scholarly journals La implementación del taller “Juguemos con Álgebra” para la mejora del rendimiento académico en el tema de expresiones algebraicas y la resolución de ecuaciones lineales, así como la conceptualización de la materia de matemáticas de los estudiantes de 3° de secundaria / The Implementation of the Workshop “Let’s Play with Algebra” for the Improvement of Academic Performance in the Field of Algebraic Expressions and Linear Equations Solving Sills as well as the Conceptualization of Maths of 3rd Year of Secondary School Students

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Ana Laura Núñez Rodríguez ◽  
Alma Minerva Aguilar Martínez ◽  
Mireya Sarahí Abarca Cedeño ◽  
Jesús Antonio Larios Trejo
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Linear Equations ◽  
Mathematics Students ◽  
School Students ◽  
Grade Group ◽  
Algebraic Expressions ◽  
Training Approach ◽  
The Subject ◽  
The Impact

ABSTRACTOften, the design of dynamic and engaging activities for teaching mathematics is one of the main challenges faced by teachers of the subject, because the Studies Program 2011 of Mexican Educational System considers that is the teacher who should promote teaching situations to arouse interest in students, promoting the development of skills, by working both individually and as a collective. Looking to design and validate experiences that promote the teaching and learning of mathematics, was conducted this research, which aimed to assess the impact of the workshop “Juguemos con Álgebra” in the conceptualization of the subject of mathematics students of 3rd grade group A, of high school Alberto Larios Villalpando, as well as the impact on academic performance in the area of algebraic expressions and solving linear equations. The workshop implemented the Program of Studies 2011, that is, work-based training approach, which is to problematize students to discuss and analyze their procedures and results, supporting this with the game, as a resource for teaching of algebra.RESUMENCon frecuencia, el diseño de actividades dinámicas y atractivas para la enseñanza de las matemáticas es uno de los principales retos a los que se enfrentan los profesores de dicha materia, debido a que el Programa de Estu-dios 2011 del Sistema Educativo Mexicano considera que es el docente quien debe propiciar situaciones didácticas para despertar el interés en los alumnos; promoviendo el desarrollo de ciertas habilidades, tanto a través del trabajo individual y autónomo como colectivo. Buscando diseñar y validar experiencias que favorezcan el proceso de enseñan-za-aprendizaje de las matemáticas, se llevó a cabo la presente investigación, la cual tuvo como objetivo evaluar el impacto del taller “Juguemos con Álgebra” en la conceptualización de la materia de matemáticas en alumnos de 3° grupo A de la escuela secundaria Alberto Larios Villalpando, turno vespertino, así como también el impacto en el rendimiento académico en el tema de expresiones algebraicas y resolución de ecuaciones lineales. En dicho taller se puso en práctica lo propuesto en el Programa de Estudios 2011, es decir, trabajar con base en un enfoque didáctico, el cual consiste en problematizar a los alumnos para que discutan y analicen sus procedimientos y resultados, apoyando esto con el juego, como recurso para la enseñanza del álgebra. Contacto principal: [email protected]

PENERAPAN STRATEGI PEMBELAJARAN INQUIRY DENGAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII-D SMPN 4 TAMBANG

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Mathematics Students ◽  
Algebraic Form ◽  
Student Activity ◽  
Average Value ◽  
The Subject ◽  
Improve Student Learning

This research is based on the low learning outcome of mathematics students of grade VIII SMPN 4 Tambang.The purpose of this research is to improve the learning outcomes of mathematics through the application ofinquiry learning with CTL approach. This research was conducted in SMPN 4 Tambang with subject of classVIII-D students with 29 students. This classroom action research was started in early January 2017. Theresearch instrument consists of a teacher and student activity sheet instrument and a test of learning outcomes.Based on the results of research and discussion can be concluded that the strategy of inquiry learning with CTLapproach can improve student learning outcomes of mathematics on the subject matter of algebraic form inclass VIII-D SMPN 4 Tambang. On the basic score the number of students who reached the KKM as many as 14people (48.28%) with an average score of 58.79. In cycle I the number of students who reach the KKM of 19people (65.52%) with an average value of 65.69%. In cycle II the number reaching KKM is 25 people (86.21%).

scholarly journals Designing Tasks for a Dynamic Online Environment: Applying Research into Students’ Difficulties with Linear Equations

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 557
Author(s):  
Morten Elkjær ◽  
Uffe Thomas Jankvist
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Linear Equations ◽  
Task Design ◽  
Tree Structure ◽  
Learning Trajectory ◽  
Variation Theory ◽  
Online Environment ◽  
School Students ◽  
Personalised Learning

Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

Collaborative Learning Strategy and Students' Academic Performance in Mathematics and Computer Programming

