Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach

Manmai, Thong-oon; Inprasitha, Maitree; Changsri, Narumon

doi:10.47836/pjssh.29.4.27

Cited by 6 publications

(4 citation statements)

References 22 publications

(20 reference statements)

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“…PLCs strive to create an environment that supports educators in optimizing teaching for diverse student needs, promoting academic success through data-driven decisions, ongoing development, and a student-centered focus [2]. By observing how a particular behavior influences and positively impacts students' learning [1][2][3], teachers gain firsthand insights into the effectiveness of student learning. This observation-based approach encourages teachers to analyze the correlation between student behaviors and the resulting outcomes in students' understanding.…”

Section: Data Collectionmentioning

confidence: 99%

“…Furthermore, these traditional learning techniques could result in additional adverse effects on students, such as a lack of critical thinking abilities, inadequate problem-solving strategies, and strained relationships in small groups or the entire classroom. So, we use the professional learning community (PLC) technique [2] to improve student teaching in a classroom environment and overcome the constraints of the traditional approach [3]. However, when teachers use the PLC approach for schooling, they will observe different student behaviors during the learning process.…”

Section: Introductionmentioning

confidence: 99%

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MultiFusedNet: A Multi-Feature Fused Network of Pretrained Vision Models via Keyframes for Student Behavior Classification

Nindam,

Na,

Lee

2023

Applied Sciences

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This research proposes a deep learning method for classifying student behavior in classrooms that follow the professional learning community teaching approach. We collected data on five student activities: hand-raising, interacting, sitting, turning around, and writing. We used the sum of absolute differences (SAD) in the LUV color space to detect scene changes. The K-means algorithm was then applied to select keyframes using the computed SAD. Next, we extracted features using multiple pretrained deep learning models from the convolutional neural network family. The pretrained models considered were InceptionV3, ResNet50V2, VGG16, and EfficientNetB7. We leveraged feature fusion, incorporating optical flow features and data augmentation techniques, to increase the necessary spatial features of selected keyframes. Finally, we classified the students’ behavior using a deep sequence model based on the bidirectional long short-term memory network with an attention mechanism (BiLSTM-AT). The proposed method with the BiLSTM-AT model can recognize behaviors from our dataset with high accuracy, precision, recall, and F1-scores of 0.97, 0.97, and 0.97, respectively. The overall accuracy was 96.67%. This high efficiency demonstrates the potential of the proposed method for classifying student behavior in classrooms.

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Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

MultiFusedNet: A Multi-Feature Fused Network of Pretrained Vision Models via Keyframes for Student Behavior Classification

Nindam,

Na,

Lee

2023

Applied Sciences

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“…Nevertheless, the pedagogy being espoused by teachers is considered one of the factors that lead to students' poor performance in mathematics (Ngiwas et al, 2022;Rabanal & Domondon, 2023). The main issue with mathematical reasoning instruction is that teachers can put up assignments that stimulate reasoning but cannot directly teach mathematical reasoning habits (Manmai, Inprasitha & Changsri, 2021).…”

Section: Introductionmentioning

confidence: 99%

Reflections on teaching ratio and proportion using Lesson Study

Domondon,

Corpuz,

Carranza

et al. 2024

Div Journ

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Lesson Study provides an opportunity for teachers to engage in layers of individual and collaborative reflections in, on, and for practice to improve the teaching and learning process. This paper reports on reflections on teaching ratio and proportion online using Lesson Study, which could improve the teaching-learning process, specifically on pedagogy. The study consisted of three major stages: Lesson Planning, Lesson Study Proper, and Reflection through post-lesson discussion. The research lesson study proper was participated in by Grade 9 students in a school in the Philippines and six teachers—one taught the lesson, and the other five observed the class via Zoom. Also, the six teachers were participants in the post-lesson discussion. The data gathered from this descriptive qualitative study were analyzed using thematic analysis. It was concluded that in teaching ratio and proportion, the distinction between terminologies must be emphasized so there will be no confusion and for the students to use what is proper. Moreover, it is advised that a real-life problem involving ratio and proportion be included in the lesson so that students will appreciate its uses and lessen its abstraction. Teachers must also go beyond routine activities to increase students' critical thinking and employ the Higher Order Thinking Skills. Thus, it is recommended that teachers undergo training to learn different and new pedagogies to improve their teaching by going beyond routine activities and incorporating real-life problems.

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“…Mathematics is one of the most essential subjects in life as it is a foundation for students' development, no matter which field or profession they will follow in the future; it is used everywhere [1]. The core suggestions regarding the status of mathematics, nevertheless, drop into three extended parts: mathematics is a fundamental ability for all humans in lifetime normally; a mathematically knowledgeable individual will subsidize to a nation's economic wealth, and mathematics is significant for its particular sake [2].…”

Section: Introductionmentioning

confidence: 99%

Developing and validating the construct maps to assess mathematical proficiencies

Saikang,

Junpeng,

Luanganggoon

et al. 2024

IJERE

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The study was aimed to develop and validate a measurement test to assess mathematical proficiencies in the numbers and algebra strand. A total of 125 seventh-grade learners with diverse learning abilities from secondary educational institutions under the management of the Khon Kaen Educational Service Area 25, Thailand was chosen as respondents. The researchers employed design-based research consisting of four building blocks to construct a prototype utilizing a construct modeling approach. Firstly, the researchers developed construct maps to identify the learners’ mathematical proficiency (MP) level. This was followed by the creation of the items of measurement test according to the proficiency levels. Next, the researchers allocated scoring measures and formed the conversion of learners’ MP stages. Lastly, the researchers validated the superiority of the measurement test through Wright map consuming the multi-dimensional random coefficient multinomial logit model. The construct maps of the MP level consisted of two dimensions, namely mathematical procedures and structure of learning outcome. Findings discovered that there were 20 items in the assessment tool and its quality passed the determined education and psychological assessment criteria. It can be determined that every item is capable to measure the learners’ multi-dimensional mathematical proficiencies.

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Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach

Cited by 6 publications

References 22 publications

MultiFusedNet: A Multi-Feature Fused Network of Pretrained Vision Models via Keyframes for Student Behavior Classification

MultiFusedNet: A Multi-Feature Fused Network of Pretrained Vision Models via Keyframes for Student Behavior Classification

Reflections on teaching ratio and proportion using Lesson Study

Developing and validating the construct maps to assess mathematical proficiencies

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