Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "mathematics" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 25
Tytuł:
The Relationship between Mathematics Anxiety and Learning Styles of High School Students
Autorzy:
Tatar, Enver
Powiązania:
https://bibliotekanauki.pl/articles/48525156.pdf
Data publikacji:
2012-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
mathematics education
mathematics anxiety
learning styles
collaborative learning
Opis:
The presented study examines the relationship between high school students’ mathematics anxiety and learning styles. Subjects were 441 eleventh grade students enrolled in six different high schools. The data were obtained primarily from two scales, namely “Mathematics Anxiety Scale” and “Learning Style Inventory”. Quantitative research approach was used in analyzing and collecting the data. Results revealed a significantly positive relation between mathematics anxiety and an avoidant learning style. In addition, there was a significant negative correlation between anxiety and collaborative learning. Results also revealed that avoidant learning style was the strongest predictor of mathematics anxiety
Źródło:
The New Educational Review; 2012, 28; 94-101
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Assessment Ability of Pre-Service Teachers
Autorzy:
Podgoršek, Manja
Lipovec, Alenka
Powiązania:
https://bibliotekanauki.pl/articles/1998077.pdf
Data publikacji:
2017-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
mathematics
self-assessment
seminar paper
mathematics classroom performance
Opis:
Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.
Źródło:
The New Educational Review; 2017, 48; 213-223
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics
Autorzy:
Konarzewski, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1967720.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary education
achievement in mathematics
attitude toward mathematics
TIMSS
Opis:
International data from TIMSS 2015 show a significant negative correlation between the country mean attitude toward mathematics and the mean achievement in mathematics of fourth grade pupils. The aim of the paper is to decide whether it is a statistical artifact or an indication of a real factor operating at the country level. The multilevel regression analysis of the data attests the latter. The factor is hypothetically identified with country typical pressure for knowledge acquisition. Strong pressure is conducive to high achievement but it puts pupils under stress, which lowers the attitude. The reverse holds for weak pressure. Within country, the variability of pressure for knowledge acquisition is restricted, hence pupils may maintain psychological coherence between achievement and attitude.
Źródło:
The New Educational Review; 2019, 56; 17-28
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of the Mathematical Modelling Method on the Level of Creative Thinking
Autorzy:
Ciltas, Alper
Powiązania:
https://bibliotekanauki.pl/articles/45875605.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
mathematical modelling
creativity
mathematics
Opis:
This study aims to examine the effect of the mathematical modelling method on students’ creative thinking levels. In line with this purpose, the research group was divided into two groups, namely the experimental group and the control group. The experimental group was given courses with the use of the mathematical modelling method for a semester, whereas the control group was given courses with the use of the traditional instruction method. The study group of the research was composed of 75 third-year students who were studying at the Department of Elementary Mathematics Teaching in the 2010/2011 academic year. A quasi-experimental method was used in the study. The data of the study was obtained using a creative thinking scale. Descriptive statistics and t-test were utilised in analysing the data. At the end of the study, it was determined that the instruction method which was applied in the experimental group had a positive effect on creative thinking levels. It is believed that it will be useful to take the mathematical modelling method into account in teaching suitable concepts in educational institutions in view of its positive effect on students’ creative thinking levels.
Źródło:
The New Educational Review; 2012, 30; 103-113
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Prospective Mathematics Teachers’ Knowledge of Content and Students in Integrating Mathematical Literacy
Autorzy:
Lestari, Nurcholif Diah Sri
Juniati, Dwi
Suwarsono, St.
Powiązania:
https://bibliotekanauki.pl/articles/1967623.pdf
Data publikacji:
2019-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
knowledge of content and students
prospective mathematics teachers
mathematical literacy
secondary mathematics classrooms
Opis:
This study aims to explore the role of knowledge of content and students of a prospective mathematics teacher in designing learning that integrates mathematical literacy into mathematics teaching and learning. This research was a case study with a single-case design. A participant selected from 75 prospective mathematics teachers through purposive sampling techniques was assigned to compile two sets of learning tools to teach mathematical literacy through learning the concepts of relationships and functions. The data were collected through in-depth semi-structured interviews based on her experiences of designing the learning tools. Then, the data were analyzed to reveal the role of Knowledge of Content and Students (KCS) in designing the learning. The results of the analysis show that KCS has a considerable role in the prospective mathematics teacher in designing learning. The researcher found that knowledge of students’ mastery of the prerequisite materials affected the depth of the material; knowledge about students’ misconceptions, errors, or difficulties influence teaching strategy decision and organizing learning material, and knowledge of students’ interests, motivation influences the selection of problem contexts and strategies to encourage students’ active participation in the class.
