Understanding Problems of Practice

Hathaway, Dawn; Norton, Priscilla

doi:10.1007/978-3-319-77559-3

Cited by 7 publications

(3 citation statements)

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“…Nowaday, learning geometry has not really based technology applications to assist students in the process of transferring or finding knowledge (Hathaway & Norton, 2018). Some educational studies also still leave reports that the achievement of the geometry of one gender trait is more than another (Alghadari, 2016;Goos et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Nonetheless, some studies reports mentioned that gender factor is a strong predictor in visual-spatial issue, in which man's skill is a lot better compared to woman's (Buckley et al, 2019;Goos et al, 2017). A number of reasons of technology application in learning are identified, and those have been highlighted by Hathaway and Norton (2018). First, in Mathematics education program, effective technology application in class has not been taught, therefore ability and knowledge of technology application are necessary.…”

Section: Literature Review Geometry Learning In Senior High School Comentioning

confidence: 99%

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Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems

Alghadari

Herman

Prabawanto

2020

INT ELECT J MATH ED

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Geometry mastery is a must for high school students, affected by several factors such as learning approach (LA), gender, level of basic geometry competencies (BGC) and level of mathematical self-efficacy (MSE) among others. The purpose of this study is to examine those factors that affect the geometry problem solving (GPS) abilities of the students. This study involved 101 Indonesian high school students. They were divided into two groups based on the implemented LA, namely the investigative learning group and the direct instruction group. Data were collected through three instrument types, namely test of BGC, GPS, and MSE. The MSE scale consists of two models namely mathematics test-taking self-efficacy (MTSE) and mathematical skill self-efficacy (MSSE). Data were analyzed using ANOVA techniques, path analysis, and error analysis. The path diagram is MSE, which mediates the BGC effect on GPS. Data analysis results revealed that the level of BGC, MTSE as well as interactions between LA and gender had a significant impact on the GPS capability of students. In this case, the BGC of the students impacted their MSE and thus impaired their GPS skills, which also moderated the gender and learning. There are phases in the process of solving problems that tend to hamper student performance. The visualization process appears to be done by female students, while male students make representations when they do. The researchers, therefore, suggest further research related to gender-based LA study in the geometry curriculum to improve the ability of the students.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Review Geometry Learning In Senior High School Comentioning

confidence: 99%

Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems

Alghadari

Herman

Prabawanto

2020

INT ELECT J MATH ED

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“…Flexible and iterative design-based research (DBR) performed within a real mobile educational ecosystem [23], [24]. The research was framed by activity theory and analytically approached from the perspective of behavioural psychology.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Determinant of Optimal and Inhibited Mobile Language Learning Activity

Byrne

2023

Int. J. Interact. Mob. Technol.

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Learner analytic driven research concerned with mobile app learner survivability. An app was developed to indicate productiveness of quiz app usage for global mobile assisted language learning (MALL). The research focused on inhibiting and optimizing effects of level length on total questions answered. How many questions per level leads to the highest total unique questions being answered? The research focused on nine-day cohort timeframes and included three phases: a small-scale pilot study to establish parameters, an exploratory stage undertaken within the parameters and finally the use of a quadratic regression predictive model. The null hypothesis (H0) was rejected. A one-way analysis of variance found a statistically significant difference in the mean productivity of the lengths. Results of a Tukey post hoc test (p < .05) suggests question sets with less than eight questions, or more than 15 questions, appear to inhibit MALL autonomous learning. Optimal level question sets appear to be between lengths 8-14. The results visually encapsulated by a quadratic regression model broadly support H1 and H2. Set 12 is the statistically most significant optimal load. Gains of up to 107% are reported for switching from suboptimal to optimal approaches.

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The Experience of the Kingdom of Saudi Arabia in the Field of E-learning During the Coronavirus Pandemic

Hassan

2022

Technologies, Artificial Intelligence and the Future of Learning Post-Covid-19

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Understanding Problems of Practice

Cited by 7 publications

References 0 publications

Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems

Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems

Determinant of Optimal and Inhibited Mobile Language Learning Activity

The Experience of the Kingdom of Saudi Arabia in the Field of E-learning During the Coronavirus Pandemic

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