Vol. 4 Iss. 2

In this issue:
• Gender Influence on Statistics Anxiety among Graduate Students
• STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe
• Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students
• The Mathematical Proficiency Promoted by Mathematical Modelling
• The Effects of Instructional Strategies on Preservice Teachers’ Math Anxiety and Achievement

Gender Influence on Statistics Anxiety among Graduate Students

Mihili L.  Edirisooriya & Thomas J. Lipscomb

Download: 51, size: 0, date: 17.May.2021

Abstract: The present study was conducted to further explore gender-based differences in the experience of statistics anxiety among graduate students. A sample of 75 graduate students from a mid-sized research university in the southeastern United States were recruited to participate in a survey concerning statistics anxiety. Data were analyzed using multivariate analysis of covariance and discriminant analysis. Using the Statistics Anxiety Rating Scale, students’ statistics anxiety was measured. After accounting for age, the findings revealed a significant gender difference in statistics anxiety. A significant covariate effect of age indicated that older graduate students reported experiencing higher levels of anxiety as compared to their younger peers. Age accounted for 21% of variance in the combined statistics anxiety subscales. Analysis further revealed that males experienced higher levels of anxiety when seeking statistics help from a fellow student or a professor than did females. Implications for the design of statistics courses are discussed.

Keywords: Age; Gender; Graduate students; Statistics anxiety

Please Cite Edirisooriya, M. L., & Lipscomb T. J. (2020). Gender Influence on Statistics Anxiety among Graduate Students. Journal of Research in Science, Mathematics and Technology Education, 4(2), 63-74. DOI: https://doi.org/10.31756/jrsmte.421


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Vol. 4 Iss. 2

STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

Christopher Mutseekwa

Download: 44, size: 0, date: 17.May.2021

Abstract: This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum in Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used to guide the collection and analysis of data. Data were sourced from 18 Science teacher educators and 108 final year Science student teachers pooled from two secondary school Teachers’ Colleges through a semi-structured questionnaire, follow-up interviews, focusgroups and documents. From the findings, it was evident that although a lot was done to promote STEM literacy in the two colleges, integration of STEM education and practices into the science education curriculum was coincidental rather than planned. Participation in Science exhibitions at local and national level that was common and increased enrolment of teacher candidates in STEM subjects was viewed as major ways to promote the initiative in the Teachers’ Colleges. However, support that targeted a teacher education STEM curriculum and integration/liaison with Engineering and industry was largely found lacking, suggesting the need for practices such as field-trips, work visits and partnerships that foster closer collaboration between colleges, schools, professional scientists and industry.

Keywords: Industry liaison; Integration; STEM curriculum; STEM education; STEM literacy; Professional scientists

Please Cite: Mutseekwa, C. (2021). STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe. Journal of Research in Science, Mathematics and Technology Education, 4(2), 75-92

DOI: https://doi.org/10.31756/jrsmte.422                 


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Vol. 4 Iss. 2

Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students

George Kaliampos

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Abstract: The last decades the population of learners has dramatically changed in the majority of western societies. Students with diverse ethnic and racial backgrounds as well as students that fall into the scope of special education needs have enrolled in schooling without being able to perform competitively in science compared to the mainstream students. A prominent reason, among others, lies on the fact that the cultural origins of these pupils are often not taken into account into the teaching process. It seems that these children are taught science in school without any consideration, from both their teachers and the curriculum, about their diversity background and their unique life experiences that have inevitably affected their way of viewing the natural worldaround them. The present paper aspires to shed light on this issue and act as a call for science education pioneers to expand constructivism theory in order to address student diversity in science classroom.

Keywords: Diversity students; Science education; Special needs.

Please Cite: Kaliampos, G. (2021). Constructivism in the shade of racial, ethnic and special needs diversity students. Journal of Research in Science, Mathematics and Technology Education, 4(2), 93-105. DOI: https://doi.org/10.31756/jrsmte.423         


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Vol. 4 Iss. 2

The Mathematical Proficiency Promoted by Mathematical Modelling

Priscila Dias Corrêa

Download: 50, size: 0, date: 05.May.2021

Abstract: This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.

Keywords: Classroom-based research; Complexity science; Design-based research; High-school level; Mathematical modelling; Mathematical proficiency.

Please Cite: Corrêa, P. D. (2021). The mathematical proficiency promoted by mathematical modelling. Journal of Research in Science, Mathematics and Technology Education, 4(2), 107-131.

DOI: https://doi.org/10.31756/jrsmte.424


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Vol. 4 Iss. 2

The Effects of Instructional Strategies on Preservice Teachers’ Math Anxiety and Achievement

Janelle K. Lorenzen & Thomas J. Lipscomb

Download: 49, size: 0, date: 12.May.2021

Abstract: The results reported herein represent the quantitative portion of a mixed method investigation that employed a non-equivalent control group design conducted to determine the effects of teaching methods on math anxiety and achievement among preservice elementary teachers enrolled in a mathematics course. Two teaching methods, inquiry-based learning (IBL) and direct instruction (DI), were compared. These results indicated that math anxiety decreased significantly for the IBL group while increasing for the DI group over the course of an academic semester. There was no difference in measured learning outcomes between the two groups. A significant negative correlation between math anxiety and student achievement, however, was found. Qualitative results, discussed in a companion article, contextualize these findings and reveal that the participants attributed varying levels of math anxiety to several factors including course content, teaching methods, assessments, and student behaviors.

Keywords: Math anxiety; Achievement; Preservice teachers; Inquiry-based learning, Direct instruction; Mathematics Education

Please Cite: Lorenzen, J., K.,& Lipscomb, T., J.(2021).The Effects of Instructional Strategies on Preservice Teachers’ Math Anxiety and Achievement. Journal of Research in Science, Mathematics and Technology Education, 4(2), 133-151. DOI: https://doi.org/10.31756/jrsmte.425

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Vol. 4 Iss. 2