Goal orientation in mathematics education

Khait, Alexander

doi:10.1080/00207390310001595438

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…The latest model of achievement goal, namely, the 3 x 2 achievement goal model, divides into mastery goal that concentrates on the achievement of task-based competence ands on specific problems (McCollum & Kajs, 2007). Point goal orientation in mathematical teaching refers the process of focusing on mathematical needs of students in terms of particular competencies, which can be developed using diverse mathematical topics, rather than concentrating on the subject matter (Khait, 2003).…”

Section: Mastery Goalmentioning

confidence: 99%

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

2018

EDUC SCI-THEOR PRACT

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Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas taskavoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal.

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Section: Mastery Goalmentioning

confidence: 99%

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

2018

EDUC SCI-THEOR PRACT

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“…The possibility of being satisfied with understandings and descriptions on the intuitive level is unacceptable: computer can be engaged only in a formal talk! The above analysis implies changes in the relative importance of various parts of mathematical discourse as it appears in the classroom (discussed in Khait 2003a). The most radical changes should happen in a relative importance of formal definitions.…”

Section: Educational Implicationsmentioning

confidence: 97%

“…A teaching tool that may help students at this point is the creation of atomic concept images (ACI) (Khait 2003a). These are concept images of logical connectives, procedural expressions associated with the basic control structures of computer programs (for, while, if .…”

Section: Educational Implicationsmentioning

confidence: 99%

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The Definition of Mathematics: Philosophical and Pedagogical Aspects

Khait

2005

Sci Educ

Self Cite

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There is a strange fact that many works written with the purpose to explain what is mathematics, somehow avoid the issue. This paper is aimed at filling this gap. After discussing various descriptions of mathematics as they appear in literature, it is suggested that mathematics is an essentially linguistic activity characterized by association of words with precise meanings. Educational implications of this idea are considered in the light of (1) a strong tendency of most humans to the fuzzy way of thought as described by the dual-process theory developed by researchers of human reasoning; (2) the fact that the main mathematics-related skill needed in our computerized, informationsaturated society is a proper mind-set rather than knowledge of some facts or techniques.The proposed definition of mathematics can enrich debates on its nature, in particular, connecting natural human psychological characteristics with philosophical questions of the origin of mathematics.

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“…Furthermore, mathematical literacy can be interpreted (Kent and Noss, 2002) as an ability to communicate ideas, based on an understanding of the ways in which the ideas can be expressed. Experts in mathematics and informatics education find that the most important component of the mathematical way of thinking for workers in ICT is the ability to express their ideas in a rigorous language, where each word and expression has an unambiguous meaning (Khait, 2003).…”

Section: The Role Of a Language When Learning Math In A Computer Environmentmentioning

confidence: 99%

Words are Silver, Mouse-Clicks are Gold? (or how to optimize the level of language formalization of young students in a Logo-based cubics world)

Sendova¹,

Chehlarova²,

Boytchev³

2007

Informatics in Education

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How do we teach children to express and communicate ideas in a formal and informal mode? What type of language do they need in a concrete context? How should they determine a proper level of formalization of their descriptions? In an attempt to explore these issues we carried out a pilot experiment in the frames of the DALEST European project whose goal was to create environment for stimulating the 3D geometry understanding of young students and to assist them in developing some fundamental mathematical skills including spatial visualization and articulating ideas. The pilot experiment was carried out with 5th graders from five Bulgarian schools by means of specially designed educational scenarios and the Cubix Editor (a Logo based application for manipulating unit-sized cubes). The children were given tasks to describe compositions of unit-sized cubes and to build such compositions by means of the Cubix Editor when given their descriptions by peers. The students experienced the whole process of generating a good description -becoming aware of the ambiguity, producing counterexamples, reducing the ambiguity, eliminating the redundancy.The pilot experiment aimed at specifying the structure, scope and methods behind the stereometry activities envisaged for 5th graders in the frames of the DALEST project.The first impressions confirm our belief that the language is playing significant role in the learning experiences of the students, that the relationship between thoughts and words involves back and forth reshaping process. While constructing and describing cubical structures they articulated their own ideas, developed concepts collaboratively with others, moved between everyday and mathematical terms, between procedural and declarative style, exploring the boundaries of understanding.

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Goal orientation in mathematics education

Cited by 6 publications

References 9 publications

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

The Definition of Mathematics: Philosophical and Pedagogical Aspects

Words are Silver, Mouse-Clicks are Gold? (or how to optimize the level of language formalization of young students in a Logo-based cubics world)

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