Toward a Framework for Teaching Artificial Intelligence to a Higher Education Audience

Artificial Intelligence and its sub-disciplines are becoming increasingly relevant in numerous areas of academia as well as industry and can now be considered a core area of Computer Science [ 84 ]. The Higher Education sector are offering more courses in Machine Learning and Artificial Intelligence than ever before. However, there is a lack of research pertaining to best practices for teaching in this complex domain that heavily relies on both computing and mathematical knowledge. We conducted a literature review and qualitative study with students and Higher Education lecturers from a range of educational institutions, with an aim to determine what might constitute best practices in this area in Higher Education. We hypothesised that confidence, mathematics anxiety, and differences in student educational background were key factors here. We then investigated the issues surrounding these and whether they inhibit the acquisition of knowledge and skills pertaining to the theoretical basis of artificial intelligence and machine learning. This article shares the insights from both students and lecturers with experience in the field of AI and machine learning education, with the aim to inform prospective pedagogies and studies within this domain and move toward a framework for best practice in teaching and learning of these topics.

Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in pre-university studies. BBTA was used in the classroom to increase students’ mathematics interest and minimise their mathematics anxiety to increase mathematics performance. Two hundred and six (206) pre-university students were exposed to both BBTA and conventional instructions during their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which simultaneously improved their examination results. These two elements are critical in students' learning of mathematics because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics.

Mathematics Anxiety as a Predictor of Academic Achievement in Mathematics among Higher Secondary School Students

The Aim of this study is to find out the relationship between Mathematics Anxiety and Achievement in Mathematics of Higher Secondary School Students. The Sample of the study was selected by using Simple Random Sampling technique which includes 1050 Higher Secondary School Students in Chennai. Normative Survey Method was used to collect data. Mathematics Anxiety was measured using the Mathematics Anxiety Scale. Correlational Analysis was the Statistical Technique used. Study reveals that there exist a Negative Correlation between Mathematics Anxiety and Achievement in Mathematics. Results shows that higher the Mathematics Anxiety, lower the Achievement in Mathematics. Based on the results, it was recommended that, Mathematics Teachers should be trained periodically in order to have ideas of innovative approaches of Teaching Mathematics to avoid Anxiety

CALCULUS LEARNING VIA SCREENCAST-O-MATIC DURING THE PANDEMIC: AN EXPLORATION TOWARDS STUDENTS’ PERCEPTION OF MATH ANXIETY

The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

Investigation of 8th Grade Students’ Mathematics Anxiety

The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends.

Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika

One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence

Students' Thinking Level in Solving Mathematics Problems Based on SOLO Taxonomy as Viewed from the Mathematics Anxiety

The SOLO (Structure of Observed Learning Outcome) taxonomy is an educational taxonomy suitable for organizing various types of learning. The SOLO taxonomy categorizes students' thinking into five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The purpose of this study was to describe the level of students' thinking in solving mathematics problems based on the SOLO taxonomy with high, medium, and low levels of mathematics anxiety. This type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Tulungagung City, East Java, Indonesia. The instruments used were a mathematics anxiety questionnaire, test based on the SOLO taxonomy, and interview guidelines. The data analysis used the Miles and Huberman model, which consists of three stages, namely data reduction, data presentation, and conclusion drawing or verification. The results showed that subjects with high mathematics anxiety had a uni-structural level of thinking. Second, subjects with moderate mathematics anxiety had a multi-structural level of thinking. Third, subjects with low mathematics anxiety have an extended abstract thinking level.