Vol. 3 Iss. 2

…………………………………………………………………………….
In this issue:
…………………………………………………………………………….
• Impact of Fathom on Statistical Reasoning among Upper Secondary Students
• Mathematics Curriculum Change: Identifying Parental Expectations
• Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving
…………………………………………………………………………….

Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving

Iliya Joseph Bature, Bill Atweh, & Funmilola Oreoluwa

Download: FULL TEXT PDF
Download: 236, size: 0, date: 16.May.2020

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.

Please Cite: Bature, I. J., Atweh, B. & OreOluwa, F. (2020). Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving. Journal of Research in Science, Mathematics and Technology Education, 3(1), 73-105. Doi: https://doi.org/10.31756/jrsmte.323              

References

Abanihe, I., Ifeoma, M., John, L., & Tandi, I. (2010). Evaluation of the methodology aspect of the science teacher education curriculum in Nigeria. Pakistan Journal of Social Sciences, 7(2), 170-176.

Adeyemi, T.O. (2008). The influence of class-size on the quality of output in secondary schools in Ekiti state, Nigeria. American-Eurasian Journal of Scientific Research, 3(1), 7-14

Adiku M. U. (2008). Curriculum development in science, technology and mathematics (STM) education. Proceedings of the 49th Annual Conference of Science Teachers Association of Nigeria. Nigeria

Ajai, J. T., Imoko, B. I. & Okwu, E. I (2013). Comparison of the Learning Effectiveness of Problem-Based Learning (PBL) and Conventional Method of Teaching Algebra. Journal of Education and Practice. Vol.4(1), 131-136

Akala, J., (2000). The Agony of Teaching Mathematics, Kenya Times, 16, 1

Anderson, L.W., Krathwohl, D.R., eds. (2001). Taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives; abridged edition. NY: Addison Wesley Longman, Inc.

Anthoony G & Walshaw M (2009). Characteristics of Effective Teaching of Mathematics: A View from the West.  Journal of Mathematics Education. 2(2),147-164

Attard, C. (2015). Engagement and mathematics: what does it look like in your classroom? Journal of Professional Learning (semester 2 2015)

Atweh, B. (2007). The social turn in understanding learning and its implications for facilitating learning: ripples for change. A journey of preservice teacher education reforms in the Philippines Commission for Higher Education. Print house, Quezon City.

Atweh et al. (2011) (eds.), Mapping Equity and Quality in Mathematics Education, © Springer Science+Business Media B.V. 35,

Atweh B. (2014) Improving teaching through Productive Pedagogy. A paper presented at the Department of Mathematics Education in the College of Education research and Innovation week, university of South Africa

Azuka, B. (2006). Active learning in the mathematics classroom implications to secondary mathematics and UBE. Proceeding of Annual national conference of MAN, 181-187.

Bajah, S. I. (1999). The challenges of science technology and teacher education in Nigeria; beyond the year 2000. African Journal of Education, 1(91), 43-49.

Ball, D. L. 2003. Mathematical proficiency for all students. Santa Monica, CA: RAND Corporation

Bature, I. J. (2014) Productive Pedagogies for Reforming Secondary School Mathematics Classroom Practice in Nigeria. Curtin University PhD Thesis Online.

Bature, I. J., & Atweh, B. (2020). Mathematics teacher’s reflection on the role of productive pedagogies in improving their classroom instruction. International Journal of Educational Methodology, 6(2), 319-335.

Bature, I. J., & Atweh, B. (2019). Collaboration: A collective bargain for achieving quality mathematics classroom practice. International Journal of Educational Methodology, 5(3), 347-361.

Bature, I.J., & Atweh, B. (2016). Achieving quality mathematics classroom instruction through productive pedagogies. International Journal of Educational Methodology, 2(1), 1-18.

Bature, I. J. Atweh B. & Treagust D. (2016). Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools. Universal Journal of Educational Research 4(1): 173-180,

Bature, I. J., & Bundot, G. B. (2009). Setting the classroom climate for effective teaching and learning process: implications for classroom environment and learning. International Journal for Contemporary Issues in Education (Special edition), 198-201.

Bature, I. J., & Bature, F. S. (2005). Attitude of teachers and students towards teaching and learning of mathematics. Journal of Educational Studies, Institute of Education, 11(1), 64-70.

Bature, I. J., & Bature, F. S. (2006). Effect of maths-phobia on students’ attitude towards mathematics. Journal of Educational Studies, Institute of Education, 12(1), 6-12.

