The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students

Işıksal-Bostan, Mine; Aşkar, Petek

doi:10.1080/00131880500287815

Cited by 75 publications

(61 citation statements)

References 26 publications

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“…The results of this study showed that learners who used this digital mathematics learning platform could effectively raise their desire to learn about fractions, and there was a positive effect in improving mathematics learning attitudes and effectiveness. This result support the previous studies that technology integrate into mathematics teaching and learning has positive effect on attitudes toward mathematics learning and performance on mathematics [6], [7], [8] In addition, the research results also verified that through network links and sharing, teaching and learning could have endless possibilities, forming a new trend of multi-element interactive learning in today's society, which could accelerate the spread of knowledge. …”

Section: Discussionsupporting

confidence: 77%

Using Mathematical Subjects to Study Self-Test forEnhancement the Detection of Learning Effectiveness

Weng¹,

Hsu²,

Lin³

2012

IJEEEE

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Abstract-As the development of information technology, Internet applications in the field of education management have become increasingly widespread, especially from the aspect of student learning assistance. Learning environments that combine network communications and computer science technology can allow students to learn more effectively through network diversification, as well as internal and external links to resources. This study combined individual teacher's websites with an item bank, using mathematics subjects as an example, to develop a digital teaching material management and item bank assisted learning platform. The Moodle platform constructed by this study could satisfy the interactive learning purposes through each module's links and assist the learners to use their individual abilities to proceed with self-learning and testing procedures. The platform's automatic feedback mechanism could provide score calculations, correct answers, warnings when marks were being deducted due to wrong answers. In addition, this study also investigated the mathematic learning achievement results and the users' overall evaluations of the self-management teaching assistance. This teaching platform could effectively enhance the learner's willingness to study mathematics and promote positive attitude toward mathematics learning.Index Terms-Application of information technology, mathematics network, moodle exam feedback mechanism, warning mechanism.

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Section: Discussionsupporting

confidence: 77%

Using Mathematical Subjects to Study Self-Test forEnhancement the Detection of Learning Effectiveness

Weng¹,

Hsu²,

Lin³

2012

IJEEEE

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“…An analysis of TIMSS mathematics data indicated that US eight grade male students had higher mathematics self-efficacy than female students (Louis & Mistele, 2012). In their study, Isiksal and Askar (2005) examined the effect of dynamic geometry software on 7th grade students' mathematics achievement and mathematics self-efficacy. Researchers reported no significant mean difference on gain scores of girls and boys regarding mathematics achievement and mathematics self-efficacy.…”

Section: Gender and School Typementioning

confidence: 99%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

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“…** Dr, Hacettepe University, Faculty of Education, bahadir@bahadiryildiz.net *** Prof. Dr. Hacettepe University, Faculty of Education, kocak@hacettepe.edu.tr their motivation (Duru, Peker & Birgin 2012;Lin, 2008;Işıksal & Aşkar, 2005, Baki 2000. As is specified in "Technology Principle" which ranks among principles of school mathematics published by National Council of Teachers of Mathematics (NCTM) in 2000, how to use technology in classes and the yield of such use are bound to teachers.…”

Section: Introductionmentioning

confidence: 99%

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

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ABSTRACT:The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving "PlanningImplementation-Evaluation" for implementing ICT integration was proposed.Keywords: ICT integration, Effective mathematics instruction, Preservice teachers, Design based research, 5E learning cycle ÖZ: Bu çalışmanın amacı etkili matematik öğretimi için BİT entegrasyonunun nasıl gerçekleştirilebileceğine ilişkin bir model önerisi ortaya koymaktır. Araştırma, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulmuştur. 12 hafta devam eden uygulama sürecinde bu üç öge temel alınarak bir öğrenme ortamı oluşturulmuştur. Tasarım tabanlı araştırma modeline uygun olarak yürütülen çalışmada katılımcılar, Bilgisayar Destekli Matematik Öğretimi dersini almakta olan 47 ilköğretim matematik öğretmen adayından oluşmuştur. Verilerin toplanmasında araştırmacılar tarafından geliştirilen kontrol listeleri, video kayıtları, öğrencilerin hazırladıkları ders planları, yansımalar ve anket kullanılmıştır. Tasarım Tabanlı araştırma modelinin doğası gereği, Tasarımların sürekli olarak iyileştirilebilmesi için 12 hafta boyunca veriler toplanmış ve her hafta toplanan veriler hemen, sürekli ve geriye dönük olarak frekans, yüzde ve içerik analizi yoluyla çözümlenmiştir. Verilerin analizi sonucunda, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulan öğrenme ortamının öğretmen adaylarının etkili matematik öğretimi için BİT entegrasyonunu sağlamaya yönelik ders planı hazırlama süreçlerine olumlu katkı sağladığı belirlenmiştir. Hazırlanan ders planlarında BİT entegrasyonunun gerçekleşme süreci incelendiğinde tüm haftalara ait 101 ders planından %95'inin BİTE açısından başarılı olduğu söylenebilir. Buradan yola çıkılarak etkili öğretim süreçleri gerçekleştirilebilmesi için BİT entegrasyonunun nasıl...

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The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students

Cited by 75 publications

References 26 publications

Using Mathematical Subjects to Study Self-Test forEnhancement the Detection of Learning Effectiveness

Using Mathematical Subjects to Study Self-Test forEnhancement the Detection of Learning Effectiveness

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

A Model Proposal on ICT Integration for Effective Mathematics Instruction

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