From Formulas to Functions through Geometry: A Path to Understanding Algebraic Computations

Barana, Alice

doi:10.3390/ejihpe11040106

Cited by 4 publications

(4 citation statements)

References 30 publications

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“…Moreover, they could practice with other tasks on linear functions with automatic assessment and interactive feedback, such as the one previously shown in Figure 1. Other examples of the experimental activities are discussed in other papers, such as: (Barana, 2021(Barana, , 2022.…”

Section: Structure Of the Experimentationmentioning

confidence: 99%

Promoting socioeconomic equity through automatic formative assessment

Barana,

Marchisio Conte

2023

j. math. educ.

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Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students’ SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities.

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Section: Structure Of the Experimentationmentioning

confidence: 99%

Promoting socioeconomic equity through automatic formative assessment

Barana,

Marchisio Conte

2023

j. math. educ.

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“…Other studies have shown that implementing a STEM approach that includes both creative task-based learning is effective and able to improve student academic achievement in mathematics (Kong & Matore, 2022). Barana (2021) underlines the importance of modeling skills and creativity when solving mathematical problems. Basu and Nguyen (2021) note that realistic creative tasks and open questions in mathematics allows to form crosssubject connections.…”

Section: Contribution To the Literaturementioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

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Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

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“…Various previous studies have stated that geometric abilities must be mastered from an early age. Previous study stated that geometric aptitude can improve innovation and creativity while helping to solve problems (Barana, 2021). Geometric skills can help primary school kids develop logical and critical thinking abilities.…”

Section: Introductionmentioning

confidence: 98%

The Effect of using Virtual Reality Media on the Geometric Skills of Elementary School Students

Kenedi,

Akmal,

Handrianto

et al. 2023

j. pendidik. indonesia.

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This research is motivated by the low geometric abilities of elementary school students. This low geometric ability is caused by teachers needing to use instructional media that can develop elementary school students' geometric abilities. In previous research virtual reality learning media was developed which has been declared feasible to be applied in elementary schools. This virtual reality media needs further study to examine its effect on the geometric abilities of elementary school students. This study sought to analyze how primary school pupils' geometric skills were affected by their use of virtual reality media. In this study, 200 fifth-grade students participated in quasi-experimental research with the quantitative approach. Geometric aptitude questions were utilized as data collection instruments. Prerequisite tests, hypothesis tests, and further tests were performed with data analysis techniques using SPSS 26. According to the study, elementary school children's geometric abilities are impacted by their use of virtual reality media. Teachers might use the implications of this research as a guide to help their kids' geometric skills in elementary school.

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From Formulas to Functions through Geometry: A Path to Understanding Algebraic Computations

Cited by 4 publications

References 30 publications

Promoting socioeconomic equity through automatic formative assessment

Promoting socioeconomic equity through automatic formative assessment

Classification of open mathematical problems and their role in academic achievement and motivation of students

The Effect of using Virtual Reality Media on the Geometric Skills of Elementary School Students

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