Class Activities with Student-Generated Data

1996 ◽  
Vol 89 (2) ◽  
pp. 105-107
Author(s):  
Kay Somers ◽  
John Dilendik ◽  
Bettie Smolansky
Keyword(s):  
Social Sciences ◽  
Mathematics Anxiety ◽  
Quantitative Information ◽  
Learning Approach ◽  
National Council ◽  
College Level ◽  
Real World Data ◽  
Evaluation Standards ◽  
The Social ◽  
And Mathematics

College-level instructors in mathematics, the sciences, and the social sciences—or in any discipline involving the analysis of quantitative information—are well aware of the devastating effects of “symbol shock” and “mathematics anxiety” on otherwise successful undergraduates. The simplest algorithms seem hopelessly baffling to some students, and the presentation of formulas is met with emotions that range from resistance to outright panic. One effective way of helping students overcome this anxiety is to involve them in concrete exercises in which they collect and organize data and draw inferences from the data. These exercises address the Curriculum and Evaluation Standards for School Mathematics of the National Council of Teachers of Mathematics (1989), which calls for students to be able to collect, organize, and describe data and to be able to draw inferences from real-world data. The exercises also involve an active learning approach as advocated in the Standards document.

scholarly journals ESTUDIO EMPÍRICO PARA DETERMINAR EL NIVEL DE ANSIEDAD HACIA LA MATEMÁTICA EN ESTUDIANTES UNIVERSITARIOS. EMPIRICAL STUDY TO MEASURE ANXIETY TOWARD MATHEMATICS ON COLLEGE STUDENTS

2016 ◽  
Vol 1 (2) ◽  
pp. 441 ◽  
Author(s):  
Arturo García Santillán ◽  
Milka Elena Escalera Chávez ◽  
Josefina Carmen Santana Villegas ◽  
Bertha Yolanda Guzmán Rivas
Keyword(s):  
Social Sciences ◽  
College Students ◽  
Mathematics Anxiety ◽  
Latent Variables ◽  
Math Anxiety ◽  
Real Life ◽  
Face To Face ◽  
The Social ◽  
Mathematical Problems ◽  
Para Determinar

Abstract.Mathematical knowledge is very important in the lives of people, therefore, it is necessary understand it and make good use of mathematics in everyday life. Therefore, the aim of this work is to identify whether there is a set of latent variables that allow explain the anxiety toward math on students at Instituto Tecnológico de Tuxtepec, Oaxaca. The study is quantitative; and the study sample was formed of 303 college students from several profiles of the social sciences and engineering areas. The instrument utilized, is the scale of Munoz and Mato (2007) and was applied face to face to sample of study, in order to get data that allow us measure mathematics anxiety. The results show that students consider about the exposed variables that, the most prominent variable is the anxiety toward mathematics when faced in real life situations. The results allow us to observe that the studied variables explained 81% of variance that explains the math anxiety; the remaining 19% is explained by other variables that have not been considered in this research. Hence, if the student increases their anxiety in one of those, for example toward compression of mathematical problems, other variables also increase as the results show that there is a direct relationship between them.Keywords: Anxiety, Mathematics, Attitude toward mathematics, mathematics evaluationResumen.Los conocimientos matemáticos son de suma importancia en la vida de las personas, por lo tanto en la actualidad es necesario entender y hacer buen uso de las matemáticas en la vida diaria. El objetivo de este trabajo es identificar si en los alumnos del Instituto Tecnológico de Tuxtepec, existe un conjunto de variables que pueden explicar la ansiedad frente a las matemáticas. El estudio es cuantitativo, la muestra de estudio se conformó de 303 estudiantes del nivel universitario del Instituto Tecnológico de Tuxtepec, Oaxaca, de varios perfiles de ciencias sociales e ingeniería. Se utilizó el cuestionario Muñoz y Mato-Vázquez (2007), para medir la ansiedad a las matemáticas. Los resultados muestran que los estudiantes consideran que de las variables expuestas, la más preponderante es la ansiedad que les causa las matemáticas cuando se encuentran en situaciones de la vida real. Los resultados dejan ver que las variables analizadas contribuyen con el 81% a determinar la ansiedad hacia las matemáticas, el 19% restante es explicado por otras variables que no han sido consideradas en esta investigación. De ahí que, si el estudiante incrementa su ansiedad en una de ellas por ejemplo hacia la compresión de los problemas matemáticos, las otras variables también se incrementan ya que los resultados muestran que hay una relación directa entre ellas.Palabras clave: Ansiedad, Matemáticas, Actitud hacia las matemáticas, Evaluación matemática.

scholarly journals Increasing social sciences learning achievement and activeness through course review horay model

2020 ◽  
Vol 8 (2) ◽  
pp. 115-125
Author(s):  
Agustinus Ufie ◽  
Ferdinand Solomon Leuwol ◽  
Aprilia Beatrix Mainake
Keyword(s):  
Social Sciences ◽  
Quantitative Analysis ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Approach ◽  
Qualitative And Quantitative Analysis ◽  
Learning Achievement ◽  
Plan Implementation ◽  
Qualitative And Quantitative ◽  
The Social

This study aims to increase the activeness and learning achievement of social sciences using the Course Review Horay learning model. The subjects in this research were the 4th grade students at SD Inpres 42 Ambon, with the total of 21 people. The method used in this research was Classroom Action Research, carried out in two cycles with four stages including plan, implementation, observation, and reflection. The data collection techniques used were observation, interviews, learning outcomes tests for each cycle, and documentation. Qualitative and quantitative analysis were used to analyze the data of this research. The research results indicated that there was enhancement in the students’ learning outcomes because of their seriousness and activeness in participating using the Course Review Horay learning approach. The Course Review Horay learning model is very well to use in the social sciences learning process since this model makes a festive learning atmosphere.

scholarly journals Can happiness measures be calibrated?

