scholarly journals The Effect of Dynamic Mathematics Software Geogebra on Student’ Achievement: The Case of Differential Equations

2021 ◽  
Vol 11 (6) ◽  
pp. 211
Author(s):  
Mohamed Latifi ◽  
Khalid Hattaf ◽  
Naceur Achtaich
Keyword(s):  
Differential Equations ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Mathematical Thinking ◽  
Thinking Styles ◽  
Control Group ◽  
Mathematical Concepts ◽  
Government School ◽  
Dynamic Mathematics ◽  
The Impact

In mathematics, a differential equation uses important mathematical concepts like function, derivative, integral, etc. Geogebra is a dynamic mathematical software uniting geometry, algebra and differential calculus. There are two objectives in this study. The first objective is to examine the impact of the use of Geogebra on the students’ understanding of differential equations. The second objective is to see how the students interact with a Geogebra environment according to their styles of mathematical thinking. The subjects of this research were 35 and 32 students for the experimental and control group, respectively of 12th grade at a government school, west of Morocco, in the academic year 2020-2021. These participants have different mathematical thinking styles (MTS): visual, analytic, and integrated. The results show that teaching differential equations with GeoGebra is more efficient in terms of conceptual knowledge than the conventional method. In procedural knowledge, students in both groups were in similar achievement levels. We can conclude that Geogebra was more beneficial for students with integrated thinking, especially for conceptual knowledge.    Received: 19 July 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

Hole-in-the-Wall learning stations and academic performance among rural children in India

2014 ◽  
Vol 8 (1) ◽  
pp. 31-53 ◽  
Author(s):  
Ritu Dangwal ◽  
Krati Sharma ◽  
Santonu Hazarika
Keyword(s):  
Academic Performance ◽  
Computer Literacy ◽  
Continuous Process ◽  
Socioeconomic Background ◽  
Control Group ◽  
Government School ◽  
Content Type ◽  
Time Points ◽  
The Impact ◽  
Experimental Group

Purpose – Earlier research on “Hole-in-the-Wall (HiWEL)” conclusively indicated groups of children pick up computer literacy on their own and are adept at performing basic functions such as cut, copy, paste, surf the internet to answer high-end questions. Research also indicates that children self-organize themselves to figure out things which they find difficult and thus learning is a continuous process for them. The studies have also indicated that HiWEL pedagogy is child centric and is at the discretion of the child. Children organize themselves and become self-regulated learners. However, so far no study has been undertaken to determine whether children accessing Hole-in-the-Wall learning stations (HiWEL LSs) can improve in mathematics and English. The intent of the present study is to examine whether groups of children are able to pick up mathematics and English on their own using the learning station. The paper aims to discuss these issues. Design/methodology/approach – In order to study the impact of HiWEL LS on mathematics and English, the authors took two groups; experimental group and control group from six states. Experimental group – 31 children from each site (except for two sites, where experimental group consisted of 30 children) were randomly selected to be a part of the study. 16 children from class 6th and 15 children from class 7th were identified. For this study, the experimental group consisted of a total of 277 children from nine locations. Mathematics and English tests were administered at two time points, pre and post within a gap of six months of installing the learning station. Control group – children that formed the control group were selected from nearby villages with similar socioeconomic background as the experimental group. A total of 135 children (15 children per location) were selected for this study. This group did not have access to HiWEL LS or to any other computers. These children were also tested on the same two tests at two time points, pre and post within a gap of six months. Findings – Children exposed and using HiWEL LSs pick up academic English and mathematics on their own for grade 6th and 7th. These are government school going children. Qualitatively, the teachers and parents feel that they too have seen the benefits in the academic achievement of these children. Research limitations/implications – The study was done for a six-month period across seven sites. This study should be replicated over across entire India and a bigger sample should be taken for results to be conclusive. Practical implications – The actual quantity of schooling that underprivileged children experience and the quality of teaching they receive are extremely insufficient. This seems to be true of both the educationally more advanced states and the educationally backward states. These findings suggest a new pedagogy for enabling children to improve their academic performance which in turn leads to improvement in school performance. Thus, for the current educational system, it is important to have alternatives. Originality/value – So far, no study has been undertaken to determine whether children accessing HiWEL LSs can improve in mathematics and English. The intent of the present study is to examine whether groups of children are able to pick up mathematics and English on their own using the learning station. And, the findings have been positive.

scholarly journals Developing sport expertise in youth sport: a decision training program in basketball

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7392 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Luis Garcia-Gonzalez ◽  
Fernando Del Villar Alvarez ◽  
Damián Iglesias Gallego
Keyword(s):  
Decision Making ◽  
Training Program ◽  
Procedural Knowledge ◽  
Group Analysis ◽  
Video Feedback ◽  
Control Group ◽  
Sport Expertise ◽  
Validated Questionnaire ◽  
The Impact ◽  
Experimental Group

Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

Learning Important Mathematics From Contextualization and Networked Collaboration—A Review of The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics

2015 ◽  
Vol 46 (1) ◽  
pp. 125-129
Author(s):  
M. Kathleen Heid
Keyword(s):  
Large Scale ◽  
Educational Software ◽  
Mathematical Thinking ◽  
Leading Edge ◽  
Small Scale ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The Core ◽  
The Impact ◽  
The Relationship

