scholarly journals Effectiveness of GeoGebra towards Students’ Active Learning, Performance and Interest to Learn Mathematics

2021 ◽  
Vol 09 (10) ◽  
Author(s):  
Etienne Nzaramyimana ◽  
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Conventional Classroom ◽  
Logarithmic Functions ◽  
Grade 11

The present study explored the effectiveness of GeoGebra in enhancing students’ active learning, performance and interest to learn mathematics. Much emphasis was put in teaching and learning exponential and logarithmic functions. The general intention was to investigate whether the use of ICT be used to improve the teaching and learning of mathematics in Rwandan Secondary Schools. The present study is an experimental research design that employed Grade 11 students of one secondary school within Kayonza district of Rwanda. Thus, sample of 34 Grade 11 students were taught exponential and logarithmic functions with the use of GeoGebra from 19 August 2019 to 30 October 2019. Before the intervention, a short group discussion with Grade 11 students was conducted to see the students’ attitudes about learning mathematics using ICT tools. Besides, a mathematics teacher was asked a challenging topic to teach within conventional classroom. After learning with the use of GeoGebra, an attitudinal survey questionnaire was used to collect quantitative data about the effectiveness of GeoGebra in learning mathematics. Data were analyzed descriptively using Excel 2016. It was found that students acquired more knowledge. The study showed that students can learn independently through interactive dynamic software. The results, therefore, showed that students’ interest to learn mathematics increased. There is a need to strengthen one laptop per student program to enhance students’ independent learning of mathematics

scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

scholarly journals Technological Innovation or Educational Evolution? A Multi-disciplinary Qualitative Inquiry into Active Learning Classrooms

2018 ◽  
Vol 18 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Xiaoshan Zhu Gordy ◽  
Ellen M Jones ◽  
Jessica H Bailey
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Comparative Method ◽  
Group Discussion ◽  
Qualitative Inquiry ◽  
Learning Enjoyment ◽  
Field Notes ◽  
Audio Video ◽  
The Impact

In recent years, many institutions have transformed traditional classrooms (TCs) into technology-rich active learning classrooms (ALCs) to accommodate the pedagogical concept of “active learning”. In order to investigate the impact of ALCs on teaching and teaching, we observed an instructor teaching in an ALC for an entire academic year, audio/video-recorded every class and took field notes. A focus group discussion was conducted with faculty from six allied health disciplines who taught weekly classes in the ALC and an online survey was distributed to students who took those classes. Data was then analysed using a qualitative constant comparative method (CCM). Findings indicated that the ALC generated greater teaching and learning enjoyment, deepened engagement, amplified interaction, enhanced group activity efficiency and fostered the development of creative ideas.  All these features were interrelated and created a synergistic effect on student learning.

scholarly journals Student Perceptions Towards Moodle and Kahoot Based e-Learning in Learning Mathematics

2020 ◽  
Vol 3 ◽  
pp. 315-318
Author(s):  
Ahmad Anis Abdullah ◽  
Tri Rochmadi
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Learning Model ◽  
Education Students ◽  
Learning Mathematics ◽  
E Learning ◽  
Students Attitudes

Today's students are digital natives. They grow with digital technology. Universitas Alma Ata is adapting to learning styles in the digital age by integrating e-learning based learning and classroom learning. The e-learning model that is applied is based on moodle and kahoot. This learning model was introduced to students in September 2017. The meaning of this manuscript is to determine whether the use of moodle and kahoot based e-learning will help students in learning mathematics. It also examines the effect of applying e-learning on student perceptions. Twelve mathematics education students were included in this study. A set of questionnaires was specified to evaluate students' attitudes and perceptions of learning. From the findings, conclusions have been drawn about the role of moodle and kahoot based e-learning to support the teaching and learning process. The results show that students show positive perceptions using moodle and kahoot based e-learning.

scholarly journals Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Mamokgethi Setati ◽  
Terence Molefe ◽  
Mampho Langa
Keyword(s):  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Necessary Condition ◽  
Multilingual Classrooms ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Education And Employment ◽  
Multilingual Classroom ◽  
Gain Access ◽  
Grade 11

In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment.

scholarly journals Teaching and Learning with Technology: Ramification of ICT Integration in Mathematics Education

2020 ◽  
Vol 10 (1) ◽  
pp. 27-40
Author(s):  
Marvelino Manipol Niem ◽  
Rizza Untalan Veriña Veriña Veriñ ◽  
Emil Castillo Alcantara
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Senior High School ◽  
Sample Size Determination ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Power Point

