Authentic Mathematical Modelling Behaviours for Secondary School Students

2019 ◽  
pp. 547-551
Author(s):  
Kerri Spooner
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Mathematical Modelling ◽  
Real World ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Ethnographic Study ◽  
School Students ◽  
The World ◽  
Further Development

Mathematical modelling is part of many curricula around the world. Some of these curriculum statements are vague and general. There is a need for statements to be more specific with supporting examples for implementation of curriculums. There is also a need for further development of activities focused on authentic mathematical modelling behaviour. To address this problem, an ethnographic study in New Zealand was carried out to identify the behaviours of a real world mathematical modelling team. These behaviours were then explored to determine what they could look like for a sixteen-year-old student. This paper will present the modelling behaviours of the real world modelling team and the potential authentic mathematical modelling behaviours of a secondary school student.

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

scholarly journals Students learning with interactive virtual math: an exploratory study in the classroom

2017 ◽  
Vol 1 (1) ◽  
pp. 80 ◽  
Author(s):  
Sônia Palha
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Tertiary Education ◽  
Learning Experience ◽  
Small Scale ◽  
School Students ◽  
Dynamic Events ◽  
The Subject ◽  
Scale Experiment ◽  
Further Development

Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.

The education professional: From imaginary to knowledge. A laboratory experience

2021 ◽  
pp. 49-62
Author(s):  
Anna Grazia Lopez
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Educational Service ◽  
School Students ◽  
Future Aspirations ◽  
Education Professional ◽  
The World ◽  
Professional Profile ◽  
The University ◽  
Structured Questionnaire

The Autor describe a training orientation experience intended for fourth and fifth year of secondary school students aimed at promoting conscious access to the university world and facilitating the process of building their own professional prefigurations. These paths led by career advisors, experts in the world of work and guidance representatives involved 16 classes from four institutes for a total of 278 students. Each meeting was structured in two moments: a Photolangage workshop and a seminar, which consisted in making the experts in the field talk with the students of the schools participating in the guidance activity. The Photolangage workshop was followed by a moment dedicated to the meeting with experts from the world of training present in the territory, each of whom described their field of action. As it is written in the Guidelines, the guidance activity should also be done by those who have specific professional skills, who are outside the school and who can introduce the girls and boys to the world of work in order to promote the process of work inclusion. The experts in the area working in the field of education were asked to present to the students the professional profiles for the degree course: social educators, child educators and trainers. The experts called to converse with the students each represented different areas of education and social work: one coordinator of an educational service for children, two company trainers, two social planners. Each of the eight meetings included, at the beginning of the activity, the administration of a semi-structured questionnaire aimed at surveying the students' previous knowledge about the educator's field of action, the skills of this professional profile, as well as future aspirations and expectations with respect to the guidance experience.

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