Bature, I., Jackson, J., Kemi, A., Shol, D. & Sabo, N. (2015). Introducing productive pedagogies to Nigerian mathematics classroom through collaborative action research using community of practice approach. International Journal of Learning, Teaching and Educational Research, 11(3), 41-58.

Bature, I. J., & Igwe, O. (2010). An investigation into the factors affecting Junior Secondary School 3 students understanding of mathematics language in Gombe metropolis: African Journal of Educational Research and Administration, 3(1), 47-52.

Bature, I.J. & Jibrin, A.G. (2015). The perception of preservice mathematics teachers on the role of scaffolding in achieving quality mathematics classroom instruction. International Journal of Education in Mathematics, Science and Technology, 3(4), 275-287.

Black & Solomon (2008). Talking to learn and learning to talk in mathematics classroom. @: https://www.researchgate. net/publication/41125144.

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.

Board of Studies New South Wales. (2012). Mathematics K-10 syllabus.   Retrieved from http://syllabus.bos.nsw.edu.au/

Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101.

Briggs M. I, McCaulley, M. C, Quenk, M. H, & Hammer, A.L., (1998), ‘MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator’. 3rd edn. Consulting Psychologists Press Inc. Palo Alto.  21.

Bristow, S.F. & Patrick, S. (2014), “An international study in competency education: Postcards from abroad”, International Association for K–12 Online Learning, Competency Works Issue Brief, CW-An-International-Study-in-Competency-EducationPostcards-from-Abroad.

Brophy, J. (1999). Perspectives of Classroom Management: Yesterday, Today and Tomorrow. In H. J. Freiberg, & J. E. Brophy (Eds.), Beyond Behaviourism: Changing the Classroom Management Paradigm. Boston: Allyn & Bacon.

Cavin, M. (2008). Constructivist approaches to Learning in Science and their implications for Science Pedagogy: A Literature Review. International Journal of Environmental and Science Education, 3, 193 – 206.

Choy, B. H. (2013). Productive mathematical noticing: What it is and why it matters. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proc. 36th annual conference of Mathematics Education Research Group of Australasia (186-193). Melbourne, Victoria: MERGA.

Choy, B. H. (2014). Teachers’ Productive Mathematical Noticing During Lesson Preparation. In Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36(2), 297-304. Vancouver, Canada: PME.

Clandinin, D.J. & Connelly, F.M. (2000) Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco

Clarke, A. E. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage.

Colgan L (2014). Making maths children Will Love: Building Positive Mathematics to improve student’s achievement in Mathematics. Queens University.

Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Prentice Hall.

D’Ambrosio, U. (2006). Ethno-mathematics: Link between traditions and modernity. ZDM, 40(6), 1033-1034.

Davis, R.B., Maher, C.A., & Noddings, N. (Eds.). (1990). Constructivist views on the teaching and learning of mathematics. National Council of Teachers of Mathematics. Reston,

de Bono, E, (1991) "Why Do Quality Efforts Lose Their Fizz?" Quality is No Longer Enough, The Journal for Quality and Participation,

Dweck C. S. (2006). Mindset: The New Psychology of Success. New York, NY: Random House.

Eccles, J. S. (2016). Engagement: where to next. Learning and Instruction, 43, 71–75.

Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7).

Emaikwu, S. O. (2012). Assessing the effect of prompt feedback as a motivational strategy on students’ achievement in secondary school mathematics. Journal of Educational Research, 3(4), 371-379.

Ernest, l (1991). The philosophy of mathematics education: Studies in mathematics education. London: Falmer Press.

Ernest, P. (2001). ‘Critical Mathematics Education’. In Gates, P. (Ed.), Issues in mathematics teaching, 277-293. Routledge/Falmer.

Esan F. (2015). Cooperative Problem-Solving Strategy and Students’ Learning Outcomes in Algebraic Word Problems: A Nigerian Case. International Journal for Infonomics (IJI), 8(1), 986 – 989.

Eso, O.T. (1998). Assessment procedure and student locus of control as determinants of achievement in Integrated Science. (Unpublished doctoral dissertation).

Fair Go Team NSW Department of Education and Training. (2006). School is for me: pathways to student engagement. Sydney: NSW Department of Education and Training.

FGN. (2004). National Policy on Education (4th Ed.). Nigerian Educational Research and Development Council Press.

FME, (2006). Federal ministry of education operation reaches all secondary schools: Report on the state of secondary schools in Nigeria. Abuja: Federal Inspectorate Service Publication.

Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: a multidimensional view of engagement. Theory into Practice, 50(4), 327–335

Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4.

Feldman, K. A. (1976). The superior college teacher from the students' view. Research in Higher Education, 5(3), 243-288.