Synthese ◽  
2021 ◽  
Author(s):  
Mats Ingelström ◽  
Willem van der Deijl
Keyword(s):  
Social Sciences ◽  
Theoretical Work ◽  
First Person ◽  
Crucial Aspect ◽  
Evaluation Standards ◽  
Measurement Apparatus ◽  
The Social

AbstractMeasures of happiness are increasingly being used throughout the social sciences. While these measures have attracted numerous types of criticisms, a crucial aspect of these measures has been left largely unexplored—their calibration. Using Eran Tal’s recently developed notion of calibration we argue first that the prospect of continued calibration of happiness measures is crucial for the science of happiness, and second, that continued calibration of happiness measures faces a particular problem—The Two Unknowns Problem. The Two Unknowns Problem relies on the claim that individuals are necessarily a part of the measurement apparatus in first person measures of happiness, and the claim that we have no reason to believe that the evaluation standards people employ are invariant across individuals and time. We argue that calibrating happiness measures therefore involves solving an equation with two unknowns—an individual’s degree of happiness, and their evaluation standards—which is, generally, not possible. Third, we consider two possible escape routes from this problem and we suggest that the most promising route requires yet unexplored empirical and theoretical work on linking happiness to behavioral or neural evidence.

scholarly journals Plagiarism in Brazil: A perspective of 25,000 PhD holders across the sciences

2019 ◽  
Author(s):  
Sonia MR Vasconcelos ◽  
Hatisaburo Masuda ◽  
Martha Sorenson ◽  
Francisco Prosdocimi ◽  
Marisa Palácios ◽  
...  
Keyword(s):  
Latin American ◽  
Technological Development ◽  
Scientific Discovery ◽  
Sociology Of Science ◽  
National Council ◽  
Probability Sample ◽  
Scientific Disciplines ◽  
The Social ◽  
And Mathematics ◽  
International Collaborative Research

AbstractWhen it comes to ownership of ideas in science, Robert K. Merton (1957) observed inPriorities in Scientific Discovery: A Chapter in the Sociology of Sciencethat “what is true of physics, chemistry, astronomy, medicine and mathematics is true also of all the other scientific disciplines, not excluding the social and psychological sciences”. However, consensus over related issues, such as what constitutes plagiarism in these fields cannot be taken for granted. We conducted a comprehensive study on plagiarism views among PhD holders registered in the database of the Brazilian National Council for Scientific and Technological Development (CNPq). We collected 25,157 valid responses encompassing views and attitudes toward plagiarism from a probability sample of PhD holders across the fields, including biologists, physicists, mathematicians, and engineers as well as linguists, philosophers and anthropologists. The results suggest that core principles about plagiarism are shared among this multidisciplinary community and that they corroborate Merton’s observations. Before this study, we could only speculate that this is the case. With these data from a probability sample of Brazilian academia (PhD holders), this study offers insight into the way plagiarism is perceived across the sciences, including the literature and arts, and sheds light on the problem in the context of international collaborative research networks. The data focus on a young research system in Latin America, but, given the cultural similarities that bind most Latin-American nations, these results may be relevant to other PhD populations in the region and should provide a comparison with studies from other emerging, non-Anglophone regions.

Computers, Quantitative Methods and the Teaching of Sociology: A New Approach to an Old Problem

1980 ◽  
Vol 9 (2) ◽  
pp. 163-169
Author(s):  
David C. Morris ◽  
William S. Johnson
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Quantitative Methods ◽  
College Level ◽  
New Approach ◽  
Effective Implementation ◽  
Course Work ◽  
The Social ◽  
Methods And Techniques ◽  
Computer Based

There is a growing awareness in the social sciences that college level course work should offer not only substantive materials but should also acquaint students with research methods and techniques relevant to the particular discipline. This article presents information concerning the development of computer based research materials designed to meet these needs. The study upon which this article is based demonstrates that while there is a definite need for quantitative methods and an understanding of computer based data analysis in an undergraduate Sociology curriculum, the effective implementation of both requires the creation of a non-threatening learning environment.

Mastering social foresight – introduction to the special issue

2015 ◽  
Vol 23 (2) ◽  
pp. 81-84 ◽  
Author(s):  
Roberto Poli
Keyword(s):  
Social Sciences ◽  
Design Methodology ◽  
Secondary Analysis ◽  
Content Type ◽  
Analysis Techniques ◽  
Master Degree ◽  
Human And Social Sciences ◽  
The Social ◽  
And Mathematics ◽  
The University

Purpose – The purpose of this paper is a presentation of the guiding ideas underlining the master degree course in social foresight recently launched by the University of Trento (Italy). Design/methodology/approach – This paper is a reconstruction of the guiding ideas that have been used for designing the social foresight master degree. Findings – Students are exposed to a mix of contributions from futures studies, the human and social sciences (including psychology of decisions, social change, values and secondary analysis techniques) and mathematics (not only statistics, but also system theory and simulation). Originality/value – A unique look at the ideas behind the master degree course in social foresight at the University of Trento (Italy).

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