Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Facebook as an Educational Environment for Mathematics Learning

2015 ◽  
pp. 143-162 ◽  
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Facebook as an Educational Environment for Mathematics Learning

2015 ◽  
pp. 406-425
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

scholarly journals Facebook as a Platform of Social Interactions for Meaningful Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 151
Author(s):  
Nurul Farhana Jumaat ◽  
Noriesah Ahmad ◽  
Norazrena Abu Samah ◽  
Zakiah Mohamad Ashari ◽  
Dayana Farzeeha Ali ◽  
...  
Keyword(s):  
Social Interaction ◽  
Learning Environment ◽  
Social Networking ◽  
Social Interactions ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Social Networking Site ◽  
Online Learning Environment ◽  
The Social

Undeniably, Facebook has become a significant part of students’ life in the 21st century. Therefore, interactions between instructors and students play a major role in learning through an online social learning environment like Facebook. Such an interaction is known as the key elements that can measure students’ learning process, particularly in an online learning environment. Past researchers have agreed that a social networking site does not only promote social interaction but also have high potential to be used for teaching and learning purposes. However, interactions that occur in social networking sites are meaningless due to lack of proper guidance. Lack of proper guidance will lead to no or little intellectual growth among students because the students might be very likely to discuss unrelated topics. Therefore, the goal of this study is to discuss the social interactions that exist in Facebook and its potential as a platform to enhance meaningful learning among students.

Information Disclosure on Social Networking Sites

2019 ◽  
pp. 91-110 ◽  
Author(s):  
Clare Doherty ◽  
Michael Lang ◽  
James Deane ◽  
Regina Connor
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Perceived Risk ◽  
Information Disclosure ◽  
Strong Support ◽  
Legal Protection ◽  
Social Networking Site ◽  
Risk Propensity ◽  
Proposed Model ◽  
The Social

This chapter explores how six constructs—control, trust, perceived risk, risk propensity, perceived legal protection, and privacy disposition—affect information disclosure on the Social Networking Site (SNS) Facebook. Building upon previous related work, an extended causal model of disclosure behaviour is proposed. The hypothesised relationships in this model were tested using survey data collected from 278 social networking site users in Ireland. The results of the analysis provide strong support for the proposed model.

How Can Digital Technology Enhance Mathematics Teaching and Learning?

2020 ◽  
pp. 216-243
Author(s):  
Monika Dockendorff
Keyword(s):  
Learning Environments ◽  
Digital Technology ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Interactive Software ◽  
Education Programs ◽  
Mathematics Teaching And Learning

As digital technology becomes more ubiquitous in society and education, mathematics teachers are expected to design and integrate technology-enriched learning environments effectively. This task encompasses many challenges, but primarily, it entails the identification of how technology may produce insights. This study examines several categories of core mathematical processes that can be enhanced by the integration of dynamic interactive software such as identifying properties, connecting multiple representations, and solving problems, among others. The process of visualization appears at the center of dynamic and interactive mathematics learning environments. Evidence of its functionality and the benefits it reports to the teaching and learning process for each category is presented. Further discussion on the challenges that mathematics teacher education programs and teachers face—not only in their digital competences but also in the role they play—are outlined.

scholarly journals EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY

2020 ◽  
Vol 8 (2) ◽  
pp. 67-74
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Metacognitive Skills ◽  
Student Interactions ◽  
Learning Practices ◽  
Metacognitive Regulation ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Mathematics Teaching And Learning

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Social networking sites and customers’ attitude towards advertisements

2019 ◽  
Vol 13 (4) ◽  
pp. 477-491 ◽  
Author(s):  
Kaustav Mukherjee ◽  
Neelotpaul Banerjee
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Social Networking Sites ◽  
Purchase Intention ◽  
Positive Attitude ◽  
Social Networking Site ◽  
Customer Engagement ◽  
Content Type ◽  
The Social ◽  
The Impact

