0

Eric.ed.gov – Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System

eric.ed.gov har udgivet: Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl “et al.” (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game “UFractions” and an intelligent tutoring system “ActiveMath” to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design… Continue Reading

0

Eric.ed.gov – Mathematics Attitudes and Achievement of U.S. High School Sophomores Based on Race

eric.ed.gov har udgivet: What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Latina/o to non-Latina/o students with regard to student self-evaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Latina/os are significantly less prepared than their non-Latina/o peers in terms of the highest level of math course… Continue Reading

0

Eric.ed.gov – Planning in Mathematics Teaching — A Varied, Emotional Process Influenced by Others

eric.ed.gov har udgivet: Planning is an essential part of teachers’ work that has consequences for students’ learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers’ point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts, meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency,… Continue Reading

0

Eric.ed.gov – Riding an Emotional Roller-Coaster: A Multimodal Study of Young Child’s Math Problem Solving Activities

eric.ed.gov har udgivet: Solving challenging math problems often invites a child to ride an “emotional roller-coaster” and experience a complex mixture of emotions including confusion, frustration, joy, and surprise. Early exposure to this type of “hard fun” may stimulate child’s interest and curiosity of mathematics and nurture life long skills such as resilience and perseverance. However, without optimal support, it may also turn off child prematurely due to unresolved frustration. An ideal teacher is able to pick up child’s subtle emotional signals in real time and respond optimally to offer cognitive and emotional support. In order to design an intelligent tutor specifically designed for this purpose, it is necessary to understand at fine-grained level the child’s emotion experience and its interplay with the inter-personal communication dynamics between child and his/her… Continue Reading

0

Eric.ed.gov – Maths Anxiety: The Nature and Consequences of Shame in Mathematics Classrooms

eric.ed.gov har udgivet: This paper presents an analysis of pre-service teachers’ reflections on the consequences of their perceived public humiliation in school mathematics classrooms, based on Torres and Bergner’s (2010) model of the stages of humiliation. It analyses two examples of preservice teachers’ critical incident reflections from studies at two Australian universities. This research contributes to the frameworks through which primary pre-service teachers’ mathematics anxiety, and its implications for their identity development, might be understood. Link til kilde