Personal Need for Structure and Fractions in Mathematical Education

Švecová, Valéria; Rybanský, Ľubomír; Pavlovičová, Gabriela

doi:10.3390/ejihpe12050033

Cited by 3 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our previous studies have shown that math anxiety interferes with cognitive processing. With math anxiety, there is a decrease in working memory capacity, which is also related to students' results in mathematics [24], [25].…”

Section: Discussionmentioning

confidence: 99%

Math Anxiety and its Relation to the Success of Mathematical Problems

Švecová

2024

TEM Journal

View full text Add to dashboard Cite

ath anxiety is widespread problem described as worry and tension while doing mathematics. The aim of research is to determine whether there is a correlation between math anxiety and the performance of elementary school students in solving mathematical problems at the second level. . The theoretical part of the thesis contains information and empirical findings about math anxiety and solving mathematical problems. The research sample was comprised of 138 (46,38 % girls and 53,62 % boys) 9th grade elementary learners from Slovak republic. The data were collected by the questionnaire of our own design comprising: the modified abbreviated math anxiety scale, the state-trait anxiety inventory, and the math test. Quantitative data analysis methods included descriptive statistics and Spearman coefficient as a measurement of correlation between variables. The results have revealed that mathematics anxiety has significant correlation (R = - 0.401; p = 1,09216.10-6, p < 0.01) with the success of mathematical problems and significant correlation (R = 0.608; p = 2,44249.10-15, p < 0.01) with the mathematics achievement. 36,23 % of the participants reported high math anxiety, and a further 18% were at least somewhat affected by it. The results confirm that the mAMAS questionnaire is an appropriate tool for determining the level of mathematical anxiety among pupils in Slovakia.

show abstract

Section: Discussionmentioning

confidence: 99%

Math Anxiety and its Relation to the Success of Mathematical Problems

Švecová

2024

TEM Journal

View full text Add to dashboard Cite

show abstract

“…It is acceptable even for students who are weaker in abstract thinking and mathematical apparatus. As stated in [31], algorithms can be considered structures. As their research shows, the success of the test negatively correlates with the need for structure.…”

Section: Discussionmentioning

confidence: 99%

Elements of Algorithmic Thinking in the Teaching of School Geometry through the Application of Geometric Problems

Dusan Vallo,

Rumanová,

Veronika Bočková

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Algorithmic thinking and the creation of algorithms have traditionally been associated with mathematics. It is based on the general perception of an algorithm as a logically unambiguous and precise prescription for performing a certain set of operations, through which we reach a result in real time in a finite number of steps. There are well-known examples from history, such as the division algorithm used by ancient Babylonian mathematicians, Eratosthenes algorithm for finding prime numbers, Euclid’s algorithm for finding the greatest common divisor of two numbers, and cryptographic algorithm for coding and breaking, invented by Arabic mathematicians in the 9th century. Although the usage of algorithms and the development of algorithmic thinking currently fall within the domain of computer science, algorithms still play a role in mathematics and its teaching today. Contemporary mathematics, and especially its teaching in schools of all grades, prefers specific algorithms in arithmetic, algebra, and calculus. For example, operations with numbers, modifications of algebraic expressions, and derivation of functions. Teaching geometry in schools involves solving a variety of problems, many of which are presented as word problems. Algorithmization of school geometric tasks is therefore hardly visible and possible at first glance. However, there are ways to solve examples of a certain kind and to establish a characteristic and common algorithmic procedure for them. Algorithmic thinking in geometry and the application of algorithms in the teaching of thematic parts of school geometry are specific issue that we deal with in this study. We will focus on a detailed analysis of the possibilities of developing algorithmic thinking in school geometry and the algorithmization of geometric tasks.

show abstract

“…The research undertaken by V. Svecova , L. Rybansky and G. Pavlicova (Constantine the Philosopher University, Slovakia), which is described in [ 4 ], is focused on finding relations between mathematical knowledge and cognitive individual variables. An experiment was realized with 162 students of the Constantine the Philosopher University in Nitra, Slovakia.…”

mentioning

confidence: 99%