The study was undertaken to determine the extent of integration of Information and Communication Technology (ICT) to Mathematics teaching and learning processes among Junior and Senior High School teachers in the Division of Tanauan City. Further, the research also identified various challenges encountered in ICT-based teaching and learning Mathematics. This study used mixed method of research to obtain the necessary data in the conduct of this research. Specifically, the researchers used survey questionnaire, interview, and focus group discussion with the 77 junior and senior high school Mathematics teachers from the division of Tanauan City. The actual number of respondents was determined using Raosoft sample size determination at five percent margin of error and used stratified random sampling. The Weighted Mean, Frequency Distribution, Percentage, Mean, Standard Deviation, and T-test were the statistical tools used to analyze the data gathered. Based on the findings of the study, majority of the respondents were female, bachelor’s graduate, from teachers I to III, 15 years below in the service and not active in the ICT – related seminars attended. Most of the respondents use technology in writing lesson plans, in computing students’ results and, in teaching the lesson through power point presentations. However, due to the lack of resources and little fund from the MOOE, the respondents rarely use telecommunication devices such as cable, satellite, fax-machine etc. to interact with pupils. There is a significant difference between the extent of the use of ICT in teaching and learning Mathematics and years in teaching. Different challenges like lack of ICT facilities, confidence in the use of ICT and lack of trainings attended were the most commonly identified by the respondents. With the aforementioned, the researchers recommended that Mathematics teachers must be given more opportunities to participate ICT-based seminars and trainings.

scholarly journals THE TEACHING AND LEARNING OF MATHEMATICS FOR ECONOMICS AND BUSINESS AT UNIVERSITY LEVEL

2019 ◽  
Vol 31 (5) ◽  
pp. 1605-1608
Author(s):  
Murat Sadiku ◽  
Nimete Berisha
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Research Strategy ◽  
Systematic Sampling ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Students Attitudes

The course of mathematics becomes even more crucial for students of economics and business since its application is inevitable in many other courses of the curricula and practice as well. The instructor is required to raise the awareness of students and encourage them to develop mathematics study routine. Thus, the quality of teaching and learning mathematics is of major challenge for instructors, since a number of students face with mathematics learning difficulties. Thereby the purpose of this research is to examine the students’ attitudes towards mathematics and to identify the reasons that influence the learning obscurity by providing a feedback from the students from three universities from North Macedonia.The research methodology consists on a quantitative research strategy. The survey was conducted through a structured self completion questionnaire using a systematic sampling technique.

scholarly journals Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticas

2013 ◽  
Vol 8 (1) ◽  
pp. 31-50
Author(s):  
Rubí López ◽  
Enrique Castro ◽  
Marta Molina
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
First Year ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Students Attitudes

Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticasEste trabajo describe tendencias detectadas en las actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en la enseñanza y aprendizaje de las matemáticas, mediante opiniones emitidas en un cuestionario sobre actitudes diseñado para tal efecto. Se describe el proceso seguido para establecer categorías para las actitudes hacia el uso de tecnología puestas de manifiesto por los estudiantes en sus respuestas. Los resultados indican una tendencia de actitudes positivas.Undergraduate engineering students’ attitudes towards using technology in mathematicsThis paper describes trends detected in first year engineering students’ attitudes towards the use of technology in teaching and learning mathematics through opinions gathered in a survey about attitudes designed for this purpose. We describe the process followed to establish categories for the attitudes towards the use of technology evidenced by the students in their answers. The results indicate a trend of positive attitudes.Handle: http://hdl.handle.net/10481/27878

scholarly journals Students’ Perceptions on the Implementation of Blended Learning in English for Mathematics

2021 ◽  
Vol 4 (3) ◽  
pp. 292
Author(s):  
Susanti Malasari ◽  
Lemmuela Alvita Kurniawati ◽  
Ika Fathin Resti Martanti
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Group Discussion ◽  
Language Education ◽  
Learning Processes ◽  
Independent Learning ◽  
State University ◽  
Online Classroom ◽  
Education Levels

<p align="center"><strong>Abstract</strong></p><p>Covid-19 Pandemic has changed the teaching and learning processes of all education levels from offline classroom into online classroom. This situation forces all schools and universities to be familiar with blended learning. It is such an advantage for Universities that have already implemented blended learning in their teaching and learning processes. The full implementation of blended learning raises various perceptions from both lecturer and students. This study employed a qualitative research method to investigate the students’ perceptions on the implementation of blended learning in English for Mathematics. This study was conducted by using a qualitative method to investigate the students’ voices on the implementation of blended learning in English for Mathematics class. Six student participants who attended English for Mathematics in English Language Education Department of a state university were involved in this study. To gather the data, the researchers conducted an interview with the participants at the end of the semester. The interview was conducted in a Focus Group Discussion (FGD) session. It is found that most students have positive perceptions toward the implementation of blended learning in their teaching and learning processes. The participants stated that the implementation of blended learning in their class facilitates students to deepen their understanding about the materials, blended learning promotes independent learning, and blended learning enables students to experience various kinds of learning media.</p>

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

Sign in / Sign up

Export Citation Format

Share Document