Abstract: This study was designed to investigate the perception of students on the role of classroom engagement in student’s problem solving in mathematics. Specifically, the study investigated the perception of 6 students taught by 4 mathematics teachers in 2 secondary schools in Nigeria for a period of 2 years. Two research objectives were developed to guide the study. Research journal and video recordings were used to document the focus group discussions and classroom observations. The findings of the study suggested that the mathematics teachers made positive effort to use the engagement strategy as a tool to increase students problem solving abilities during mathematics classroom instruction. In addition, the result of the study suggested a positive increase in students’ problem-solving skills. This was evident in students’ engagement in collaboration, participation, increase in positive relationships that existed between students and their teachers. The study also suggested that the mathematics teachers created positive classroom atmosphere for students’ participation in classrooms problem solving. It also suggests that teachers provided inclusive support for students’ problem solving in mathematics and provided evidence of general traditional teacher centred learning in mathematics as opposed to student-centred learning among the students.
Abstract: Parents’growing concerns about the current approaches to learning mathematics in elementary school have drawn public attention in Canada. Rather than dismiss such concerns, understanding parent perceptions and garnering their support is essential to ongoing curriculum transformation and students’ success in mathematics learning. Using phenomenography, we examined parents’ perceptions of the current mathematics curriculum and their children’s experiences as expressed in community-based focus groups and individual interviews. Parents responded based on their past experiences, their views of children’s current experiences and their future aspirations for their children. Our analysis of parents’ perspectives revealed that their concerns and critiques were grounded in the expectations they held for their children’s mathematics learning. In particular, parental expectations fell into three categories: students need the opportunity to reach expected goals of mathematics learning; essential supports must be in place to reach expected goals; and, home-school communication is necessary for parent understanding and engagement. We suggest that by understanding the specific expectations that underlie parents’ concerns, teachers can engage in conversations that begin with affirming mutual expectations and respecting parents’ personal experiences to lead to partnering with parents as they realize their agency in their children’s learning.
Abstract: The teaching and learning of statistical reasoning is becoming challenging due to the change in the perspective emphasizing on the deeper understanding rather than basic statistics computations. As suggested by researchers, implementing technologies able to develop student interest in the topics leads to deeper understanding. Hence, this study used dynamic software, Fathom for teaching statistical reasoning. The purpose of this study is to examine the statistical reasoning understanding among upper secondary students after using dynamic software, Fathom. The sample consists of seventy-two students randomly assigned to control and experimental groups. The experimental group underwent an intervention where they learnt statistical reasoning using Fathom while the control group learnt statistical reasoning using traditional learning method not involving Fathom. Statistical Reasoning Assessment (SRA) was used in this study as the instrument for measuring statistical reasoning. The research hypothesis data were analyzed using MANCOVA test. The findings showed a significant difference across four statistical reasoning constructs namely Describing Data, Organizing Data, Representing Data and Analyzing and Interpreting Data between students in the control and experimental groups. Furthermore, the results of the analysis emphasized that the students who learned statistical reasoning using Fathom performed better than students in the control group. In brief, the upper secondary students’ statistical reasoning enhanced after implementing Fathom.