Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012

Zhang, Yuan; Russell, Shannon L.; Kelly, Sean

doi:10.1016/j.stueduc.2022.101146

Cited by 7 publications

(3 citation statements)

References 59 publications

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“…3 / 21 and due to its abstract nature, unique language, and symbols, students face difficulty in learning mathematics (Hoyles, 2018;Utami & Hwang, 2022). Mathematics has unique nature that differentiates it from other subjects (Zhang et al, 2022). The abstract and symbolic nature of mathematics makes it unique among every other subject (Domingo et al, 2021;Pentang et al, 2021).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics

Siller,

Ahmad

2024

EURASIA J Math Sci Tech Ed

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This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.

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Section: Contribution To the Literaturementioning

confidence: 99%

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics

Siller,

Ahmad

2024

EURASIA J Math Sci Tech Ed

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“…Engagement holds particular interest, as its multifaceted dimension, with significant relevance in the classroom [4]. It depends on various factors including the instructional approach employed by teachers and pedagogical support, among others [5].…”

Section: Introductionmentioning

confidence: 99%

Videogames and open feedback systems to enhance probabilistic reasoning and engagement

Velasco Hernández,

Baldeón Padilla,

Navarro Newball

2024

IJSG

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This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.

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“…Learning engagement is vital for student satisfaction and assessment of learning effectiveness [1]. Studies on student engagement, such as definition, characterization model, and recognition method, have been research hotspots in education.…”

Section: Introductionmentioning

confidence: 99%

Bimodal Learning Engagement Recognition from Videos in the Classroom

Wei

et al. 2022

Sensors

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Engagement plays an essential role in the learning process. Recognition of learning engagement in the classroom helps us understand the student’s learning state and optimize the teaching and study processes. Traditional recognition methods such as self-report and teacher observation are time-consuming and obtrusive to satisfy the needs of large-scale classrooms. With the development of big data analysis and artificial intelligence, applying intelligent methods such as deep learning to recognize learning engagement has become the research hotspot in education. In this paper, based on non-invasive classroom videos, first, a multi-cues classroom learning engagement database was constructed. Then, we introduced the power IoU loss function to You Only Look Once version 5 (YOLOv5) to detect the students and obtained a precision of 95.4%. Finally, we designed a bimodal learning engagement recognition method based on ResNet50 and CoAtNet. Our proposed bimodal learning engagement method obtained an accuracy of 93.94% using the KNN classifier. The experimental results confirmed that the proposed method outperforms most state-of-the-art techniques.

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Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012

Cited by 7 publications

References 59 publications

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics

Videogames and open feedback systems to enhance probabilistic reasoning and engagement

Bimodal Learning Engagement Recognition from Videos in the Classroom

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