Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

Wardat, Yousef; Jarrah, Adeeb M.; Stoica, Georgeta

doi:10.12973/eu-jer.10.3.1505

Cited by 18 publications

(10 citation statements)

References 23 publications

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“…The descriptive approach was used to answer the study questions, and to achieve the objectives, by recognizing the status of teaching mathematics in simultaneous virtual classes in the light of the Covid 19 pandemic (Wardat et al, 2021), specifically uncovering thereby the degree of teaching practices of mathematics teachers in simultaneous virtual classes in the light of the Covid 19 pandemic from the teachers' perspectives by using questionnaires.…”

Section: The Methodologymentioning

confidence: 99%

Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes

Aloufi¹,

Khalil

Elsayed

et al. 2021

IJLTER

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The current study has aimed to identify the status of teaching mathematics in simultaneous virtual classes, in the light of the Covid 19 pandemic, by uncovering the teaching practices in the fields of lesson planning, teaching the new mathematical knowledge, classroom management, and raising the level of interaction, and that of evaluation. The descriptive approach was used in this study, and a random sample, which consisted of 385 mathematics teachers in the Qassim Education Department, was chosen during the first semester of the academic year 2020/21. The questionnaire was the tool used to collect the data after confirming the validity and the reliability thereof. The results of the study showed that the status of teaching mathematics in simultaneous virtual classes in the light of the Covid 19 pandemic was at a high level (3.80/5), according to the respondents' point of view. The results were respectively as follows: planning "high" 3.87; teaching new mathematical knowledge high "3.81"; the evaluation at a high degree of 3.80; and class management, as well as raising the level of interaction at a high degree of 3.67. The results of the study have revealed that there is a discrepancy in some practices, a matter which requires the identification of the training needs of mathematics male and female teachers in the field of e-learning in virtual classes, such as diversifying the methods of receiving students' responses to activities (chatting - WhatsApp --... etc.); the use of electronic participatory learning strategies in building and organizing the work of cooperative learning groups, employing electronic communication applications in providing reinforcement and feedback to students, employing electronic sports activities in presenting the lesson, and by using virtual engineering tools, while solving mathematical problems.

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Section: The Methodologymentioning

confidence: 99%

Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes

Aloufi¹,

Khalil

Elsayed

et al. 2021

IJLTER

Self Cite

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show abstract

“…As well as its role in developing students' abilities to justify, prove and solve problems. As well as preparing a conscious and creative generation qualified with knowledge and skills in various fields, teaching mathematics in the third millennium needs to provide a fertile environment with mathematical concepts that the student needs to deal with its successive variables and successive developments (Wardat et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…The mind is an active member responsible for providing experiences for students to learn building concepts that constitute continuous learning in mathematics. Whereas (Kusmayanti, I, Sumantri, S. & Noornia, A., 2018) see concept-rich instruction as active processes by which students organize, construct and recreate concepts presented to them in learning experiences time (Stoica & Wardat, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

2022

JHETP

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The study aimed to investigate the effectiveness of a teaching strategy based on a Concept-Rich Instruction approach in the student's achievement in a linear algebra course and their attitudes towards mathematics. The study sample consisted of (112) male and female students divided into two groups. An experimental group of ( 55) male and female students taught using a teaching strategy based on Concept-Rich Instruction. A control group of (57) male and female students were taught traditionally. The study data were collected using a mathematical test and a questionnaire that measures students' attitudes towards mathematics. The study results showed statistically significant differences between the two study groups and in favor of the experimental group in the achievement test and the measure of attitudes towards mathematics. The study recommended using the Concept-Rich Instruction approach in teaching the linear algebra course to improve achievement, enhance students' attitudes towards mathematics, and invite students to use these components. As well as recommend conducting similar studies on other mathematics courses such as calculus, differential equations, probability etc.

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“…These results are in line with the findings reported by Huang and Huang (2015), who reported that the digital games significantly improved the low-achieving students' motivation and performance in the learning process. The motivation they gained through solving more games with different levels encouraged them to play more games and collect more points (Wardat et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application

Wardat

Jarrah

Almassri³

et al. 2022

EURASIA J Math Sci Tech Ed

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The United Arab Emirates' vision of the 2021 National agenda aimed that its students rank among the best in the world in mathematics and the sciences. However, fractions remain a challenging topic for both teachers and students. The purpose of this study was to investigate the impact of using digital games-based learning (ABACUS) on students' performance as they learn fractions. A quasi-experimental design was used in carrying out the research. All groups were pre-and posttested to evaluate the effectiveness of the ABACUS active learning intervention. Eighty (n=80) student participants were divided randomly into a control (n=39) group and an experimental (n=41) group. Descriptive and inferential statistics were used to analyze the data from the preand post-tests. The results suggested that students in the post-test of the experimental group achieved a higher score than those in the control group. The findings of this study may provide mathematics teachers with an alternative method to teaching the concept of fractions. Additionally, the findings may also inspire or encourage curriculum planners to integrate digital games-based learning in educational settings. The study concluded with some implications and recommendations for future research.

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Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

Cited by 18 publications

References 23 publications

Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes

Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes

The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application

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