Purpose The study aims to demonstrate the impact of social media users’ positive attitude towards the social networking sites (SNS) on the generation of a positive attitude towards social networking advertisements (SNA). A favourable attitude towards the SNA thus generated can positively influence brand attitude and purchase intention. Design/methodology/approach An online survey was conducted to collect relevant data using a structured questionnaire. Structural equation modelling was conducted using the statistical software AMOS 18. Findings Empirical analysis revealed the importance of brand advertisements on the social networks in inciting a positive attitude as well as a purchase intention for the brand in the SNS users’ minds. Research limitations/implications The study has been conducted in the Indian context using Facebook as a model social networking site. Practical implications Social media being one of the most popular and user-friendly platforms for regular communications, marketers are suggested to allocate a sizeable share of the advertising budget for social media advertisements and customer engagement so as to help build a positive attitude towards the advertised brand in the SNS users’ minds. Originality/value To the best of the authors’ knowledge, the impact of users’ positive evaluation of SNS as an effective communication medium, on the generation of a positive attitude towards the SNA, has been dealt for the first time here.

PENGEMBANGAN MEDIA PEMBELAJARAN E-COMIC DALAM PEMBELAJARAN MATEMATIKA

2019 ◽  
Vol 2 (1) ◽  
pp. 11-19
Author(s):  
Nuriza Siregar ◽  
Suherman Suherman ◽  
Rubhan Masykur ◽  
Rahma Sari Ningtias
Keyword(s):  
Data Analysis ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
T Test ◽  
Learning Mathematics ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Mathematics Teaching And Learning ◽  
Descriptive Qualitative

This article intends to develop mathematics learning media in the form of e-Comic in mathematics teaching and learning. The method of this research was eight stages developing from Borg and Gall which has been modified by Sugiyono. Instrument of this research was validation questionnaire and feedback questionnaire for students. Technique of data analysis used descriptive quantitative and descriptive qualitative. To test the effectiveness, the researcher implied and used t test. The result shows that media of learning in the form of e-Comic mathematics on the arithmetic subject was eligible. It was obtained from validator. While, the effectiveness of media was obtained from the results of the post-test t-test of students with the results obtained 14.333 and  2.109 so that. It can be defined that the class which was taught by implementing and using e Comic media was better that the conventional class. In conclusion, the developed media can be used as a medium of learning mathematics and it is applicable in mathematics teaching and learning.   Artikel ini memiliki tujuan untuk mengembangkan media pembelajaran matematika berupa e-Comic dalam pembelajaran matematika. Metode penelitian yang digunakan adalah 8 tahap metode pengembangan dari borg and gall yang sudah dimodifikasi oleh Sugiyono. Instrument yang digunakan adalah angket validasi dan angket respon peserta didik. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan deskriptif kualitatif. Uji yang digunakan untuk melihat keefektifan media adalah uji t. hasil penelitian ini adalah sebuah media pembelajaan berupa e-Comicmatematika pada pokok bahasan aritmetik dengan kriteria kelayakan yang didapat dari validator sangat layak, kemenarikan yang didiapat dari peserta didik sangat menarik. Sedangakan keefektifan media didapatkan dari hasil uji t post-test peserta didik dengan hasil perhitungan diperoleh  dan  sehingga  dalam arti kelas yang medapat kemampuan pemecahan masalah  perlakuan pembelajaran media e-Comicmatematika lebih baik (efektif) dari pada kelas yang mendapat perlakuan metode ceramah (tidak menggunakan media pembelajaran). Berdasarkan semua ini dapat disimpulkan bahwa media yang dikembangkan dapat digunakan sebagai media pembelajaran matematika.

scholarly journals ‘Good Morning Fitfam’: Top posts, hashtags and gender display on Instagram

2018 ◽  
Vol 20 (12) ◽  
pp. 4553-4570 ◽  
Author(s):  
Stephanie Alice Baker ◽  
Michael James Walsh
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Social Networking Site ◽  
Analytic Framework ◽  
Gender Identities ◽  
Self Presentation ◽  
Good Morning ◽  
The Social ◽  
And Gender ◽  
Gender Display

Social networking sites are important platforms for visual self-presentation online. This article investigates how content producers present their gender identities on the social networking site, Instagram. We draw upon and develop Goffman’s analytic framework to understand the self-presentation techniques and styles users employ online. Conducting a visual content analysis of clean eating–related top posts, we examine how users deploy clean eating hashtags and how the architecture of Instagram constrains and enables certain identities around shared lifestyles and commercial interests. Our findings reveal the symbolic significance of hashtags for group membership and the degree to which gender identities on Instagram are configured around platform interfaces.

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