scholarly journals Mathematics Anxiety and Prevention Strategy: An Attempt to Support Students and Strengthen Mathematics Education

2018 ◽  
Vol 2018 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Aweke Shishigu
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Prevention Strategy ◽  
Support Students

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

scholarly journals Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Endang Istikomah ◽  
Astri Wahyuni
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Average Score ◽  
Descriptive Research ◽  
Use Of Technology ◽  
Depth Interview ◽  
Second Year ◽  
Quantitative Descriptive ◽  
High Level

This study aim to describe the student’s mathematics anxiety on the use of technology in mathematics learning. It is a quantitative descriptive research by involving second year students of Mathematics Education Program  in Universitas Islam Riau (UIR) who took Technology-based Mathematics Learning course. They were selected based on saturation sampling. Data were collected through questionnaire, in-depth interview and documentation. The results show the high level of each dimension of mathematics anxiety among students. The average score in each indicator of cognitive, affective, and physiological dimension were high. In addition, interview revealed that most of the students expressed their anxiety in the first lecture and when obtained the task of applying particular software in mathematics learning. It is mainly due to unpreparedness and lack of knowledge about the application of software. Based on the results, it can be concluded that the level of students’ mathematics anxiety is relatively high.  Keywords: Mathematics anxiety, Technology-based, Mathematics learning,

scholarly journals KONTRIBUSI MATHEMATICS ANXIETY TERHADAP KEMAMPUAN AKADEMIK MAHASISWA PADA PEMBELAJARAN KALKULUS

2018 ◽  
Vol 8 (2) ◽  
pp. 29
Author(s):  
Rifqi Hidayat
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Differential Calculus ◽  
Academic Competence ◽  
Study Program ◽  
Training And Education ◽  
Negative Relation ◽  
Mathematical Problems ◽  
Department Faculty ◽  
Academic Year

This reseach comprehending on the relation between mathematics anxiety and the academic competence of the first level students. This research is constituted by the performance of most students of the early study program of mathematics education still feel anxiety when dealing with mathematical problems in the learning of calculus, the emerging discomfort felt by the students. The method of this research is survey with corelation technique. The use of this method is to see how strong and how far the influence of mathematics anxiety on the students academic competence. The population of this research is the students of Mathematics Department faculty of teacher training and education in  Muhammadiyah University of Cirebon in the academic year 2016/2017. The sample of the research is purposive sampling which consists of 20 students who contracted differential calculus subject. The instrument  used in this research is mathematics anxiety scala. The result of the research shows that there is a negative relation between mathematics anxiety and students’ academic competence. The mathematics anxiety gives a contribution 35% to the students’ academics competence, and 65% influenced by other factors not examined in this study.

Differences in Mathematics Anxiety by Sex, Program, and Education of University Mathematics Students in Turkey

2005 ◽  
Vol 96 (2) ◽  
pp. 422-424 ◽  
Author(s):  
Arif Dane
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Mathematics Students ◽  
Education Faculty ◽  
Science Faculty ◽  
University Mathematics ◽  
Mean Differences ◽  
The University

In this study, we aimed to re-examine sex-related differences in mathematics anxiety and to investigate the effects of two different programs associated with mathematics education applied in Turkish universities on mathematics anxiety. Mathematics anxiety scores were assessed in 221 male and 142 female students, 238 in the education faculty and 125 in the science faculty. There were no sex-related mean differences for mathematics anxiety scores, and scores were not related to faculty program. The lower mean mathematics performance on the university entry examination of the students of science faculty may be associated with the mathematics anxiety.

scholarly journals Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values

2020 ◽  
pp. 209653112092808
Author(s):  
Julia L. Hill ◽  
Margaret L. Kern ◽  
Wee Tiong Seah ◽  
Jan van Driel
Keyword(s):  
Mathematics Education ◽  
Thematic Analysis ◽  
Mathematics Anxiety ◽  
Well Being ◽  
Design Approach ◽  
Eighth Grade ◽  
Mathematics Classrooms ◽  
High Incidence ◽  
Student Values ◽  
Inductive Thematic Analysis

Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understood, and intersection between students’ values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values. Design/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis. Findings: Findings supported the MWB framework and confirmed an alignment between students’ values and well-being in mathematics education. Originality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas to target to improve student well-being, and highlights congruences and discordances between well-being and values.

scholarly journals Virtual Mathematics Kits (VMK): Connecting Digital Media to Mathematical Literacy

2020 ◽  
Vol 15 (03) ◽  
pp. 234
Author(s):  
Lingga Nico Pradana ◽  
Octarina Hidayatus Sholikhah ◽  
Swasti Maharani ◽  
Muhammad Noor Kholid
Keyword(s):  
Mathematics Education ◽  
Digital Media ◽  
Mathematical Literacy ◽  
Primary School Students ◽  
School Students ◽  
Learning Mathematics ◽  
Literacy Training ◽  
The Media ◽  
Support Students ◽  
Primary Mathematics Education

Digital media is currently a trend in learning mathematics. However, digitalization of the media in primary mathematics education still at an introductory level. This study aims to determine students' mathematical literacy abilities, supported by digital media. The digital media used in this study was Virtual Mathematics Kits (VMK). This study involved 83 primary school students (45 intervention class; 28 non-intervention class) as participant of mathematical literacy training (6 weeks). Students' mathematical literacy evaluated by two section mathematical literacy test. This study revealed that mathematical literacy training led to improve mathematical literacy from both classes. However, mathematical literacy training with VMK aplication have better performance. This study shows that VMK as the digital media have big impact to support students' mathematical literacy abilities.

scholarly journals A New Model of Mathematics Education: Flat Curriculum with Self-Contained Micro Topics

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 76
Author(s):  
Miklós Hoffmann ◽  
Attila Egri-Nagy
Keyword(s):  
Mathematics Education ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Mathematical Knowledge ◽  
Teaching Mathematics ◽  
Hierarchical Relationship ◽  
Learning Mathematics ◽  
Entry Points ◽  
Recent Developments ◽  
Monolithic Structure

The traditional way of presenting mathematical knowledge is logical deduction, which implies a monolithic structure with topics in a strict hierarchical relationship. Despite many recent developments and methodical inventions in mathematics education, many curricula are still close in spirit to this hierarchical structure. However, this organisation of mathematical ideas may not be the most conducive way for learning mathematics. In this paper, we suggest that flattening curricula by developing self-contained micro topics and by providing multiple entry points to knowledge by making the dependency graph of notions and subfields as sparse as possible could improve the effectiveness of teaching mathematics. We argue that a less strictly hierarchical schedule in mathematics education can decrease mathematics anxiety and can prevent students from ‘losing the thread’ somewhere in the process. This proposal implies a radical re-evaluation of standard teaching methods. As such, it parallels philosophical deconstruction. We provide two examples of how the micro topics can be implemented and consider some possible criticisms of the method. A full-scale and instantaneous change in curricula is neither feasible nor desirable. Here, we aim to change the prevalent attitude of educators by starting a conversation about the flat curriculum alternative.

Book Review: Challenging Mathematics Education Researchers to Undertake Grand Problems

2015 ◽  
Vol 46 (2) ◽  
pp. 244-247
Author(s):  
Amanda Jansen ◽  
Alison S. Marzocchi
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Mathematics Learning ◽  
Central Question ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
Support Students

This edited volume, Vital Directions for Mathematics Education Research, is a significant contribution to our field because each chapter highlights grand problems that researchers must tackle to improve mathematics learning and teaching. The ambitious goals of the chapters could be summarized in a central question: How can research contribute to understanding and improving mathematics teaching so that we can further understand and support students' meaningful learning of mathematics? From this book, readers will draw inspiration for their research endeavors, and they will be able to situate their studies in broader perspectives about mathematics teaching and learning.

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