2021 ◽  
pp. 175-192
Author(s):  
Salako E. Adekunle ◽  
Solomon Adelowo Adepoju
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Computer Programming ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
School Students ◽  
Measurement And Evaluation ◽  
Senior Secondary ◽  
The Impact ◽  
Academic Failures

Humans are facing complex problems such as learning how to solve computational problems and academic failures. This research focused on the impact assessment of collaborative learning strategy on solving computational problems among students in Nigeria. A mixed research design was used and the population was 1600 senior secondary school students. A stratified random sampling method was used to select 240 SS III students for the study. The mathematics and computer programming performance tests instrument for data collection were validated by experts in educational measurement and evaluation. A reliability coefficient of 0.79 was obtained for the test instrument. The data collected were analysed using mean, standard deviations and multivariate analysis of covariance (MANCOVA) statistical tools. Findings revealed that the use of collaborative learning strategy was effective on student's academic performance in solving mathematical and programmatically based problems. Recommendations on students' learning activities were suggested for the enhancement of students' learning experiences.

scholarly journals Maths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics

2020 ◽  
Author(s):  
Aoibhinn Ni Shuilleabhain ◽  
Anthony Cronin ◽  
Mark Prendergast
Keyword(s):  
Social Research ◽  
Time Frame ◽  
Mathematics Students ◽  
Undergraduate Mathematics ◽  
High Stakes ◽  
Mathematical Concepts ◽  
Attitudes Towards Mathematics ◽  
Before And After ◽  
The Subject ◽  
The Impact

Abstract In this paper we explore the attitudes of under-privileged secondary school pupils in Ireland towards mathematics and investigate the impact of attending a 4-week engagement programme on these attitudes. The pupils involved in this research attended schools recognized by the Department of Education & Skills as socio-economically deprived. Pupils attending these schools, known as Delivering Equality of Opportunity in Schools (DEIS), are 40% less likely than their counterparts in non-DEIS schools to pursue mathematics at a higher level in state examinations (Smyth, E., Mccoy, S. & Kingston, G., 2015, Learning From the Evaluation of DEIS. Dublin: Economic and Social Research Institute). However, little research has reported on these pupils’ experiences of and attitudes towards mathematics at senior secondary level. An engagement programme entitled ‘Maths Sparks’ was purposefully designed for secondary pupils from DEIS schools, with the aim of positively influencing their attitudes towards and confidence in mathematics. The programme consisted of weekly out-of-school workshops exploring extra-curricular mathematics topics, designed and delivered by undergraduate mathematics students. Questionnaires were utilized to evaluate pupils’ attitudes towards mathematics before and after their participation in the programme. Despite its relatively short time frame, qualitative and quantitative analysis suggests an increase in participating pupils’ attitudes towards, enjoyment of and self-confidence in mathematics due to their participation in the programme. Findings also suggest that while these pupils liked the subject of mathematics, their experience of learning the subject in school was not always positive and was sometimes hindered by the absence of higher-level mathematics as an option in school. The high-stakes examination content and teachers’ beliefs in the ability of their students also sometimes negatively impacted learners’ intentions to pursue mathematics at a higher level. Findings suggest that longitudinal mathematics engagement programmes, which focus on problem solving, involve extra-curricular mathematical concepts and are presented by undergraduate mathematics students, may provide a valuable way of positively impacting pupils’ intentions to pursue the subject.

Why Choose Psychology? An Investigation of Norwegian High School Students

2019 ◽  
Vol 19 (2) ◽  
pp. 128-142
Author(s):  
Anja Møgelvang Jacobsen ◽  
Åge Diseth
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Academic Performance ◽  
High School Students ◽  
Common Reason ◽  
School Students ◽  
Factor Solution ◽  
General Satisfaction ◽  
The Subject ◽  
Three Factor

Psychology as an A-level subject in senior high school (12th to 13th grade) has increased in popularity in recent years. The purpose of this study was to investigate why students choose psychology as a subject, and their satisfaction with this choice. A total of 624 Norwegian students responded to a survey. A factor analysis supported a three-factor solution in relation to reasons for choosing to study psychology in terms of “interest,” “therapy,” and “rigor.” The results showed that interest in the subject was the most common reason, thus supporting the “sexy subject hypothesis.” However, a substantial minority of the students also reported personal reasons for choosing psychology, hence there was some support for the “therapy hypothesis.” The least pertinent reason for choosing this subject was a perception of psychology as an easy subject. Hence, the “rigor hypothesis” was not supported. The findings also showed general satisfaction with their choice of psychology as a subject, and realistic expectations of expected academic performance (grades) in psychology. Practical consequences were discussed.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

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