Freudenthal, H. (1978). Weeding and sowing: Preface to a science of mathematical education. Dordrecht: Reidel.

Gardner, H. (1995). Reflections on Multiple Intelligences. Phi Delta Kappan, 77, 200.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice.  New York: Teachers College Press.

Glasersfeld, E. (1987). ‘Learning as a constructive activity.’ In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics. Hillslade, NJ: Erlbaum.

Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W. & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711-735

Hiebert, J. (2003). What research says about the NCTM standards. In A research companion to principles and standards for school mathematics, edited by J. Kilpatrick, W.G. Martin, and D. Schifter, 1-23. Reston, VA: National Council of Teachers of Mathematics

Huerta M, O. (2008), “Managing change in OECD governments: An introductory framework”, OECD Working Papers on Public Governance.12, OECD Publishing, Paris.

Ingram, N. (2013). Mathematical engagement skills. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics Education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia). Melbourne: MERGA.

Jaworski B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211.

Jensen, B. et al. (2016), Beyond PD: Teacher Professional Learning in High-Performing Systems, National Center on Education and the Economy, Washington, D.C., www.ncee.org/wp-content/uploads/2016/02/BeyondPD Webv2.pdf.

Johnson, K. (2004). The role of field palaeontology on teachers’ attitudes toward inquiry science. Novation’s Journal, 2f.

Julius, E, Abdullah, A., & Suhairom, N. (2018) Attitude of Students Towards Solving Problems in Algebra: A Review of Nigeria Secondary Schools.” IOSR Journal of Research & Method in Education (IOSRJRME), 8(1), 26-31.

Kaka, M. O. (2007). Games assisted instructional materials – A strategy for enhancing students’ achievement in integrated sciences. Journal of Research in Curriculum and Teaching, 2 (1), 120 – 128.

Klegeris, A., Bahniwal, M., & Hurren, H., (2013). Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting. CBE-life science Education. 12, 73 – 79

Knowles, M. S. (1975). Self-Directed Learning: A Guide for learners and Teachers. Chicago, Illinois: Follert Publishing.

Kusure, L. P. & Bashira K (2012). Instruction in Science and Mathematics for the 21st century proceedings of the first national science and mathematics teachers conference, Bindura university of science education (BUSE), Bindura

Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal (27), 29-63.

Lave, D., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

Lerman, S. (1996). Inter-subjectivity in mathematics learning: A challenge to the radical constructivist paradigm. Journal for Research in Mathematics Education, 27(2), 133-150.

James, A. O. & Adewale, O.A. (2015). Relationship between senior secondary schools’ students’ achievement in mathematical problem solving and    intellectual abilities tests. European Scientific Journal, 8(15): 169-179.

Mayer, R.  E. & Wittrock, R.C. (2006). Problem solving. In Handbook of educational psychology 287–304. Mahwah, NJ: Erlbaum

McDonald, T. (2013). Classroom Management: Engaging students in learning. (2nd Ed.) Australia & NZ: Oxford University Press

Montessori, M. (2003). Montessori Method Book. Berne Nobles

Morganett, L. (1991). Good teacher-student relationships: A key element in classroom motivation and management. Education, 112(2), 260-264.

Mpofu, G. & Mpofu, M. 2019. A Motivating Tool in the Teaching and Learning of Mathematics. International Journal of Biology, Physics & Mathematics.3(2),102 – 113

Mupa, (2015) in Mpofu, G. & Mpofu, M. (2019). A Motivating Tool in the Teaching and Learning of Mathematics. International Journal of Biology, Physics & Mathematics. 3(2), 102 – 113

Nagy, R (2019). The epic failure at the root of Australia's maths problem. ABC News. Online @https://www.abc.net.au/news/2019-12-07/the-demise-of-australian-mathematics-teachers-students/11768644

National Center for Educational Achievement. (2010). Best Practice Framework. Accessed online @ http://www.just4kids. org/en/texas/best_practices/framework.cfm.

National Curriculum Framework (2005) (NCF-2005)-A Paradigm Shift-Mathematics; NCERT publications, New Delhi

Nesmith S. J. (2008). Mathematics and Literature: Educators’ Perspectives on Utilizing a Reformative Approach to Bridge Two Cultures; Wayland Baptist University

Nevid, J.  (2013).  Psychology:  concepts and applications.  Belmont CA:  Wadworth. 

Nwagbo, C. (1999). Effects of guided-discovery and expository teaching methods on the attitudes towards biology of students of with different levels of scientific literacy. Journal of Science Teachers Association of Nigeria (STAN), 36, 43-51.

