How can students in vocational education be motivated to learn mathematics?

Muhrman, Karolina

doi:10.3384/njvet.2242-458x.2212347

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…Based on high school mathematics curriculum, the concept studied consisted of "Understanding the real number system, various types, including power numbers and their uses in various appropriate contexts." The participants also revealed that students must have the ability to carry out mental and rough calculations, as well as reasonable judgments [27]. Mathematics teachers referred to the word analyze as a connection to the essential concepts of mathematics in terms of systems of equations, mathematical modeling, linear programming, and probability, which were in the high school curriculum.…”

Section: Teachers' Understanding Of Mathematics In the Crop Agribusin...mentioning

confidence: 99%

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Fatimah,

Isyanto,

Toto

2023

IJERE

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Vocational high school curriculum can provide various solutions to problems in the business and industrial worlds that require a variety of disciplines. The complex problem-solving in the real world has increased the multidisciplinary boundaries of science, technology, engineering, agriculture, mathematics, and health (STEAM-H). Therefore, this study investigated teachers’ understanding of the coherence and integration of the vocational high school curriculum in the crop agribusiness program in STEAM-H. The sample population consisted of science, mathematics, and productive teachers from a crop agribusiness vocational high school in Ciamis, Indonesia. The results showed that participants’ understanding of curriculum coherence began with the knowledge of the existence of conceptual connections between subjects, essential concepts, explicit or implicit, and concepts outside or within the curriculum. Furthermore, the productive teachers were more aware of implicit subject connections in this study. Teachers often had different points of view on the essential concepts listed in the curriculum. The results also showed that agriculture is a conceptual integrator for science, technology, engineering, mathematics, or health for integrated STEAM-H learning, as well as a contextual integrator for subject-centered education. The teachers argued that the multidisciplinary, interdisciplinary, and transdisciplinary patterns were suitable for implementation with strategies agreed upon across all subjects. Therefore, the understanding of teachers is expected to change integrated learning in crop agribusiness schools to an independent curriculum.

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Section: Teachers' Understanding Of Mathematics In the Crop Agribusin...mentioning

confidence: 99%

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Fatimah,

Isyanto,

Toto

2023

IJERE

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“…I tillegg viser forskning at en laererstyrt undervisning, som kjennetegnes ved at laereren har klare mål og struktur i sitt arbeid, fremmer motivasjon, utholdenhet og gode laeringsstrategier (Kaplan, 2002;Karabenick, 2004;Midgeley & Urdan, 2001;Muhrman, 2022). Tydelige målformuleringer for opplaeringen og sammenheng mellom innhold og arbeidsmetoder er viktige forutsetninger for elevenes motivasjon.…”

Section: Motivasjon For Laeringunclassified

“…Metodene viser konkret hvordan laereren legger til rette for og leder laeringsarbeidet og hvilke aktiviteter elevene gjennomfører som skal sikre elevenes kunnskapsutvikling. Forskning viser blant annet at en laererstyrt og målrettet undervisning bidrar til både elevenes laeringsutbytte og motivasjon (Kaplan, 2002;Karabenick, 2004;Midgeley & Urdan, 2001;Muhrman, 2022).…”

Section: Undervisningsmetoderunclassified

Hvordan tilrettelegge for læring av yrkesteori?

Schøn,

Hellne-Halvorsen

2023

NJVET

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The aim of this study is to investigate how teachers facilitate the training in vocational theory that can motivate students for learning in the Restaurant and Food Science (RM) education programme. By using focus group interviews of vocational teachers and a survey of students, the study seeks both teachers’ and students’ experiences of teaching and learning vocational theory respectively. Students who choose vocational education expect a lot of practice in the education and may therefore experience challenges when the training consists of theory. This can have consequences for the students’ motivation for learning and for completing the education. The results from the interviews show that the vocational teachers emphasize teaching theory in a classroom context before the theory is translated into practical work. When the teachers link theory to practical tasks, vocational guidance and differentiation are prominent, but no specific methods are presented for the preparation of vocational theory. The results from these interviews are compared with results from the survey of students and what they think motivates them for learning occupational theory. The students’ experiences mainly coincide with the teachers’ statements, but the students’ answers also refer to specific teaching methods that motivate them to learn.

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How can students in vocational education be motivated to learn mathematics?

Cited by 2 publications

References 27 publications

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Hvordan tilrettelegge for læring av yrkesteori?

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