In today's vastly changing world, many organizations such as The Partnership for 21st Century Skills (P21) have advocated that the key performance outcomes around which curricula and assessments should be focused are critical thinking, reasoning, communication and media/information/technology literacy in mathematics. Thus, students will need to take into account both the core academic knowledge and the higher order thinking skills to be successful in college, life and career. This study investigated the pre-service mathematics teachers' critical thinking dispositions. 202 students who were enrolled in the department of mathematics education at a university in Turkey completed a Turkish version of the "California Critical Thinking Dispositions Inventory" (CCTDI). The scale has six subscales (Open-mindedness, inquisitiveness, systematicity, truth seeking, analyticity, and self-confidence). The results revealed that the majority of students had moderate critical thinking disposition. Strong positive relationships among all six subscales were determined. Further, there were significant differences in students' critical thinking disposition based on gender and grade level.
This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's ‘First Principles of Instruction Design Theory’. In the research in which a quasi‐experimental pre‐test–post‐test research design was used, the data were obtained by means of mathematics achievement test, self‐regulation and self‐efficacy questionnaires. The experimental results showed that the mathematics achievement post‐test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self‐regulation and mathematics self‐efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges.
Background: Continuous advances in mobile and multimedia technologies have increased interest in the use of e-books in educational settings. Objectives: The current study investigated how the e-book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class. Methods: Participants targeted for this study consisted of 125 first-year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e-book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design.Results and Conclusions: The findings showed that there is a significant main interaction effect between the use of interactive e-book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e-book and type of feedback were found, the findings revealed interactive e-book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e-book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load.
The researcher investigated the mathematics learning styles of vocational college students during fall 2017 and spring 2018. 94 students enrolled in the vocational college of a public university completed the questionnaire "How Do I Actually Learn?" developed by Forster. Scale has four learning styles: reflective, inquisitive, diligent and user. The results of the research revealed that the most preferred learning model was user learning style in mathematics learning. Most of the students preferred to learn mathematics by writing the solutions, and reading through their notes or work. There were also statistically significant differences in mathematics learning styles among students according to their academic achievement. According to the results, students with high level of success were more inquisitive than students with low levels.
In this study, a learning environment was designed based on the First Principles of Instruction developed by Merrill (2002) for the effective use of the flipped learning model in mathematics. The study group consisted of 95 first year students studying in an associate degree program of a public university in 2018-2019 academic year. In the study, activities were conducted according to the flipped learning method designed on the basis of Merrill's first principles, while traditional teaching methods were conducted in the control group. The data of the study consisted of achievement test and motivation questionnaire. According to the results of the research, there was a significant difference between the experimental group and the control group in terms of mathematics achievement and motivation in favor of the experimental group. In addition, it was determined that there was a significant difference between the adjusted post-test scores of the experimental and control groups regarding the attention-relevance and confidence-satisfaction sub-factors of the motivation scale and this difference was in favor of the experimental group..
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