Beginner’s mind and the middle years mathematics student

Armstrong, Alayne

doi:10.1080/14794802.2019.1647277

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Their experimental study revealed that students who were taught additive word problem solving through relational thinking and modeling of expert strategies (n = 216) significantly outperformed their control group peers who received traditional instruction and used personal strategies in problem solving (n = 196). A naturalistic experimental case study compared middle-school students who demonstrated the characteristics of the Zen concept of beginner's mind (treatment condition) to those who did not (control condition) when solving the same mathematical task [52]. They found that the modeling of beginner's mind behaviors, which involves a deeper exploration of the task and a more open attitude towards considering several different solutions, may support the development of habits that endorse a deeper understanding of the underlying problem.…”

Section: K-12 Educationmentioning

confidence: 99%

Assessing Numerical Analysis Performance with the Practi Mobile App

Cutumisu,

Garn,

Spiteri

2024

Education Sciences

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Numerical analysis is a unique combination of mathematical and computing skills. It facilitates a deeper understanding of data analytics and machine learning software libraries, which are exploding in use and importance. However, it is a topic that continues to challenge students because it requires a confluence of conceptual, procedural, and computational skills and associated pedagogies. Therefore, it is valuable to identify effective pedagogies and tools to enhance and assess student numerical analysis skills. Despite the proliferation of mobile technology in postsecondary education, its role in the context of numerical analysis is largely unknown. This quasi-experimental pilot study used Practi, an educational mobile app designed to assess numerical analysis performance and promote both retrieval practice and deliberate practice, which have been shown to help improve performance and develop expertise. Participants were 32 undergraduate students enrolled in a second-year introductory Numerical Analysis course at a large North American university. They were prompted to use Practi to solve quizzes on a regular basis throughout the course, before and after each lecture, to promote deliberate practice and spaced retrieval. Results of a paired t-test analysis showed that Practi was able to detect improvement in student quiz performance after the lectures compared to before the lectures. Additionally, performance on the Practi quizzes after the lectures was positively associated with the overall course performance. This suggests that mobile apps supporting deliberate and retrieval practice can complement more traditional means of instruction and assessment of numerical analysis in postsecondary mathematics education.

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Section: K-12 Educationmentioning

confidence: 99%

Assessing Numerical Analysis Performance with the Practi Mobile App

Cutumisu,

Garn,

Spiteri

2024

Education Sciences

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“…Furthermore, mind maps associated with elliptical topics systematize knowledge by utilizing images and symbols to represent concepts. As a result of summarizing and visualizing mathematical symbols and language in this manner, students are given more opportunities to develop mathematical communication skills (Armstrong, 2020;Yorulmaz and Uysal, 2021).…”

Section: The Teaching Processmentioning

confidence: 99%

The improvement of 10th students' mathematical communication skills through learning ellipse topics

Tong

Uyen

Quoc

2021

Heliyon

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“…Additionally, mind maps organize information through visual aids like pictures and icons representing abstract ideas. By synthesizing and visualizing mathematical symbols and language, students are given additional chances to advance their mathematical communication skills (Armstrong, 2020;Yorulmaz and Uysal, 2021).…”

Section: Introductionmentioning

confidence: 99%

The efficacy of a four-stage learning model incorporating ACODESA method and mind map in fostering students’ mathematical communication skills: A data report

Tong

Uyen

2022

Front. Educ.

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Learning mathematics equips students with the necessary competencies, and mathematical communication abilities allow them to discuss and exchange mathematical ideas with others. Correspondingly, research is needed into ways to help students develop these skills. These data were collected from 87 students in grade 10 at An Nhon Tay High School in the Cu Chi neighborhood of Ho Chi Minh City, Vietnam. These students took part in a quasi-experimental study whose goal was to determine how a four-step learning model that included activities using the ACODESA method and mind maps affected the student’s ability to communicate mathematically. In the experimental group, students were taught using the learning mentioned above model, while those in the control group received traditional instruction. To determine the efficacy of this teaching strategy, a quasi-experiment that included a pre-test, a treatment, and a post-test was designed and carried out. The student’s development in mathematical and linguistic activities was evaluated using both quantitative and qualitative analyses of the data that was gathered. Data gathered may shed light on how effective the learning model is in helping high school students enhance their mathematical communication skills. Also, the pre-test and post-test items from the supplementary data files can be a starting point for creating new learning tasks to evaluate students’ mathematical communication abilities.

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Beginner’s mind and the middle years mathematics student

Cited by 4 publications

References 17 publications

Assessing Numerical Analysis Performance with the Practi Mobile App

Assessing Numerical Analysis Performance with the Practi Mobile App

The improvement of 10th students' mathematical communication skills through learning ellipse topics

The efficacy of a four-stage learning model incorporating ACODESA method and mind map in fostering students’ mathematical communication skills: A data report

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