Obamanu, B.J. & Ademola, M.O. (2011). Factors related to under achievement in science, technology and mathematics education in secondary schools in Rivers state, Nigeria. World Journal of Education. 1(1), 102-109.

Odili, G.A. (2006). Mathematics in Nigeria secondary schools: A teaching perspective. Port Harcourt: Anachuna Educational Books.

Op 't Eynde, P. (2004). A socio-constructivist perspective on the study of affect in mathematics education. In M. J. Hoines & A. B. Fuglestad (Eds.), 28th Conference of the International Group for the Psychology of Mathematics Education 1, 118-122. Bergen, Norway: Bergen University College.

Osuafor, A. M. (1999). Extent of use of research findings on instructional strategies in science education. Journal of Science Teachers Association of Nigeria 34: 102-112.

Oyanya E. O. & Njuguna, B. M., (1999).    (SMASSE). A paper presented to Kenya National Heads Association Conference, Mombasa, Kenya.

Piggott, J. (2004,). Developing a Framework for Mathematical Enrichment. Conference Proceedings, "Critical Thinking", University of the West Indies, Trinidad.

Protheroe, N. (2007). “What Does Good Math Instruction Look Like?” Principal 7(1), 51 – 54.

Rowe, K.J. (2006). Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching? Background paper to keynote address presented at the NSW DET Office of Schools Portfolio Forum, Wilkins Gallery, Sydney.

 Salman, M. F., Yahaya, L. A., & Adewara, A. A. (2011). Mathematics Education in Nigeria: Gender and Spatial Dimensions of Enrolment. 3(1), 15–20

Schoen, H. L., & Charles, L. I. (2003). (Eds.), Teaching mathematics through problem solving: Grades 6-12. Reston, VA. National Council of Teachers of Mathematics.

Skemp, R. R. (2008). The Psychology of learning Mathematics. Hillside: Lawrence Eribaum Associates.

Skemp R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.

Skovsmose, O. (2005). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam, NHL: Sense Publishers.

Smith, N.N. (2017).  A mind for mathematics: Meaningful teaching and learning in elementary classrooms.  Bloomington, IN: Solution Tree.

Smith, N.N. (2018).  Ten Tips to Engage Students with Mathematics. Online @ https://corwin-connect.com/2018/01 /ten-tips-engage-students-mathematics/

Solomon, Y. (2007). Experiencing mathematics classes: gender, ability and the selective development of participative identities. International Journal of Educational Research   46 (1-2), 8-19

Solomon, Y. (2008). Mathematical Literacy: Developing Identities of Inclusion. Mahwah, NJ.: Lawrence Erlbaum Associates/Taylor and Francis.

Stake, R. E. (2005). Qualitative Case Studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research 443-466. Thousand Oaks, CA, Sage Publications Ltd.

Steffe, L. P. & Thompson, P. W. (2000). Interaction or Intersubjectivity? A Reply to Lerman. Journal for Research in Mathematics Education, 31(2), 191- 209.

Sullivan, P., McDonough, A., (2007) Eliciting positive student motivation for learning mathematics. Acess online @ https://research.monash.edu/en/publications/eliciting-positive-student-motivation-for-learning-mathematics

Sullivan, P., Tobias, S., & McDonough, A. (2006). Perhaps the decision of some students not to engage in learning mathematics in school is deliberate. Educational Studies in Mathematics, 62(1), 81-99.

Tun, M. (2016). "What do Math and Language have in Common? Lessons from Foreign Language Learning." Journal of Mathematics and Culture. 10(3): 148-168

UNESCO (2015), Transversal Competencies in Education Policy and Practice. (Phase 1 Regional Synthesis Report), Paris, France.

Vander Ark, T. (2016), Project or Activity? Project-Based Learning and Cousins, acess online @ http://gettingsmart. com/2016/06 /project-

Vondrová, N., & Žalská, J. (2013). Mathematics for teaching and pre-service mathematics teachers' ability to notice. In A. Lindmeier & A. Heinze (Eds.), Proc. 37th Conf. of the Int. Group for the Psychology of Mathematics Education.4, 361-368.

Valero, P. (2009). Mathematics education as a network of social practices. Invited keynote lecture at the 6th Conference of the European Society for research in Mathematics Education (CERME6) (forthcoming proceedings). University Joseph Fourier, Lyon, France.

Watts H. M. G. & Goos M. (2017). Theoretical foundations of engagement in mathematics.   Math Ed Research Journal 29:133–142.

