The aim of this research is to examine prospective mathematics teachers' quantitative reasoning, their support for students' quantitative reasoning and the relationship between them, if any. The teaching experiment was used as the research method in this qualitatively designed study. The data of the study were collected through a series of exploratory teaching interviews and debriefing interviews with nine focus group participants, and clinical interviews that the participants conducted with middle-school students. The results indicated that the participants with strong quantitative reasoning use problem-solving approaches that focused on the quantity, whereas the participants with poor quantitative reasoning use problem-solving approaches that focused on performing calculations, using formulas and procedures devoid of quantitative meaning in solving of the problem. During the questioning process, the participants with strong quantitative reasoning led their students to identify and interpret the quantities, determine relationships among the quantities, represent all the quantities and their interrelationships, whereas the participants with poor quantitative reasoning led their students to perform calculations, make algebraic manipulations and focus on numbers by ignoring the quantities in the problem. These results suggest that prospective mathematics teachers' quantitative reasoning is strongly associated with their support for students' quantitative reasoning in the problem-solving process.
The literature on the association between reading comprehension and mathematics skills is complicated and conflicting. This study seeks to illuminate the nature of the association between mathematics skills and reading comprehension by incorporating potential moderators, namely components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. The dataset for this study included 49 studies with 91 correlation coefficients representing 37.654 participants. The findings obtained in this study showed that reading comprehension had a significantly strong effect on students' mathematics skills. This association was moderated by components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. Moderation analyses revealed that problem-solving was the strongest moderator of the association between reading comprehension and mathematics skills, whereas spatial skills were the weakest moderator of this relationship. Based on domains of content standards in mathematics, geometry was the weakest moderator of the association between mathematics skills and reading comprehension. Moreover, the effects of reading comprehension on students' mathematics skills significantly differed in favor of elementary students, students with learning disabilities, and second language learners. Therefore, this research can shed light on the literature by synthesizing the effects of reading comprehension on students' mathematics skills.
Mathematical self-efficacy and mathematical self-concept are motivational elements of socialcognitive theory. This theory proposes that mathematical self-efficacy and mathematical self-concept are better mediators or predictors of mathematics achievement than affective-motivational and background variables. Therefore, the aim of the research is to investigate a structural-motivational model of mathematics achievement for a low performing country in the PISA (Turkey) based on the integration of Ferla, Valcke and Cai's (2009) model of mathematical self-efficacy and self-concept for a high performing country in the PISA (Belgium). Important finds from the model indicates: (a) mathematical self-efficacy was more predictive of mathematics achievement than is mathematical self-concept, mathematics anxiety, mathematics interest, grade level, or gender, while mathematical self-concept is a better mediator for affective-motivational variables on mathematics achievement than the other variables; (b) students' mathematical self-efficacy strongly influenced their mathematical self-concept and not vice versa; (c) surprisingly, mathematics interest has a negative influence on mathematics achievement; and (d) the proposed model explained 34% of the variance in mathematics achievement. These results show the importance of academic motivation in the prediction of mathematics achievement for low performing and high performing countries in the PISA.
Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students’ mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students’ mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. Based on findings, WBMI has a significantly strong effect on K-16 students’ mathematics learning ( g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students’ mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students’ mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students’ mathematics learning.
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