journals Information Literacy and Mathematics Education Students: A Case Study in Library Instruction

2018 ◽  
Vol 3 (1) ◽  
pp. 58-65
Author(s):  
M.H. Albro ◽  
K. Megan Sheffield ◽  
Anne Gant
Keyword(s):  
Mathematics Education ◽  
Information Literacy ◽  
Library Instruction ◽  
Education Students ◽  
And Mathematics

scholarly journals Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education

10.28945/3660 ◽  
2017 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Single Case ◽  
Empirical Support ◽  
Future Research ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Visualization Tools ◽  
And Mathematics

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

scholarly journals Assessing the Affordances of SimReal+ and their Applicability to Support the Learning of Mathematics in Teacher Education

10.28945/3692 ◽  
2017 ◽  
Vol 14 ◽  
pp. 121-138 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Single Case ◽  
Empirical Support ◽  
Future Research ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Visualization Tools ◽  
And Mathematics

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

scholarly journals Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics

2019 ◽  
Vol 2 (3) ◽  
pp. 124
Author(s):  
La Misu ◽  
I Ketut Budayasa ◽  
Agung Lukito ◽  
Rosdiana Rosdiana
Keyword(s):  
Mathematics Education ◽  
Metacognitive Awareness ◽  
Mathematical Ability ◽  
Education Student ◽  
Mathematics Students ◽  
Education Students ◽  
Mathematical Abilities ◽  
The Difference ◽  
And Mathematics ◽  
Mathematics Department

Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.

scholarly journals Profile of Mathematics Education Students’ Understanding with Moderate Mathematics Ability in the Aspect of Dissection of Group

Variabel ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Jafar Jafar ◽  
I Ketut Budayasa ◽  
Dwi Juniati
Keyword(s):  
Mathematics Education ◽  
Abstract Algebra ◽  
Education Students ◽  
Mathematics Ability ◽  
Group Concept

<em>One aspect that can be used to identify the completeness of the students’ understanding to a concept is by doing dissection to the concept. This is a case study on the students of mathematics education who had moderate ability, and the objective was to obtain the profile of students’ understanding towards group concept on the aspect of dissection. The students’ understanding to the concept is needed very much to build foundation for understanding to other concepts in abstract algebra. Based on the result of the study, it was obtained that although the dominant elements that build the concept of group can be identified well but qualitatively the understanding of the students who have moderate ability in mathematics to the group concept is still weak. One of the causes is the mathematics logic as an instrument in managing information in group concept is not used accurately and tightly.</em>

scholarly journals How Much Do Nursing and Teacher Education Students in Norway Learn about Information Literacy in Their First Months of Higher Education?

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Ellen Nierenberg
Keyword(s):  
Teacher Education ◽  
Nursing Students ◽  
Information Literacy ◽  
Academic Writing ◽  
Short Term Memory ◽  
Library Instruction ◽  
Education Students ◽  
Student Groups ◽  
Self Assessments ◽  
Teacher Education Students

This paper presents the findings of recent research at Hedmark University of Applied Sciences (HUAS) in Norway. Information literacy (IL) skills of first-year nursing and teacher education students were documented twice during their first year:early in the first semester, before the library’s IL-instructionafter both library instruction and the submission of a paper in which students had use for course materialAll new students at HUAS attend two IL-classes from the library: “Searching for information” and “Evaluating and citing sources,” where students learn to:critically evaluate sourcesavoid plagiarismcite sourcesResearch questions in this study were designed to best reflect the content of the second library course, and did not address search skills. Questions in the pre- and post-surveys were nearly identical, making it possible to compare results and determine whether or not IL-skills had improved after the combination of library instruction and academic writing. The intention of the post-survey was not to measure short-term memory of library instruction, but rather to see what information students retained after writing a paper which required them to evaluate and cite sources and avoid plagiarism.The largest faculties at HUAS are nursing and teacher education, and this research focuses exclusively on students in these professional studies. Before-and-after results, measuring students’ self-assessments and their actual IL-skills, were analyzed to determine whether or not there are significant differences between student groups.Results show a substantial increase in IL-skills for both student groups in all three topics: evaluating sources, avoiding plagiarism, and citing sources. Although there were only small differences between their skills, self-assessments differed significantly, with nursing students showing more confidence in their abilities than teacher education students. Another difference between student groups is that nursing students believe more often than teacher education students that the sources of easily found facts must be cited in academic work, although this is not necessary.

