Student Engagment and Math Teachers Support

Alrajeh, Tahani Salman; Shindel, Beth Winfrey

doi:10.22342/jme.11.2.10282.167-180

Cited by 24 publications

(18 citation statements)

References 25 publications

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“…In contrast to Mathematics Teachers who are 0% Male and Mathematics Teachers who are 100% female, this shows that the profession as a teacher is dominated by women. This is in accordance with the research conducted by (Alrajeh & Shindel, 2020) that female teachers are more able to support student involvement in mathematics classes. Research on gender differences and resilience affects 86.6% of students 'abilities in mathematical creative thinking and 13.4% is influenced by factors outside of gender and students' mathematical resilience (Dilla et al, 2018).…”

Section: Methodssupporting

confidence: 92%

The Analysis of Students and Teachers Readiness On Distance Learning Mathematics In New Normal

Ratnadewi¹

2021

edu

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A sudden pandemic has created a learning system in Indonesia, which is usually done face-to-face, in the New Normal era, online learning is required. This sudden incident turned the wheel of life and learning 180 degrees. This paper discusses the level of readiness of students and teachers in mathematics distance learning. The level of readiness includes ownership of electronic devices, availability of internet signals, costs, support from parents or people around, skills in accessing digital learning applications, learning places, teachers who can teach well, materials, teacher guidance, solutions if they encounter problems, abstinence give up, and be able to understand distance learning material. Data obtained from the results of questionnaires and interviews with students and teachers in Indonesia. The results of the analysis of the data obtained are that students and teachers are in the criteria of being quite ready to be very ready to carry out distance learning. From the results of questionnaires and interviews, both students and teachers prefer a mixture of distance and face-to-face learning, because when it is difficult to understand the learning material, the teacher can explain directly, more able to monitor the condition of students. The weakness of distance learning is that it is constrained by internet signals, no emotional bonds, it is difficult to monitor students' abilities and higher credit costs.

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Section: Methodssupporting

confidence: 92%

The Analysis of Students and Teachers Readiness On Distance Learning Mathematics In New Normal

Ratnadewi¹

2021

edu

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“…In their responses to the interview questions, three sub-themes emerged from the superordinate theme. The three identified sub-themes were the following: (1) Apathy, which talks about their absence of interest in the subject (2) Obstruction, which tackles the factors why those participants are having difficulty in Mathematics; and (3) Frustration, which could be the effects caused by the said research topic (Intriago Conforme and Melendez, 2020;Alrajeh et al, 2020;Irvine 2020).…”

Section: Self-reliancementioning

confidence: 99%

How Difficult is 1+1? A Phenomenological Study of High School Students Struggling in Mathematics

Camenda

Gaba

Lacord

et al. 2021

ASEAN J. Sci. Eng. Educ.

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The study’s purpose was to understand and elaborate the problems of those students who were having difficulty in mathematics, as well as to help them in boosting up their self-assurance when playing out the subject. This study sought to answer the following questions: (1) What are the problems that the students encounter in Mathematics? (2) Why are they having difficulty in Mathematics? (3) What are the possible ways for them to cope up with Mathematics? We used the qualitative study to support the analysis, particularly phenomenological research. The method used to gather data for the study was the interview with the use of guide questionnaires. A purposive sampling technique was used to gather participants in the study. The participants were four students of Sultan Kudarat State University (SKSU) – Laboratory High School. This research also employed a triangular method of interview. The participants had been through different struggles in mathematical subjects. We came up with themes as different perspective was shared. The participants felt bad for their performance with mathematics. However, they also recognized that self-reliance might be a better way to cope up in the course of mathematics. All of the participants displayed maturity and liberality in the said problems for all of their answers. This study can be a great instrument to help those students who were sunken beneath in having difficulties in Mathematics.

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“…Students overcome their fear and appreciate the utility of mathematics if it is real and accessible (Wang, Sun, & Wickersham, 2017). Instructional support can make students' learning more engaging (Alrajeh & Shindel, 2020).…”

Section: Jurors' Evaluation Of the Learning Modulesmentioning

confidence: 99%

“…An increase in students' engagement characterizes highquality teaching and learning (Ashwin & McVitty, 2015). Instructional support is the most dominant factor determining student engagement (Alrajeh & Shindel, 2020) and learning becomes more efficient and relevant to them (Baker, Hope, & Karandjeff, 2009). Students also develop new skills, knowledge, abilities, and attitudes (Rivet & Krajcik, 2008).…”

mentioning

confidence: 99%

Contextualized Learning Modules in Bridging Students’ Learning Gaps in Calculus With Analytic Geometry Through Independent Learning

Kiryakova

Tretiakov

Kolga³

et al. 2020

J. Math. Educ.

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The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to-datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning.

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Student Engagment and Math Teachers Support

Cited by 24 publications

References 25 publications

The Analysis of Students and Teachers Readiness On Distance Learning Mathematics In New Normal

The Analysis of Students and Teachers Readiness On Distance Learning Mathematics In New Normal

How Difficult is 1+1? A Phenomenological Study of High School Students Struggling in Mathematics

Contextualized Learning Modules in Bridging Students’ Learning Gaps in Calculus With Analytic Geometry Through Independent Learning

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