Williams, S.R., Ivey, K.M. (2001).  Affective Assessment and Mathematics Classroom Engagement: A Case Study. Educational Studies in Mathematics 47, 75–100.

Wu, M., & Dianzhou, Z (2006) Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West. The 13th ICMI Study

Yang, Y., & Ricks, T. E. (2013). Chinese lesson study: Developing classroom instruction through collaborations in school-based teaching research group activities. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching 51-65. New York: Routledge.

Yin, R. K. (1994) Case study research: design and methods (2nd edition). Thousand Oaks, CA: Sage
Vol. 3 Iss. 2

Mathematics Curriculum Change: Identifying Parental Expectations

Kylie Palfy, Janelle McFeetors & Lynn M. McGarvey

Download: FULL TEXT PDF
Download: 250, size: 0, date: 07.May.2020

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.

Please Cite: Palfy, K., McFeetors, P. J., & McGarvey, L. M. (2020). Mathematics curriculum change: Identifying parental expectations. Journal of Research in Science, Mathematics and Technology Education, 3(2), 51-72. Doi: https://doi.org/10.31756/jrsmte.322          

References

Akerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115-127. https://doi.org/10.1080/07294360.2011.642845

Alphonso, C. (2013, December 3). Canada’s failing math rankings renews push for national standards. The Globe and Mail. http://www.theglobeandmail.com/news/national/education/canadas-falling-math-rankings-renews-push-for-national-standards/article15755434/#dashboard/follows/

Aytekin, C., Baltaci, S., & Yildiz, A. (2018). Investigation of parents’ expectations from matheamtics education in Turkey. Acta Didactica Napocensia, 11(3-4), 59-78. https://doi.org/10.24193/adn.11.3-4.5

Baroody, A. J. (1999). Children’s relational knowledge of addition and subtraction. Cognition and Instruction, 17(2), 137-175. https://doi.org/10.1207/S1532690XCI170201

Bartlo, J., & Sitomer, A. (2008). Exploring parents’ experiences with standards-based mathematics curricula. Adults Learning Mathematics: An International Journal, 3(2b), 6-22.

Barwell, R., & Abtahi, Y. (2017). Mathematics concepts in the news. In E. De Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept? (pp. 175-188). Cambridge, England: Cambridge University Press. https://doi.org/10.1017/9781316471128.011

Bates, A. B., Latham, N. I., & Kim, J. (2013). Do I have to teach math? Early childhood pre-service teachers’ fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 1-10. http://www.k-12prep.math.ttu.edu/journal/5.attributes/volume.shtml

Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7

Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers’ beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97-109. https://doi.org/10.1037/0022-0663.96.1.97

Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah, NJ: Lawrence Erlbaum.

Bright, G. W. (1973). Some remarks on Levine’s study of attitudes. Journal for Researchin Mathematics Education, 4(2), 126-128. https://doi.org/10.2307/749039

Chernoff, E. (n.d.). MatthewMaddux education [Digital repository tagged Math Wars]. http://matthewmadduxeducation.com/tagged/math%20wars

Civil, M., & Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(3), 309-330. https://doi.org/10.1207/s15327833mtl0803_6

Deringol, Y. (2019). Parents’ expectation of mathematics education and their engagemetn in education ahd homework habits of children. Acta Educationis Generalis, 9(3), 16-40. https://doi.org/10.2478/atd-2019-0012

De Abreu, G., & Cline, T. (2005). Parents’ representations of their children’s mathematics learning in multiethnic primary schools. British Educational Research Journal, 31(6), 697-722. https://doi.org/10.1080/01411920500314869

Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelmann, F. Kaufmann, & F. Lösel (Eds.), Social intervention: Chances and constraints (pp. 121-136). New York, NY: De Gruyter.

Epstein, J. L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209-246). Mahwah, NJ: Lawrence Erlbaum.

Erlwanger, S. H. (1973/2004). Benny’s conception of rules and answers in IPI mathematics. In T. P. Carpenter, J. A. Dossey & J. L. Koehler (Eds.) Classics in mathematics education research (pp. 48-58). Reston, VA: National Council of Teachers of Mathematics. (Reprinted from Journal of Children’s Mathematical Behavior, 1(2), 1-26.)

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115. https://doi.org/10.1177/1365480214521457

Froiland, J. M., Peterson, A., & Davison, M. L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International34(1), 33-50. https://doi.org/10.1177/0143034312454361

Gellert, U. (2005). Parents: Support or obstacle for curriculum innovation? Journal of Curriculum Studies, 37(3), 313-328. https://doi.org/10.1080/00220270412331314438

Ginsburg, L., Rashid, H., & English-Clarke, T. (2008). Parents learning mathematics: For their children, from their children, with their children. Adult Learning, 19(3-4), 21-26. https://doi.org/10.1177/104515950801900305

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing Company. https://doi.org/10.4324/9780203793206

Gurwitsch, A. (1964). The field of consciousness. Pittsburgh, PA: Duquesne University Press.

