Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators

Machaba, France

doi:10.12973/ejmste/78243

Cited by 41 publications

(46 citation statements)

References 14 publications

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“…As evidenced by persistence and positive emotions, the students were more engaged if they could see the relevance of math and felt they were better able to discuss mathrelated topics with their peers. Motivation to learn math is a global concern, and ML has been the subject of much attention in the past decade (Machaba, 2018;Masal & Yılmazer, 2014;Uzunboylu et al, 2012;Vithal & Bishop, 2006), particularly in how to engage students and integrate ML into math lessons (Machaba, 2018;Vithal & Bishop, 2006). In the present study, the major finding is that ML significantly affected students' engagement, and the students also confirmed that they learned math content and, in particular, how math relates to everyday life.…”

Section: Discussionsupporting

confidence: 58%

“…In the current study, the aim was for students to learn math concepts and math literacy (ML), which has emerged as an important concept in math education (e.g., Machaba, 2018;Masal & Yılmazer, 2014;Uzunboylu, Arslan, & Yavuz, 2012;Vithal & Bishop, 2006). ML offers new ways of enhancing students' motivation to learn math, making it more meaningful in real-life contexts and better able to tackle emotional issues, such as math anxiety.…”

Section: Learner-driven Knowledge Creation and Math Literacymentioning

confidence: 99%

“…In the present study, students applied math concepts to practice in such a way that their audience-here being other peer groups-could understand the knowledge related to the task and how to use this knowledge. Machaba (2018) asserted that ML aims to develop the capability and willingness to use math concepts to make sense of many life situations. ML contains a few unique features.…”

Section: Learner-driven Knowledge Creation and Math Literacymentioning

confidence: 99%

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Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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The aim of this digital storytelling (DST) study was to investigate how students acquire twentyfirst-century competencies, here focusing on active knowledge creation and collaboration in math learning. The study also examined how engaged the students were in DST lessons and what teachers' perceptions of DST were as a learning method. DST was implemented in four Chinese and two Finnish classes with 10-and 11-year-old students. Data were collected quantitatively and qualitatively. The students assessed their learning experiences with structured questionnaires during and after the study. Students' behavior was also observed, and the teachers were interviewed. Quantitative data were analyzed using descriptive statistics and a linear regression analysis, and the qualitative data were analyzed using a content analysis. The study showed that the DST method guided students toward active collaborative learning; the students learned how to work in groups to produce new ideas, and they learned not only about math but also about how math relates to everyday life. The students were highly engaged throughout the study. Similarly, the teachers reported that the students displayed active knowledge creation and increased motivation and engagement. Results indicate that DST encourages students to apply new technology in their learning and supports students' development in math literacy and twenty-first-century competencies.

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Section: Discussionsupporting

confidence: 58%

Section: Learner-driven Knowledge Creation and Math Literacymentioning

confidence: 99%

Section: Learner-driven Knowledge Creation and Math Literacymentioning

confidence: 99%

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Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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“…Asimismo, sin este tipo de comprensión no se puede acceder a los conocimientos básicos de matemáticas para actuar en un contexto cotidiano, es decir, alcanzar la alfabetización matemática o "mathematical literacy" (Machaba, 2018).…”

Section: Gradounclassified

Lectura, escritura, matemáticas y habilidades digitales en la escuela. Hacia la necesidad de alfabetizaciones académicas continuas

Torre

Mora

2021

Act. Inv. en Educ.

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La experiencia de las personas autoras como docentes en niveles que van desde la educación media hasta el posgrado permite notar deficiencias en el estudiantado vinculadas a ciertos saberes básicos. Es por eso que, en este ensayo, se discute acerca de la necesidad de que en cada nivel educativo se retomen tales saberes para facilitar la adquisición y construcción de conocimiento mediante procesos que, en la literatura, se pueden explicar desde el concepto alfabetización académica, de manera particular en cuatro aspectos: lectura, escritura, matemáticas y uso de las tecnologías de la información y la comunicación. El argumento principal es que al tratarse de saberes básicos que se esperaría tuviera consolidado el estudiantado en cada nivel, el hecho de que no los demuestre da lugar a la necesidad de definir, y, de ser necesario, ayudarlo a aprender tales saberes. Se concluye que, con ello, se podría mejorar su desempeño en tareas de adquisición y construcción de conocimiento según lo que le sea demandado en el nivel que se encuentre, así como a familiarizarse con requisitos de los campos disciplinares en que se forma, en el caso de las personas que están en licenciatura y posgrado

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“…The learners do not draw pictures or diagrams as solution strategies to help them with mathematical problems. (Machaba, 2018). From our experiences, we noted that Grade 12 learners tend to leave out the sections on coordinate and transformation geometry during the examination at the end of the year or perform poorly in these sections (Limpopo Department of Education (LDoE), 2009).…”

Section: Introductionmentioning

confidence: 99%

Exploring Mathematics Learners’ Conceptual Understanding of Coordinates and Transformation Geometry through Concept Mapping

Malatjie

2019

EURASIA J MATH SCI T

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In this article, we explored learners' conceptual understanding of coordinates and transformation geometry through concept mapping. A qualitative case study was employed in this study, and data was collected using an investigative task, observation and reflective interviews on a sample of 34 Grade 12 mathematics learners. The study was guided by the following two research questions: What are the learners' understanding of coordinate and transformation geometry? and How do concept maps improve learners' understanding of coordinate and transformation geometry? The study revealed that, although some leaners struggled with linking words and omitted some concepts in their concept maps, there were some indications of conceptual understanding of coordinate and transformation geometry when the learners were probed during the interview. Thus, we argue that the learners' conceptual understanding of coordinate and transformation geometry could be improved when they are taught, using concept mapping. The learners actively situated their knowledge of small pieces of coordinates and transformation geometry; and their understanding of coordinate and transformation geometry was expanded to show the conceptual structure of representing given information and a complete picture of the situation. It is therefore recommended that the teachers allow the learners to use the concept mapping strategy to construct their knowledge and that concept maps assist the learners in focusing on main ideas of identified concepts and explain the relationship.

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Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators

Cited by 41 publications

References 14 publications

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Lectura, escritura, matemáticas y habilidades digitales en la escuela. Hacia la necesidad de alfabetizaciones académicas continuas

Exploring Mathematics Learners’ Conceptual Understanding of Coordinates and Transformation Geometry through Concept Mapping

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