Flexibility Processes of Pre-service Teachers in Problem Solving with Technology

Daher, Wajeeh; Anabousy, Ahlam

doi:10.46328/ijtes.v4i3.96

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…We agree with the authors (W. Daher [25], J. Wang [26], R. L. Long II [27]) about the need to solve complex problems in mathematics teaching by integrating mathematical and computer modeling (GeoGebra, Maple, Deep Learning, STEM-education). In particular, with the effect of student's mathematical literacy formation: cultivation of functional literacy by holistic education (N. Meseșan [28]), issues of functional literacy (K.H.…”

Section: Discussionsupporting

confidence: 78%

Measuring the teacher's readiness to manage of student’s mathematical and computer modeling in the development of complex systems and knowledge

Smirnov¹,

Abaturova²,

Galaseeva³

2022

P Sci Edu

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Introduction. In recent years the development of student’s creativity and self-organization has been the basic trend of mathematical education in schools and universities due to the need of large amounts of information process, the variability and uncertainty of external factors impact, the increasing role of competencies importance in practice-oriented tasks solving. The works of philosophers, psychologists, and teachers show that the main means of these problems solving in modern world can be overcoming difficulties in complex systems and knowledge study by students based on a symbiosis of mathematical and computer modeling (including modern achievements in mathematics, robotics, information and intelligent systems). Pedagogical experience, theory and practice, requests and challenges of real life show that the teacher's readiness to manage the process of mastering complex systems and knowledge in mathematical education plays a central role in determining the various levels of intellectual and personal development success (including the formation of mathematical literacy) of students. The purpose of the study is to identify of teacher’s personal, subject and professional deficits and their meters in readiness for the management and interpretation of student’s complex systems and knowledge as a factor of personality development, using original competence meters in the form of case tests. Materials and methods. Personality-activity, competence-based, integrative and synergetic approaches are implemented, diagnostic materials of case tests for measuring teachers' professional deficits, methods of content analysis, founding of personal experience and visual modeling of determining criteria, features, content and structure of teacher’s readiness to manage the processes of student’s complex systems mastering based on the interpretation of mathematical and computer modeling methods. The results of the study. Revealed that the criteria, content and structure of teacher's readiness to manage of student’s complex systems and knowledge development are identified; teacher’s professional deficits in the readiness to manage of student’s complex systems and knowledge development are identified; approaches, directions and methods for creating a rich information and educational environment for complex systems and knowledge development (including robotic systems, virtual and augmented reality technologies, elements of fractal geometry, fuzzy sets and fuzzy logic, etc.) are developed based on a symbiosis of mathematical and computer modeling. Conclusions. The state of personal, subject and professional competencies expression should determine the teacher’s value-motivational, personal-adaptive, cognitive, procedural and generalizing-transforming readiness to manage the mastering processes and ways of complex systems and knowledge adapting (modern achievements in science) to student’s current state of experience, the presenting variability of generalized constructs forms and means, the possession of methods mathematical and computer modeling, samples and standards of popular applications of complex knowledge to real life, technologies and productions. The experiment was conducted on representative sample of mathematics teachers of Perm Region in Russia with the identification of teacher’s patterns and professional deficits in the context of complex systems and knowledge teaching possibility.

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Section: Discussionsupporting

confidence: 78%

Measuring the teacher's readiness to manage of student’s mathematical and computer modeling in the development of complex systems and knowledge

Smirnov¹,

Abaturova²,

Galaseeva³

2022

P Sci Edu

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“…Researchers have been paying attention for creativity in the classroom as it impacts the different aspects of students' learning in general and mathematics education in particular (Daher & Anabousy, 2020). In spite of the attempt of various researchers to define mathematical creativity, no proposed definition has been universally accepted (Mann, 2006).…”

Section: Mathematical Creativitymentioning

confidence: 99%

Self-efficacy in creativity and curiosity as predicting creative emotions

Daher

Gierdien

Anabousy

2021

J. Res. Adv. Math. Educ

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Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.

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“…It is seen that this concept, which expresses both emotional and intellectual life, has been perceived as a phenomenon unique to the field of fine arts for a long time, even though its history dates back to old times. However, creativity is not only a skill for art or art education, but also a basic skill that exists in all areas of human life (Bicer, 2021;Daher & Anabousy, 2020;O"Byrne et al, 2018;San, 2017;Saricam & Yildirim, 2021). Many researchers have defined the concept of creativity, which is a flexible field with divergent thinking dimensions.…”

Section: Introductionmentioning

confidence: 99%

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

Akca

Kavak

2021

IJonSES

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Although visual creativity in art affects all variables of the learning and teaching process, no measurement tool has been found in the Turkish literature regarding the level of students’ visual creativity in art. In this study, a measurement tool was developed to measure visual creativity levels of primary school students in art and evidence regarding the construct validity and reliability of the scale was determined. The research was carried out with 381 primary school students in the 1st and 4th grades of primary school. 48.5% (185) of the students are female and 51.5% (196) of them are male. The scale, whose content validity was provided by expert opinions and literature review, was one-dimensional and had high construct validity based on confirmatory and exploratory factor analyzes. In addition, it was found that the Scale of Visual Creativity in Art had correlation with the perceived visual creativity scale and the scale developed had high criterion validity. Exploratory and confirmatory factor analysis results showed that the scale is structurally one-dimensional and had a high validity. The Cronbach Alpha reliability coefficient of the one-dimensional form of the scale is .95. In addition, results of item-total correlations of the scale were tested and discussed.

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Flexibility Processes of Pre-service Teachers in Problem Solving with Technology

Cited by 6 publications

References 23 publications

Measuring the teacher's readiness to manage of student’s mathematical and computer modeling in the development of complex systems and knowledge

Measuring the teacher's readiness to manage of student’s mathematical and computer modeling in the development of complex systems and knowledge

Self-efficacy in creativity and curiosity as predicting creative emotions

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

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