Are self-constructed and student-generated arguments acceptable proofs? Pre-service secondary mathematics teachers’ evaluations

Ko, Yi-Yin; Rose, Mary K.

doi:10.1016/j.jmathb.2021.100912

Cited by 6 publications

(3 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Geometry is more likely to be understood by students than other mathematics branches [12]. Before entering the school, students know geometric ideas, such as lines, planes, and space [13]. Even so, the results of the preliminary study show that the learning outcomes of geometry are still low.…”

Section: Introductionmentioning

confidence: 98%

Creation of Mathematics Learning Media Based on Augmented Reality to Enhance Geometry Teaching and Learning

Pujiastuti,

Hidayat,

Hendrayana

et al. 2024

E3S Web of Conf.

View full text Add to dashboard Cite

The existence of media in augmented reality learning will make students more helpful in understanding Geometry material. The existence of augmented reality learning media in a learning process can be an important element for creating a learning atmosphere that makes students active in the process. The research objective is to visualize the concept or structure of an abstract object model in Geometry material so that students more easily understand it. Analysis, Design, Development, Implementation, and Evaluation (ADDIE) is the development paradigm employed in this study technique. This research was conducted on junior high school students in Serang, Banten province, Indonesia. The subjects of this study consisted of 40 students aged 13 years, consisting of 20 male students and 20 female students. The results showed that the responses from mathematics teachers who taught Geometry to augmented reality learning media showed an average result of 85. So it can be said that augmented reality media is very feasible to be used as a Geometry learning medium. The results of the student response test obtained an average score of 84. Students were interested in using this augmented reality learning media in Geometry learning activities. Furthermore, the effectiveness test results show that learning geometry using augmented reality is effective. In addition, it is effective because using the augmented reality application allows students to see reality and immediately imagine the results of their learning. Augmented reality helps students visualize abstract concepts to understand and structure course material more effectively.

show abstract

Section: Introductionmentioning

confidence: 98%

Creation of Mathematics Learning Media Based on Augmented Reality to Enhance Geometry Teaching and Learning

Pujiastuti,

Hidayat,

Hendrayana

et al. 2024

E3S Web of Conf.

View full text Add to dashboard Cite

show abstract

“…A teacher's readiness is a multifaceted phenomenon that can be measured by the self-evaluation method, which has " output values using perceptions" [9] or "self-production" used for judgments and proofs of teaching [10]. Thus, there is a stable correlation between the teacher's readiness and performance and students' knowledge, in line with the theory of the impact of teachers' performance on students' knowledge (TPSK) [11] or data analysis of students' achievements [12].…”

Section: Introductionmentioning

confidence: 99%

Improving the readiness of teachers for using distance technologies in supplementary technical education: A case study in Kazakhstan

Shumeiko,

Bezhina,

Zhiyenbayeva

et al. 2024

ijirss

View full text Add to dashboard Cite

The pandemic-induced shift to distance learning brought significant changes to supplementary education, impacting content representation, teaching methods, assessment, and digital interaction. The purpose of the study was to investigate the readiness of supplementary technical education teachers in Kazakhstan to employ distance technologies in developing schoolchildren's technical creativity during and after the pandemic. Furthermore, the study aimed to implement a professional development program to enhance teachers' preparedness. To achieve the goal of the study, the authors used theoretical analysis to assess teachers' readiness for distance technologies. When developing a professional program, the modeling method was used. Empirical methods, including student portfolios, curriculum assessment through peer review, and semi-structured interviews, were conducted in four regions of Kazakhstan in 2022-2023 with the participation of 30 technical education teachers. Results indicate that teachers with varying levels of experience initially exhibited differences in motivational, content-based, and procedural readiness. However, the Moodle program positively influenced these aspects for both groups. This study offered insights into the transformation of teacher readiness in supplementary technical education amidst evolving educational landscapes. The recommendations and outcomes can be applied to the systems of supplementary technical education for children in terms of organization, analysis, and sustainability of approaches to the creation of digital content.

show abstract

“…The present study reports findings about how undergraduate students, both prospective secondary mathematics teachers and others studying mathematics, engaged with opportunities to learn mathematics content and learn about teaching mathematics through tasks included in undergraduate mathematics content courses. Throughout, we ground this research in a human context through our stance that mathematics teachers require a deep underlying understanding of the mathematics they will teach as well as of the learners they will teach mathematics to, because teachers' fluent understanding of the mathematical content they teach is always coupled with an understanding of how to interact with learners and their mathematical work (Álvarez et al, 2020;Baldinger, 2020;Ko & Rose, 2021).…”

Section: Introductionmentioning

confidence: 99%

Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses

Burroughs

Arnold

Álvarez

et al. 2023

ZDM Mathematics Education

View full text Add to dashboard Cite

We study the ideas about teaching and learning mathematics that undergraduate students generate when they encounter tasks designed to embed approximations of teaching practice in mathematics courses taken by a general population of students. These tasks attend to the dual goals of developing an understanding of mathematics content and an understanding of how teachers provide classroom experiences that foster mathematics learning. The study employs a qualitative, multiple-case study methodology, with four cases bounded by the content areas of abstract algebra, single variable calculus, discrete mathematics, and introductory statistics. The data for the study come from undergraduate students’ written work on mathematical tasks, interviews with a subset of students from each course, and interviews with each instructor throughout the term during which they implemented the tasks. Our findings indicate that students identified the broad applicability of teaching skills (discussed by 32 of the 61 interviewed students), recognized the value of examining hypothetical learners’ mathematical work (discussed by 59 of the 61 interviewed students), and reported empathy for hypothetical learners (discussed by 38 of the 61 interviewed students). These findings persisted across the course content and course levels we studied, leading us to conclude that our findings can transfer to additional mathematics courses in secondary mathematics teacher preparation.

show abstract

Are self-constructed and student-generated arguments acceptable proofs? Pre-service secondary mathematics teachers’ evaluations

Cited by 6 publications

References 30 publications

Creation of Mathematics Learning Media Based on Augmented Reality to Enhance Geometry Teaching and Learning

Creation of Mathematics Learning Media Based on Augmented Reality to Enhance Geometry Teaching and Learning

Improving the readiness of teachers for using distance technologies in supplementary technical education: A case study in Kazakhstan

Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses

Contact Info

Product

Resources

About