Pedagogical experiments with MathCheck in university teaching

Kaarakka, Terhi; Helkala, Kirsi; Valmari, Antti; Joutsenlahti, Marjukka

doi:10.31129/lumat.7.3.428

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…(Kalloo et al, 2016). Thus, the design and implementation of a platform such as Ville (Kurvinen et al, 2019) and feedback in the use of MathCheck improve teachers' confidence, provide encouragement and offer opportunities for adopting the curriculum subjects in schools (Kaarakka et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Aliyu

Osman²,

Daud³

et al. 2021

IJLTER

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Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

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Section: Resultsmentioning

confidence: 99%

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Aliyu

Osman²,

Daud³

et al. 2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…In addition, the feedback provided by the software was assisted the problem solver to make effective decisions and actions. Lastly, in a study, Kaarakka, Helkala, Valmari and Joutsenlahti (2019) examined the impact of an online tool, called MathCheck, on students' level of conceptual understanding. Briefly, what made this tool potent was that it was checking the problem solution step by step and providing detailed feedback to the problem solver, more than an incorrect/correct verdict.…”

Section: What Are the Enablers And Obstacles In Mathematics Learning?mentioning

confidence: 99%

Enablers and obstacles in teaching and learning of mathematics

Fadlelmula

2022

LUMAT

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This paper presents results of a systematic review of papers published at the LUMAT journal on the current issues positively and negatively affecting teaching and learning in mathematics, in concurrence with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis also offers insight into the most studied topics in mathematics education research, including key demographic and methodological characteristics such as year of publication, participants, education level, research methodologies, and research focus. Data was gathered from the studies published in the LUMAT: International Journal on Math, Science and Technology Education, starting from its first volume in 2013. So far, 225 articles were published in this journal, with 133 studies written in English and 51 studies related to mathematics. Although earlier studies support the notion that mathematics education is mostly traditional, this review suggests current research has thorough and positive outcomes, such that mathematics educators are likely to implement non-traditional approaches, encouraging student engagement, peer collaboration, and mathematical discourse. Certainly, in such learning environments, students tend to feel more motivated and less anxious about learning mathematics. They may also be more active and responsible in their learning, collaborate with peers, and get into mathematical discussions. Yet, there are also a number of difficulties and obstacles highlighted both in teaching and learning of mathematics. The findings might inspire several instructional implications for mathematics educators, curriculum developers, and researchers. Recommendations are given to add into what the existing literature claims and offer greater empirical evidence to support the verdicts.

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Pedagogical experiments with MathCheck in university teaching

Cited by 2 publications

References 9 publications

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Enablers and obstacles in teaching and learning of mathematics

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