Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model

Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

The Effectivity of TPS Type Cooperative Learning Model Based on Interpersonal Intelligence Toward Mathematical Knowledge Competencies

This study aimed to find out the effectiveness of cooperative learning model of the Think Pair Share type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta in academic year of 2018/2019. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The sample technique used in this study was purposive sample.The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of the analysis, it is obtained that (1) FA hitung = 7,002 > F tabel (α = 0,05; 1;76))= 3,967. Therefore, the null hypothesis (H0) is rejected. It signifies that “there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Think Pair Share type and group of students who are taught using conventional learning”, (2) FB hitung = 0,041 < F tabel (α = 0,05; 1;76)) = 3,967. Therefore, the null hypothesis (H0) is accepted. It means that “there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence”, (3) FAB hitung = 0,902 < F tabel (α = 0,05; 1;76))= 3,967. From the last results, the null hypothesis (H0) is accepted. It means that “there is no significant interaction between cooperative learning model of Think Pair Share type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of 14η2=0.083"> . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 8,3%

The Effectiveness of Cooperative Learning Model of The TSTS Type Observed from The Interpersonal Intelligence Toward The Mathematical Competency

This study aimed to find out the effectiveness of cooperative learning model of the Two Stay Two Stray type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The selection of the control group and the experimental group was conducted randomly. The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of 2-lane variance analysis, it is obtained that (1) FA = 10,606 > F tabel (α = 0,05; 1;75)) = 3,969. Therefore, the null hypothesis (H0) is rejected. It signifies that “there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Two Stay Two Stray type and group of students who are taught using conventional learning”, (2) FB = 0,201 < F tabel (α = 0,05; 1;75))= 3,969. Therefore, the null hypothesis (H0) is accepted. It means that “there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence on Mathematical competency”, (3) FAB = 0,502 < F tabel (α = 0,05; 1;75))= 3,969. From the last results, the null hypothesis (H0) is accepted. It means that “there is no significant interaction between cooperative learning model of Two Stay Two Stray type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of n2 = 0,122 . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 12,2%.