scholarly journals The Implementation of Ethnomathematics Based-Learning for Students

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Eka Cahya Sari Putra ◽  
Fitri Nur Mahmudah
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Qualitative Approach ◽  
Lesson Plans ◽  
State University ◽  
Education Students ◽  
Teaching Materials

The purpose of this study was to find out about ethnomatematics learning among students majoring in mathematics education at Yogyakarta State University, as well as to what extent students' understanding, especially in applying ethno-mathematics in a learning process in the classroom. This study used a qualitative approach with the type of case study, the object of research was one class of mathematics education students at Yogyakarta State University consisting of 31 students. The results of the study provide information that students understand ethnomatematics but are still constrained by the implementation of learning. Students are constrained in preparing lesson plans and teaching materials where they are still unable to integrate cultural material into the mathematics material.

One-shot Wikipedia: an edit-sprint toward information literacy

2015 ◽  
Vol 43 (1) ◽  
pp. 81-97 ◽  
Author(s):  
John Thomas Oliver
Keyword(s):  
Information Literacy ◽  
Qualitative Data ◽  
Library Instruction ◽  
Student Responses ◽  
Content Type ◽  
Exit Survey ◽  
Writing Students ◽  
Editing Activity ◽  
Student Reflections

Purpose – The purpose of this paper is to investigate which learning targets can be achieved by using Wikipedia as a tool for teaching information literacy within the context of brief one-shot library instruction sessions. Design/methodology/approach – In this case study, a Wikipedia-editing activity was incorporated into 2-hour one-shot instruction sessions. A variety of qualitative data were collected during these sessions: Student reflections during a facilitated discussion, student responses to exit-survey questions and instructor observations about the extent to which students completed Wikipedia-editing tasks. Findings – Students found Wikipedia-editing activities and Wikipedia-related discussions engaging, and as a result they seemed to learn valuable lessons about research and writing. Students participating in this project effectively identified gaps in Wikipedia entries, critically evaluated and used sources to address those gaps and appropriately documented those materials. Students were easily encouraged to be critical about information sources, including Wikipedia and the more traditionally scholarly resources alike. Originality/value – While a great deal of attention has been paid to teaching with multi-week Wikipedia assignments and coursework, evidence from this project suggests that Wikipedia-related activities can be used effectively within much narrower time constraints, including during brief one-shot library instruction sessions.

Teaching programming and mathematics in practice: A case study from a Swedish primary school

2019 ◽  
Vol 18 (4) ◽  
pp. 483-496
Author(s):  
Henrik Stigberg ◽  
Susanne Stigberg
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Computational Thinking ◽  
Thinking Skills ◽  
First Semester ◽  
Elementary School Education ◽  
And Mathematics ◽  
Ninth Grade Students ◽  
The Relationship

Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

scholarly journals Using ACRL Standards to Assess the Information Literacy of Graduate Students in an Education Program

2010 ◽  
Vol 5 (4) ◽  
pp. 21 ◽  
Author(s):  
Amy Jo Catalano
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Services ◽  
Library Instruction ◽  
School Of Education ◽  
Education Students ◽  
Literacy Standards ◽  
Information Literacy Skills ◽  
Capstone Projects

Objective - This study investigates the information literacy of graduate education students, including those in doctoral cohorts. The Association for Research and College Libraries Information Literacy Standards were used a baseline for measurement. Methods - A survey was sent to all graduate students in the School of Education; it asked a combination of questions measuring students’ perceptions of their information literacy skills and testing their knowledge of information literacy. Results – A total of 172 surveys were returned. The results indicated that while there is a heavy reliance on internet sources, many students were able to determine which sources were reliable and which were not. After attending information instruction sessions, students were more familiar with library services and more inclined to use them. Conclusion - It was determined that a one credit course or multiple sessions of library instruction would better serve graduate students completing capstone projects.

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