SimCalc is an educational software and curriculum program designed to introduce students as young as middle school age to fundamental mathematical concepts—change and variation—that underpin the transition from algebra to calculus. The core underlying mathematical idea is the Fundamental Theorem of Calculus, and through activities involving change and variation, SimCalc students acquire contextualized, networked, and collaborative experience with the relationship between derivatives and antiderivatives. The program had been guided from its birth by the late James J. Kaput, a mathematics education leader who thrived by working on the leading edge of the field. This book reports not only on the theory on which SimCalc is based but also on more than 15 years of small-scale and large-scale research on the impact of SimCalc. It also includes thoughtprovoking discussions of the ways in which the SimCalc approach relates to other work on engaging students in mathematical thinking.

scholarly journals The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

2021 ◽  
Vol 16 (10) ◽  
pp. 194
Author(s):  
Lina Fouad Jawad ◽  
Ban Hassan Majeed ◽  
Haider TH. Salim ALRikabi
Keyword(s):  
Formative Assessment ◽  
Mathematical Reasoning ◽  
Mathematical Thinking ◽  
Control Group ◽  
Logical Thinking ◽  
First Semester ◽  
Reasoning Test ◽  
Quasi Experimental ◽  
The Mean ◽  
The Impact

The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.

scholarly journals NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

2017 ◽  
Vol 5 (1) ◽  
pp. 214-229
Author(s):  
Zhanys Aray Boshanqyzy ◽  
Nurkasymova Saule Nurkasymovna
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Effectiveness ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Information And Communication ◽  
Effective Use ◽  
Main Ideas ◽  
The Impact

The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.

scholarly journals Does Interactive Multimedia Strategy Improve Listening Skills better than Vocabulary Skills?

2019 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Rashed Alghamdy
Keyword(s):  
Interactive Multimedia ◽  
Traditional Learning ◽  
Control Group ◽  
Listening Skills ◽  
Government School ◽  
Efl Learners ◽  
Vocabulary Skills ◽  
The Impact ◽  
Experimental Group ◽  
Better Than

This study examines the impact of interactive multimedia in enhancing EFL students’ English skills ability in learning English as a foreign language context. To identify the impact of interactive multimedia strategy on the achievements of EFL learners, a quasi-experimental design study was applied for one month at an elementary school in Saudi Arabia. In particular, this study purposes to investigate whether the EFL learners in the experimental group would improve their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy in comparison to their peers in the traditional learning method. The participants in this study were 40 male students, aged 11-13 years, level six at an elementary government school in Al-Baha City.The results highlighted that there are statistically significant differences between the mean scores of the EFL learners who were taught listening skills and vocabulary skills via the interactive multimedia strategy and those who were taught the same skills by using the traditional learning (the control group) in the post-test. Furthermore, the results indicated that the EFL learners in the experimental group have improved their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English listening skills and vocabulary skills test score at the pre-test.

scholarly journals EFL Learners’ Behavior States and Academic Outcomes during Playing Games Strategy

2019 ◽  
Vol 10 (4) ◽  
pp. 826
Author(s):  
Rashed Alghamdy
Keyword(s):  
Traditional Learning ◽  
Control Group ◽  
Experimental Conditions ◽  
Government School ◽  
Efl Learners ◽  
Task Behavior ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Learning English

To identify the impact of playing games on the achievements of EFL learners, a quasi-experimental design study was applied for 4 weeks at an elementary school in Saudi Arabia. This study examines the impact of playing games in enhancing EFL students’ English skills ability in learning English as a foreign language context. In particular, this study purposes to investigate the impact of playing games in comparison to traditional learning in learning English skills on the achievement of EFL learners and their behavioral states during playing games. The participants in this study were 52 male pupils, aged 12-15 years, level six at an elementary government school in Al-Baha City. According to the results from the post-test obtained they highlight statistical variances between the average scores from the EFL learners who were taught English within the learning method of playing games and the control group taught English using traditional learning methods. The variances favored the experimental group nevertheless the findings in the pre-test score suggested there were no statistical variances amid the EFL learners in the first group and those in the other groups in the achievement of English.Furthermore, the observation findings indicate that the EFL learners in the experimental conditions displayed more playing together behavior states and less playing individually on-task behavior states, non-playing together behavior, and off-task behavior than their classmates in the control condition.

scholarly journals Teachers’ metacognition and Higher Order Thinking Skills (HOTs) of Elementary School learners in Eastern Samar, Philippines

2021 ◽  
Vol 4 (4) ◽  
pp. 169-174
Author(s):  
Princess Mae M Ellado
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Primary Objective ◽  
Higher Order Thinking Skills ◽  
Weak Negative Correlation ◽  
High Level ◽  
The Impact

This investigation aimed to identify a significant relationship between teachers' metacognition and learners’ higher-order thinking skills (HOTs). The correlational research method was employed to satisfy the investigation's primary objective. Two respondents were involved, including a total enumeration of Grade VI teachers and randomly selected Grade VI learners in Can-avid District. Through the administration of adapted sets of questionnaires and analysis of data using appropriate descriptive and inferential statistical tools, the study revealed the following salient findings: (1) majority of the teacher respondents indicated a very high level of conceptual knowledge of cognition and planning skills of cognition regulation rather than procedural knowledge and evaluating and monitoring skills; (2) learners have exhibited very poor higher-order thinking skills in terms of scientific inquiry skills of analyzing, evaluating, and creating; and that (3) teachers’ metacognition only manifested a weak negative correlation with learners creating skills. The study recommends the advancement of teachers’ metacognition and learners’ HOTs through active integration of said skills in the curriculum and providing opportunities for teachers’ professional advancement. Finally, future researchers should conduct a larger-scale inquiry to fully comprehend the relationship between the variables studied in this study and to fully realize the impact of metacognition on learners' skills, which was not demonstrated in this paper.

Sign in / Sign up

Export Citation Format

Share Document