Challenges of Online Modules for Task-Based Learning of Mathematics for Effective Online Teaching-Learning Process

Upadhyay, Poonam; Mohammed, Lubna Ali

doi:10.60072/ijeissah.2022.v1i01.007

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…Learners rely on keywords to solve the MWPs and this often leads to incorrect translations (Salemeh & Etchells, 2016). Research has investigated the teaching-learning of mathematics online (Upadhyay & Mohammed, 2022) and examined the teacher's perceptions of flipped classroom approach towards digital literacy skills trying to help in promoting teaching-learning mathematics (Eriyagama & Mohammed, 2024), however not examined the techniques of Math word problems. Previous local research findings have found that students are generally weak in solving Math word problems, especially in problems that required skills in choosing the various Mathematical techniques they have learned in previous years.…”

Section: Problem Statementmentioning

confidence: 99%

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mallika S,

Ali Mohammed

2024

IJEISSAH

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Background: This study delves into the intricate relationship between English language proficiency and the aptitude for solving Mathematical word problems among secondary ESL students in Qatar. Recognizing the nuanced nature of mathematical word problems, the research underscores the impediments posed by language barriers, impacting students' comprehension and communication in the realm of Mathematics.Methods: To investigate this relationship, two primary data collection instruments were employed: the "English Language Proficiency Test" assessed overall language proficiency, including listening, speaking, reading, and writing skills, while the "Math Word Problem-Solving Ability Test" measured students' competence in comprehending and solving Mathematical word problems. Data analysis, conducted through Pearson’s correlation coefficient and linear regression analysis in SPSS, incorporated descriptive statistics to provide a comprehensive overview of data distribution. Results: The results revealed a robust positive correlation between English language proficiency and Math word problem-so lving ability. Descriptive statistics offered insights into data distribution, and linear regression analysis illustrated the predictive relationship, demonstrating how changes in English proficiency predict corresponding shifts in Math problem-solving scores. Conclusion: The findings underscore the critical importance of addressing language-related challenges in Mathematics education for ESL students. Recommendations include explicit vocabulary instruction, effective modelling, the use of visual aids, fostering collaborative discussions, and adjustments to language complexity in mathematical problems. By deepening our understanding of the interplay between English language proficiency and Math problem-solving, educators can tailor instructional strategies to enhance the overall educational experience for ESL secondary students in Qatar, fostering improved comprehension and success in Math word problem-solving ability.

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Section: Problem Statementmentioning

confidence: 99%

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mallika S,

Ali Mohammed

2024

IJEISSAH

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“…With the surge of technology in educational practice due to a new paradigm, the development of skills in digital literacy has grown more important in the learning and teaching process (Upadhyay & Mohammed, 2022). In brief, digital literacy is the ability to interpret and apply information in a variety of formats from a variety of sources when delivered via computer ethically and responsibly (Gister, 1997).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teacher’s Perceptions of Flipped Classroom Approach towards Digital Literacy Skills

Eriyagama,

Ali Mohammed

2023

IJEISSAH

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With respect to developing digital literacy, vast innovations have emerged in the field of education, including the learning-teaching process in the 21st -century.Methods: When addressing the competencies of the 21st -century, teachers should be aware of the new blended teaching methods as they are the pioneers in guiding the students towards the future of our nation. The flipped classroom (FC) approach is one of the popular pedagogical practices providing opportunities for students to encounter digital literacy experiences in the 21st -century. Hence this study was launched to find out the mathematic teachers’ perceptions of FC towards digital literacy skills in students. This study adopted a mixed method design; the data was collected using a questionnaire and interview. The attitude scale questionnaire was administered to 244 mathematics teachers, from the Galle education division using a purposive sampling method and 10 randomly selected mathematics teachers from the total sample size were interviewed by the researcher for an in-depth investigation. Data were analyzed quantitatively using SPSS (Version 25) software and qualitatively using thematic analysis. Results:The result showed that most of the sample was in the view that the FC approach can promote teachers to become organizers of information literacy. Also, most teachers agreed that the FC approach can communicate students’ ideas with each other by utilizing multiple media and technologies. Conclusion: Findings also revealed that there were statistically significant differences in teacher perceptions due to gender in imparting digital literacy skills through FC. The study results demonstrated that the sample was aware of the importance of the FC approach. Therefore, practice-oriented strategies should be used to improve mathematics teacher implementation in Sri Lanka

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Challenges of Online Modules for Task-Based Learning of Mathematics for Effective Online Teaching-Learning Process

Cited by 2 publications

References 22 publications

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mathematics Teacher’s Perceptions of Flipped Classroom Approach towards Digital Literacy Skills

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