Henry, V. J., & Brown, R. S. (2008). First-grade basic facts: An investigation into teaching and learning of an accelerated, high-demand memorization standard. Journal for Research in Mathematics Education, 39(2), 153-183. https://doi.org/10.2307/30034895

Hopper, T. (2014, February 28). Does ‘discovery learning’ prepare Alberta students for the 21st century or will it toss out a top tier education system? The National Post. http://news.nationalpost.com/2014/02/28/does-discovery-learning-prepare-alberta-students-for-the-21st-century-or-will-it-toss-out-a-top-tier-education-system/

Houle, T. (2013). Petitioning the Minister of Education for the Province of British Columbia. Mastering the basics of mathematics in BC schools. http://www.gopetition.com/petitions/mastering-the-basics-of-mathematics-in-bc-schools.html

Jackson, K., & Remillard, J. T. (2005). Rethinking parent involvement: African American mothers construct their roles in the mathematics education of their children. School Community Journal, 15(1), 51-73. http://www.adi.org/journal/ss05/Jackson%20&%20Remillard.pdf

Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P., & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22(3), 474–496. https://doi.org/10.1080/02796015.1993.12085668

Kilpatrick, J. (2012). The new math as an international phenomenon. ZDM Mathematics Education, 44(4), 563-571. https://doi.org/10.1007/s11858-012-0393-2

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

Kline, M. (1973). Why Johnny can’t add: The failure of the new math. Random House.

Lazarides, R., Viljaranta, J., Aunola, K., Pesu, L., & Nurmi, J.-E. (2016). The role of parental expectations and students’ motivational profiles for educational aspirations. Learning and Individual Differences, 51, 29–36. https://doi.org/10.1016/j.lindif.2016.08.024

Levine, G. (1972). Attitudes of elementary school pupils and their parents toward mathematics and other subjects of instruction. Journal for Research in Mathematics Education, 3(1), 51-58. https://doi.org/10.207/743788

Lightfoot, D. (2004). “Some parents just don’t care”: Decoding the meanings of parental involvement in urban schools. Urban Education, 39(1), 91–107. https://doi.org/10.1177/0042085903259290

Marshall, L., & Swan, P. (2010). Parents as participating partners. Australian Primary Mathematics Classroom, 15(3), 25–32.

Marton, F. (1986). Phenomenography—A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. https://www.jstor.org/stable/42589189

Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9780203053690

McFeetors, P. J., & McGarvey, L. M. (2019). Public perception of the baisc skills crisis. Canadian Journal of Science, Mathematics, and Technology Education, 19(1), 21-34. https://doi.org/10.1007/s42330-018-0016-1

McFeetors, P. J., McGarvey, L. M., Yin, I., & Pinnegar, E. (2016). Parents’ perceived communication about math curriculum. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chpater of the International Group for the Psycholoyg of Mathematics Education (pp. 1349-1352). Tucson, AZ: The University of Arizona. http://www.pmena.org/pmenaproceedings/PMENA%2038%202016%20Proceedings.pdf

McMullen, R., & de Abreu, G. (2011). Mothers’ experiences of their children’s school mathematics at home: The impact of being a mother-teacher. Research in Mathematics Education, 13(1), 59-74. https://doi.org/10.1080/14794802.2011.550727

Meier, C., & Lemmer, E. (2015). What do parents really want? Parents’ perceptions of their children’s schooling. South African Journal of Education, 35(2), 1-11. https://doi.org/10.15700/saje.v35n2a1073

Murray, T. (2013). Petitioning Honourable Liz Sandals. Parents would like to see changes to math education in Ontario. http://www.change.org/petitions/honourable-liz-sandals-parents-would-like-to-see-changes-to-math-education-in-ontario-we-would-like-a-more-structured-system-and-a-solid-foundation-in-arithmetic-and-problem-solving

National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.