Źródło:
The New Educational Review; 2019, 57; 151-160
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students
Autorzy:
Othman, Rafidah
Shahrill, Masitah
Mundia, Lawrence
Tan, Abby
Huda, Miftachul
Powiązania:
https://bibliotekanauki.pl/articles/2005000.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
ability
learning preferences
mathematics
differentiated instruction
Opis:
In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.
Źródło:
The New Educational Review; 2016, 44; 125-138
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WebQuest Based Learning: the Attitudes of Primary Students towards Mathematics
Autorzy:
Üzel, Devrim
Powiązania:
https://bibliotekanauki.pl/articles/50392323.pdf
Data publikacji:
2012-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
WebQuest
mathematics education
attitude
t-test
Opis:
This study aimed to determine the attitudes of primary school students towards mathematics in WebQuest based learning (WBL). A descriptive research model was used to determine the attitudes of primary school students towards mathematics in WBL. The participants of this research comprised 92 students (32 in the 6th grade, 33 in the 7th grade and 27 in the 8th grade), who took a WBL Course in Balıkesir run by the researcher. A questionnaire developed by the researcher was given before and after the course in the 2009–2010 fall semesters. The significance of the differences in the attitudes of the primary school students before and after the WBL courses were measured by t test and the students’ test scores were found statistically significant at the level of p = 0.05. At the end of the course, the attitudes of the primary school students towards mathematics developed in a positive way in all the classes.
Źródło:
The New Educational Review; 2012, 27; 209-220
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An example of integrated teaching of mathematics and environmental education in the second grade of basic school
Autorzy:
Cotič, Nastja
Cotič, Mara
Felda, Darjo
Lepičnik Vodopivec, Jurka
Powiązania:
https://bibliotekanauki.pl/articles/2011745.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
holistic learning
interdisciplinary integration
mathematics
environmental education
Opis:
On the basis of research and the syllabi for mathematics and environmental education, which promote integrated teaching, a model of integrated teaching of mathematics and environmental education has been designed. 331 basic school second grade pupils participated in the experiment (163 pupils in the experimental group and 168 in the control group). The differences in the results were statistically significant after the second test, as compared to the control group, the experimental group performed better at all levels of TIMSS taxonomy. With this the importance of interdisciplinary integration or of holistic teaching, indispensable in the first years of schooling, was confirmed.
Źródło:
The New Educational Review; 2015, 41; 17-26
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Statistics in the Background of Teaching Mathematics
Autorzy:
Felda, Darjo
Bon Klanjšček, Mirjam
Powiązania:
https://bibliotekanauki.pl/articles/1998216.pdf
Data publikacji:
2017-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teaching statistics
mathematics
problem-solving approach
statistical reasoning.
Opis:
In math classes solving statistical tasks by using procedures which the student learned by heart is usually used. The authors, thus encouraged learning and teaching statistics on the basis of realistic problems and problem situations, so that the student gets to know statistical concepts within the experience of resolving a real-life problem situation. With this approach to learning and teaching statistics, students acquired a better knowledge and were able to grasp, interpret and make critical evaluations of the statistical information, which was confirmed by the experiment that involved 269 first-grade high school students.
Źródło:
The New Educational Review; 2017, 48; 65-75
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Stigmatising Stereotype or a Universal Gap in Expectations? Lessons in Mathematics in the Perception of Polish and Ukrainian Students
Autorzy:
Turska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/26469815.pdf
Data publikacji:
2013-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
stereotypes
mathematics as a domain for males
interpersonal expectations
Opis:
Referring to the results of the authors’ own research published in The New Educational Review (Turska, Bernacka 2010; Turska 2011), this article attempts at competitive verification of a hypothesis that explains differences in the perception of a mathematics teacher by Polish male and female students in view of a popular stereotype that Mathematics is a domain for males. It was assumed that diverse perceptions may result from different interpersonal expectations of the two genders. A comparative study carried out on a group of Ukrainians, established in accordance with the principles of ecological validity, seems to further substantiate the stigmatising effect of the stereotype in Poland.
