Self-regulation capacity of middle school students in mathematics

Semana, Sílvia; Santos, Leonor

doi:10.1007/s11858-018-0954-0

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…Some studies use mixed method approaches and case studies combining observational tools, interview data, discourse analysis and survey data (Hunt et al, 2021; Schnell & Prediger, 2017 ; Louie, 2017 ; Walkington & Marder, 2018 ; Semana & Santos, 2018 ). Only a few papers explored the affordances and limitations of the choice of methodological approach in equity-related research (for example Reinholz & Shah, 2018 ; Walkington & Marder, 2018 ).…”

Section: Research Methodologies and Researcher Positionalitiesmentioning

confidence: 99%

Equity in mathematics education

Vithal

Brodie

Subbaye

2023

ZDM Mathematics Education

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This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South.

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Section: Research Methodologies and Researcher Positionalitiesmentioning

confidence: 99%

Equity in mathematics education

Vithal

Brodie

Subbaye

2023

ZDM Mathematics Education

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“…A similar adaptive organization can lead to a better management of time; moreover, it avoids the risk that students in difficulty get frustrated if they do not have enough time to complete the activities, meanwhile the fastest ones do not get bored and start disturbing the others while waiting for the rest of the class. Such AFA activities can also support the development of self-regulation, a competence which can boost Mathematics learning (Semana & Santos, 2018). Semana and Santos suggest that some students might need more support than others to develop self-regulation, and that differentiation is key to provide equitable opportunities to learn Mathematics.…”

Section: Methods Automatic Formative Assessment and Equitymentioning

confidence: 99%

Promoting socioeconomic equity through automatic formative assessment

Barana,

Marchisio Conte

2023

j. math. educ.

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Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students’ SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities.

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“…A synthesis of policy documents for teacher qualifications in South Africa shows that pre-service and in-service programs should equip teachers with competences in assessment, program designers, and subject/phase specialists (Department of Basic Education, 2019, Department of higher education, 2019). Semana and Santos (2018) posit that the proposed new approaches to assessment and teaching depend on the eagerness and commitment of teachers to track the progress made by individual learners in the classroom. Proponents of baseline assessment hold that assessment tasks should provide adequate opportunities for learners to express their individuality.…”

Section: Literature Reviewmentioning

confidence: 99%

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

Khuzwayo

Khuzwayo²

2020

IJLTER

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Too few mathematics teachers have the expertise to apply baseline assessment for differentiated learning in mathematics classes. This empirical study was conducted in a focus group of sixty learners and three teachers in a grade four mathematics class. It proved that teachers of mathematics in elementary grades could profitably learn to conduct baseline assessments; developing activities to benchmark learners' abilities and learning needs. The exploratory research design was utilized to set up the general sample and the focus group, and mixed research methods; qualitative and quantitative instruments to collect data and analyzing data. The records of scores obtained by learners from the assessment activities and the interviews with teachers were the main sources of data. Data analysis followed quantitative procedures and presented in figures and categorized them in frequency distribution tables. Findings highlighted that learners can reach their optimal levels in learning mathematics in a free and flexible environment. This paper concludes that the lack of knowledge about how to conduct baseline and its value is one of the attributes of the high failure rate of children in the middle class. This article recommends the consideration of baseline assessment to be an essential aspect of a continuous professional development program for mathematics teachers.

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Self-regulation capacity of middle school students in mathematics

Cited by 7 publications

References 20 publications

Equity in mathematics education

Equity in mathematics education

Promoting socioeconomic equity through automatic formative assessment

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

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