National Research Council. (1990). A Challenge of numbers: People in the mathematical sciences. Washington, DC: National Academies Press. https://doi.org/10.17226/1506

Ntow, F. D., & Tackie, N. A. (2015). Parental expectations for high school students in mathematics. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Pscyhology of Mathematics Education (p. 589). East Lansing, MI: Michigan State University. https://www.pmena.org/pmenaproceedings/PMENA%2037%202015%20Proceedings.pdf

OECD. (2013). PISA 2012 Results: What students know and can do–Student performance in mathematics, reading and science (Vol. I). PISA, OECD Publishing. https://doi.org/10.1787/9789264201118-en

Papadopoulus, I. (2017). Opening inquiry mathematics to parents: Can they be engaged as teachers’ partners in mathematical work? Journal of Pedagogical Research, 1(1), 1-20. https://www.ijopr.com/article/opening-inquiry-mathematics-to-parents-can-they-be-engaged-as-teachers-partners-in-mathematical-work-6365

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101. https://doi.org/10.3102/0034654308325185

Peressini, D. (1997). Parental involvement in the reform of mathematics education. Mathematics Teacher, 90(6), 421-427. https://www.jstor.org/stable/27970215

Peressini, D. D. (1998). The portrayal of parents in the school mathematics reform literature: Locating the context for parental involvement. Journal for Research in Mathematics Education, 29(5), 555-583. https://doi.org/10.2307/749733

Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. Journal for Research in Mathematics Education, 31(5), 524-540. https://doi.org/10.2307/749885

Polanyi, M. (1964/1969). The logic of tacit inference. In M. Greene (Ed.), Knowing and being: Essays by Michael Polanyi (pp. 138-158). Chicago, IL: University of Chicago Press.

Remillard, J. T., & Jackson, K. (2006). Old math, new math: Parents’ experiences with standards-based reform. Mathematical Thinking and Learning, 8(3), 231-259. https://doi.org/10.1207/s15327833mtl0803_3

Rose, H. & Betts, J. R. (2004). The effect of high school courses on earnings. The Review of Economics and Statistics, 86(2), 497-513. https://doi.org/10.1162/003465304323031076

Russell, G. L., & Chernoff, E. J. (2013). The marginalization of Indigenous students within school mathematics and the math wars: Seeking resolutions within ethical spaces. Mathematics Education Research Journal, 25(1), 109-127. https://doi.org/10.1007/s13394-012-0064-1

Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253-286. https://doi.org/10.1177/0895904803260042

Sheldon, S. B., Epstein, J. L., & Galindo, C. L. (2010). Not just numbers: Creating a partnership climate to improve math proficiency in schools. Leadership and Policy in Schools, 9(1), 27-48. doi:10.1080/15700760802702548

Simon, B. S., & Epstein, J. L. (2001). School, family, and community partnerships: Linking theory to practice. In D. B. Hiatt-Michael (Ed.), Promising practice for family involvement in schools (pp. 1-24). Charlotte, NC: Information Age.

Thompson, D. R., Kaur, B., Koyama, M., & Bleiler, S. K. (2013). A longitudinal view of mathematics achievement of primary students: Case studies from Japan, Singapore, and the United States. ZDM Mathematics Education, 45(1), 73-89. https://doi.org/10.1007/s11858-013-0485-7

Tran-Davies, N. (2013). Petitioning Honourable Jeff Johnson. Back to basics: Mastering the fundamentals of mathematics. https://www.change.org/en-CA/petitions/back-to-basics-mastering-the-fundamentals-of-mathematics

     

Vol. 3 Iss. 2

Impact of Fathom on Statistical Reasoning among Upper Secondary Students

Nanteni Ganesan

Kwan Eu Leong

Download: FULL TEXT PDF
Download: 132, size: 0, date: 07.May.2020

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.

Please Cite: Ganesan, N., & Leong, K.E. (2020). Impact of Fathom on Statistical Reasoning among Upper Secondary Students. Journal of Research in Science, Mathematics and Technology Education, 3(1), 35-50. Doi: https://doi.org/10.31756/jrsmte.321              

References

Accrombessy, F. (2006). An evaluation study of the process of reform of statistics teaching at the secondary level in Benin: Assessment and perspectives. Paper presented at the Seventh International Conference on Teaching Statistics.

Ben-Zvi, D., Gravemeijer, K., & Ainley, J. (2018). Design of Statistics Learning Environments. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International handbook of research in Statistics Education (pp. 473-502). Cham: Springer International Publishing.

Brahier, D. J. (2016). Teaching secondary and middle school mathematics. New York, NY: Routledge.

Bruno, A., & Espinel, M. C. (2009). Construction and evaluation of histograms in teacher training. International Journal of Mathematical Education in Science and Technology, 40(4), 473-493. doi: 10.1080/00207390902759584

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Handbook of research on teaching (pp. 171-246). Chicago, IL: Rand McNally.