Źródło:
The New Educational Review; 2013, 31; 263-272
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of Project-Based Learning on Teaching of Polygon and Plane Geometry Unit
Autorzy:
Uyangör, Sevinç Mert
Powiązania:
https://bibliotekanauki.pl/articles/45632394.pdf
Data publikacji:
2012-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
project-based learning
mathematics teaching
polygon and plane geometry
Opis:
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning. PBL provides opportunities for students to pursue their own interests and questions, make decisions about how to find answers, and solve problems. This study, carried out to determine the effects of Project-Based Learning Approach in teaching of “Polygons and Plane Geometry” unit on 9th grade students’ achievements, attitudes and views about the implementation, was designed in a pre-post test experimental model with a single experimental group. 32 9th grade students were chosen as the sample of this study. It was concluded that there was a significant difference between pre-post tests of students’ achievements and attitudes.
Źródło:
The New Educational Review; 2012, 29; 212-223
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model
Autorzy:
Rahman, Saemah
Md Hassan, Nurulhuda
Powiązania:
https://bibliotekanauki.pl/articles/1997724.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
problem solving
metacognitive awareness
mathematics achievement
structural equation modelling
Opis:
This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.
Źródło:
The New Educational Review; 2017, 49; 201-212
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Complex Relationship between Teachers’ Mathematics-related Beliefs and Their Practices in Mathematics Class
Autorzy:
Purnomo, Yoppy Wahyu
Powiązania:
https://bibliotekanauki.pl/articles/1998308.pdf
Data publikacji:
2017-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher beliefs
teacher practices
mathematics class
elementary school teachers
Opis:
Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Therefore, the purposes of this research are to reveal the profile of teachers’ mathemat- ics-related beliefs, the consistency among belief dimensions, teachers’ practical profile in a mathematics class, and the consistency between beliefs and teachers’ practices in a mathematics class. This research used surveys with a cross-sec- tional design to collect data from 325 elementary school teachers in Jakarta. Teachers’ beliefs instruments and teachers’ practices in mathematics class were used to collect data. The findings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class.
Źródło:
The New Educational Review; 2017, 47; 200-210
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Regulated Learning and Mathematical Problem Solving
Autorzy:
Marchis, Iuliana
Powiązania:
https://bibliotekanauki.pl/articles/50391741.pdf
Data publikacji:
2012-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-regulated learning
self-control
self-judgement
motivation
mathematics education
Opis:
The aim of this research is to study high-school pupils’ (9th–11th grades, 14/15 to 17/18 years old) self-regulated learning skills. The tool of the research is a questionnaire developed for this purpose; the research sample is a group of randomly selected high-school pupils from schools over the north-west part of Romania. The results show that only one third of the respondents think that mathematics is useful in everyday life and their future career; a very low percentage of the pupils set goals for learning mathematics; about a quarter of the respondents analyze correctly the task and have a correct task difficulty perception; the pupils’ self-efficacy and self-control is low, but they have a high self-judgement level. Most of the pupils are aware that there is a strong relation between the time they spend with mathematics and their results. There is a strong correlation between the pupils’ mathematical results and their interest to study mathematics, their task analysis and self-control skills, and their task difficulty perception.
Źródło:
The New Educational Review; 2012, 27; 195-208
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigation of Pre-Service Teachers’ Attitudes toward Using the Computer in Teaching and Learning Mathematics
Autorzy:
Duru, Adem
Peker, Murat
Birgin, Osman
Powiązania:
https://bibliotekanauki.pl/articles/50395073.pdf
Data publikacji:
2012-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pre-service teachers
mathematics
computer attitude
use of computer
gender
branch
Opis:
The purpose of this study was to examine the attitudes of the pre-service teachers toward the use of the computer in mathematics classrooms. This study was conducted with 378 Turkish pre-service teachers (195 pre-service elementary school (PES) teachers, 183-pre-service mathematics (PM) teachers). Data were collected with an “Information Form for Computer Use” and a “Computer Attitude Scale for Teaching Mathematics” (CASTM). The CASTM consisted of fifteen 5-Likert scale type items and had 3 sub-factors. After the collection of quantitative data, the researchers used descriptive statistics and independent sample t-test in the analysis of the data. Results showed that there was a significant difference in the pre-service teacher’ attitudes and confidence towards the CASTM in terms of gender. It was also determined that the PM teachers’ attitudes and their confidence towards the computer were significantly higher than the PES teachers.
Źródło:
The New Educational Review; 2012, 27; 283-294
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 25

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies