Images of Mathematics Held by Students of Diploma in Actuarial Sciences

Osman, Rozianawaty; Pa, Nik Azis Nik; Othman, Ida Rosmini

doi:10.1016/j.sbspro.2010.12.030

Cited by 5 publications

(8 citation statements)

References 6 publications

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“…Regarding the profession related to mathematics, the businessman is the most preferred choice (74.2%), which is consistent with the results indicated by Osman et al (2020). Meanwhile, in contrast, the Osman (2012) participants preferred the bank manager profession (95%). Nevertheless, both groups chose a profession that involves money transactions, and these results are relatively related to Inan (2015).…”

Section: Resultssupporting

confidence: 85%

“…Based on the findings, the calculator collected only 0.6% of the responses, while the materials that obtained the highest responses were board (55%), pencil (46.9%) and book (21.3%). The type of participants may contribute to the difference in results, where, in the context of indigenous students in this study and the Diploma students in Osman (2012), calculators are considered students' best friends of students in learning mathematics. Regarding the profession related to mathematics, the businessman is the most preferred choice (74.2%), which is consistent with the results indicated by Osman et al (2020).…”

Section: Resultsmentioning

confidence: 99%

“…Thirty-one indigenous students responded, and this figure is acceptable since not many indigenous students are studying at higher learning institutions in the state of Pahang. The online form was adapted from Osman (2012), consisting of four sections, the demographic profile, metaphors related to mathematics the sources of mathematics, and the nature of mathematics. The last part of the form entails an open-ended statement where the participants are required to complete the sentence, "Learning mathematics is like..." The responses in completing the sentence were also analysed by grouping them according to some common themes, as suggested by Latterell and Wilson (2017).…”

Section: Methodsmentioning

confidence: 99%

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Indigenous Students’ Images and Metaphors of Mathematics

Abdullah,

Hilmi,

Osman

et al. 2023

JSML

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Images and metaphors have a significant impact on indigenous students' mathematical knowledge. Several studies on indigenous education have found that indigenous students have very different ideas about learning mathematics. In this regard, research on images of mathematics and metaphors related to mathematics learning held by indigenous students is considered distinct and novel in relation to past research. The purpose of this case study is to investigate indigenous students' mathematical images and metaphors in Pahang, Malaysia. A purposive sampling technique was used to collect data digitally, and descriptive analysis was performed on the responses of thirty-one indigenous students. The use of images and metaphors as constructions gives a glimpse into how students view themselves as mathematics learners and what they do while learning mathematics. Furthermore, images and metaphors help in the construction of meaning for abstract mathematical concepts because they connect to a variety of different senses. The findings of the study suggest that most indigenous students believe that knowledge of mathematics comes from the Creator. Humans, in particular, construct knowledge based on their reasoning, sensory experience, and guidance from the Creator. The results of the study could be used in the future to promote quality education for indigenous students

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Section: Resultssupporting

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Indigenous Students’ Images and Metaphors of Mathematics

Abdullah,

Hilmi,

Osman

et al. 2023

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“…Math images are important elements for students to solidify their knowledge about math and their math learning. Students' understanding of such concepts is molded by a range of activities and diverse life experiences, including those related to mathematics education (Osman et al, 2010). Rock and Shaw (2000) asserted that when students perceive mathematics as an unappealing subject through their perceptions of mathematics and mathematicians, the process of mathematics education becomes notably more arduous.…”

Section: Images Of Stem Professionsmentioning

confidence: 99%

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Dönmez

2023

JBSE

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Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student’s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students’ mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields. Keywords: female students, gender stereotypes, human images in STEM, role models, STEM

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“…Different studies show that images of mathematics held by students influence their future interest to study the subject (Osman, Pa, & Othman, 2010). Positive images may help in forming positive beliefs, and negative images may assist in forming negative beliefs toward mathematics that shape the students' interest, attitude, value, and motivation to pursue mathematics or mathematics related subjects for study and future career (Belbase, 2015;FitzSimons, 2002).…”

Section: Images Of Mathematics Held By Undergraduate Students Lamichhmentioning

confidence: 99%

Images of Mathematics Held by Undergraduate Students

Lamichhane

Belbase

2017

Int. J. Emerg. Math. Educ.

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AbstrakTujuan penelitian ini adalah untuk mengeksplorasi citra matematika dari sudut pandang mahasiswa program sarjana dan faktor-faktor yang mungkin memengaruhinya. Pada penelitian ini, citra matematika dimaknai sebagai pandangan atau representasi mental terhadap matematika, yang dialami oleh mahasiswa program sarjana dalam perjalanan akademiknya melalui interaksi secara luas di sekolah. Penelitian ini menggunakan teori kekerasan simbolis oleh Pierre Bourdieu untuk mengevaluasi citra matematika di mata mahasiswa. Desain penelitian ini adalah eksploratif kualitatif dan interpretatif. Wawancara semi terstruktur digunakan untuk mengumpulkan data teks dari tiga subjek penelitian yang merupakan mahasiswa tingkat akhir program sarjana matematika di Universitas Tribhuvan di Kathmandu. Berdasarkan analisis dan interpretasi tematik dari data tekstual, terdapat empat citra matematika yang muncul dari sudut pandang subjek. Citra-citra tersebut adalah: matematika itu sulit dan abstrak; tidak konteksual; mata pelajaran yang misterius; dan dapat diterapkan di berbagai bidang ilmu. Faktor-faktor penyebab terbentuknya citra tersebut berkaitan dengan pendekatan kurikuler dan pedagogis dari jenjang sekolah hingga perguruan tinggi. Di antaranya adalah metode mengajar yang konvensional dan tidak menguatkan siswa; kurikulum, buku, maupun sumber belajar lainnya yang tidak kontekstual; media pengajaran; serta hakikat matematika itu sendiri.Kata Kunci: citra matematika, hakikat matematika, kekerasan simbolis, pendekatan pedagogis, penelitian kualitatif AbstractThe purpose of this paper is to explore images of mathematics held by undergraduate students and possible influencing factors. We conceptualize the image of mathematics in this study as the mental representations or views of mathematics as undergraduate students experienced during their academic journey through the interaction largely at school and university. Pierre Bourdieu's construct of symbolic violence served as the theoretical lens to evaluate the students' images of mathematics. The design of this study was explorative qualitative and interpretive. We used a semistructured interview to generate data texts from three participants who were senior undergraduate students studying mathematics at an affiliated college of Tribhuvan University in Kathmandu, Nepal. From the thematic analysis and interpretation of the textual data, four common themes emerged as images of mathematics held by the participants. These include--mathematics as a difficult and abstract subject, decontextualized, mysterious, but applicable in different fields. The influencing factors for these images are mainly related to the curricular and pedagogical approaches from schools to university classes. These factors comprise--conventional and disempowering methods of teaching, decontextualized curriculum and textbooks, other teachinglearning resources, the medium of instruction, and nature of mathematics itself. We address pedagogical implications of the findings and present the conclusion.

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Images of Mathematics Held by Students of Diploma in Actuarial Sciences

Cited by 5 publications

References 6 publications

Indigenous Students’ Images and Metaphors of Mathematics

Indigenous Students’ Images and Metaphors of Mathematics

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Images of Mathematics Held by Undergraduate Students

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