Chan, S. W., Ismail, Z., & Sumintono, B. (2016). A Framework for Assessing High School Students' Statistical Reasoning. PloS One, 11(11), e0163846.

Chance, B., & Rossman, A. (2006). Using simulation to teach and learn statistics. Paper presented at the Seventh International Conference on Teaching Statistics.

Chua, Y. P. (2012). Effects of computer-based testing on test performance and testing motivation. Computers in Human Behavior, 28(5), 1580-1586.

Ciancetta, M. A. (2007). Statistics students reasoning when comparing distributions of data. Citeseer.  

Clark, J., Kraut, G., Mathews, D., & Wimbish, J. (2007). The fundamental theorem of statistics: Classifying student understanding of basic statistical concepts. Unpublished manuscript. Retrieved from

   http://www1. hollins. edu/faculty/clarkjm/stat2c. pdf

Cooper, L., & Shore, F. (2008). Students’ misconceptions in interpreting center and variability of data represented via histograms and stem-and-leaf plots. Journal of Statistics Education, 16(2), 1-13.

DelMas, Garfield, J., & Ooms, A. (2005). Using assessment items to study students’ difficulty reading and interpreting graphical representations of distributions. Paper presented at the Fourth Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-4).

Eichler, A., & Zapata-Cardona, L. (2016). Empirical research in statistics education. In Empirical Research in Statistics Education (pp. 1-37). Springer.

Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Scheaffer, R. (2005). A curriculum framework for K-12 statistics education. GAISE report, American Statistical Association.

Gal, I., & Garfield, J. B. (1997). The assessment challenge in statistics education (Vol. 12). IOS Press.

Galotti, K. M. (2008). Cognitive psychology in and out of the laboratory (5th ed.). Thousand Oaks, CA: SAGE.

Garfield, Joan. (2002). The challenge of developing statistical reasoning. Journal of Statistics Education, 10(3), 58-69.

Garfield, Joan, & Ben-Zvi, D. (2008). Developing students' statistical reasoning. Springer.

Hall, & Heyde, C. C. (2014). Martingale limit theory and its application. Academic Press.

Jones, G. A., Thornton, C. A., Langrall, C. W., Mooney, E. S., Perry, B., & Putt, I. J. (2000). A framework for characterizing children's statistical thinking. Mathematical Thinking and Learning, 2(4), 269-307.

Lane, D. M., & Peres, S. C. (2006). Interactive simulations in the teaching of statistics: Promise and pitfalls. Paper presented at the Seventh International Conference on Teaching Statistics.

Lane-Getaz, S. J. (2006). What is statistical thinking, and how is it developed. Thinking and reasoning about data and chance: Sixty-eighth NCTM Yearbook (pp. 273-289). Reston, VA: NCTM.

Loveland, J., & Schneiter, K. (2014). Teaching Statistics with Lectures or Activities: A Comparative Study. Paper presented at the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Arizona, USA.

Meletiou, M., & Lee, C. (2002). Student understanding of histograms: A stumbling stone to the development of intuitions about variation. Paper presented at the The Sixth International Conference on Teaching Statistics (ICOTS6). https://www.stat.auckland.ac.nz/~iase/publications/1/10_19_me.pdf

Meletiou, M., & Stylianou, D. A. (2003). Graphical representation of data: The effect of the use of dynamical statistics technological tool. Retrieved from https://pdfs.semanticscholar.org/3463/fc7cbe9424dd8b4608e4466b4904e50c3052.pdf

Mevarech, Z. R. (1983). A deep structure model of students' statistical misconceptions. Educational Studies in Mathematics, 14(4), 415-429. doi: 10.1007/bf00368237

Mills, J. D. (2004). Students' attitudes towards Statistics: Implications for the future College Student Journal, 38(3).

Mooney, E. S. (2002). A framework for characterizing middle school students' statistical thinking. Mathematical Thinking and Learning, 4(1), 23-63.

Pollatsek, A., Lima, S., & Well, A. D. (1981). Concept or computation: Students' understanding of the mean. Educational Studies in Mathematics, 12(2), 191-204. doi: 10.1007/bf00305621

Pratt, D., & Ainley, J. (2008). Introducing the special issue on informal inferential reasoning. Statistics Education Research Journal, 7(2), 3-4.

Saldanha, L., & Thompson, P. (2002). Conceptions of sample and their relationship to statistical inference. Educational Studies in Mathematics, 51(3), 257-270.

Sorge, C., & Schau, C. (2002). Impact of engineering students’ attitudes on achievement in statistics: A structural model. Paper presented at the annual meeting of the American Educational Research Association. New Orleans.
Vol. 3 Iss. 2