Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students' perception regarding the use of Information and Communication Technologies (ICT) in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students' learning, improve teaching, and enhance institutional administration as established in the literature. AbstrakPerhatian untuk mengintegrasikan teknologi dalam proses belajar mengajar telah memberikan transformasi besar dalam dunia pendidikan. Oleh karena itu, banyak inovasi dalam proses belajar mengajar yang telah berbasis teknologi. Penelitian ini berusaha untuk melihat bagaimana persepsi mahasiswa tehnik tentang penggunaan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran matematika serta menyelidiki pendapat mereka tentang bagaimana TIK dapat diintegrasikan untuk meningkatkan proses belajar mengajar. Subyek dalam penelitian ini adalah mahasiswa teknik asal Iran yang berasal dari dua universitas. Temuan ini menunjukkan bahwa mereka sepenuhnya menyadari pentingnya TIK dalam proses belajar mengajar matematika. Selain itu, mereka juga merasa nyaman dan percaya diri dengan teknologi, mereka tidak memiliki pengalaman yang lebih dalam penggunaan teknologi di kelas matematika sebelumnya. Temuan ini mendukung penelitian lain yang menunjukkan potensi TIK dalam memfasilitasi belajar siswa, meningkatkan pengajaran, dan administrasi kelembagaan sebagaimana yang ditetapkan dalam literatur.Kata Kunci: Teknologi, Pembelajaran Matematika, Facebook, Sikap Terhadap ICT In this decade the use of computers and technology have grown tremendously in all aspects of our life specially in education. For the past decades, attention to integrate computer and technology has increased, especially in the education system. Although, finding appropriate pedagogical methods are required to cope with these new challenges in educational instituations (Hakkarainen et al., 2000).Since, the new information and communication technologies (ICT) have being properly skilled and used, they could performance an principal tools for improving students' skills specially by collaborating and working productively with knowledge. In general, these tools have effective role on

No abstract

The pandemic has posed an intense threat to the mental health of younger adults. Despite significant efforts in studying various aspects of COVID-19, there is a dearth of evidence on how negative emotions are associated with behaviors. A comparison across associated factors to different negative emotions by means of a unified model is especially missing from the literature. This study was conducted by using the results of a survey conducted across 2,534 students enrolled in 7 states in the US. Various feelings such as sad, irritable, stress and guilt were analyzed in a unified model by means of seemingly unrelated regression (SUR). Questions were asked related to rationally limiting the spread of virus, and questions related to behaviors that seem to be extreme. Irrational behaviors, such as limiting exercise at home due to COVID-19 could be due to experiencing negative emotions, which distort the meaning of events for the students. That behavior, for instance, was found to be positively associated with various negative feelings. In addition, the results highlighted significant differences across emotions in terms of demographic characteristics such as gender and age, and various precautionary actions that students take, such as limiting outdoor activities or limiting social gathering. For instance, it was highlighted while avoiding a large group of people, in spite of its importance in curbing the spread of virus, is negatively associated with various negative emotions, taking a possible nonconsequential precaution of completely limiting all people outside the immediate family result in a higher level of negative emotions. Also, it was found that having a higher body mass index (BMI), self-rated worse health conditions, and limiting outdoor activities have detrimental effects on the mental health of students.

No abstract

Because students’ ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is ‘value added’ because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students’ problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

No abstract

Prácticas docentes, autoeficacia y valor en relación con la resolución de problemas de matemáticas: diseño y validación de un cuestionario. Enseñanza de las ciencias, 36(3), 99-120.

No abstract