Investigation of Junior Secondary
Students’ Perceptions of
Mathematics Classroom Learning
Environments in China

Yang, Xinrong

doi:10.12973/eurasia.2013.935a

Cited by 21 publications

(10 citation statements)

References 36 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The researchers concluded that Tanzanian students had positive attitudes towards mathematics, and the reasons for these attitudes were: (1) feeling joy when learning mathematics, (2) academic competence of the student, (3) teaching methods, (4) classroom educational environment, (5) availability of scientific means in the school, and (6) tests results. Several studies indicate the influence of other factors such as colleagues and friends (He, 2007;Yang, 2013), family and parents (Davadas & Lay, 2020), school (Laguador & Dotong, 2020;Yang, 2013), teachers' personal characteristics (Al Shabibi, Al Mantheri, & Al Rashdi, 2019;Blazar & Kraft, 2017;Sakiz, Pape, & Hoy, 2012), teachers' knowledge of content (Simmers, 2011), language (Mazana, Montero, & Casmir, 2019), and how mathematics relates to daily life (Yılmaz, Altun, & Olkun, 2010).…”

Section: Reasons For Students' Attitudes Toward Mathematicsmentioning

confidence: 99%

Factors Affecting Freshman Engineering Students’ Attitudes Toward Mathematics

Alibraheim

2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Students' attitudes toward mathematics play a key role in their academic achievements. Still, concerns regarding the low grades in mathematics tests of engineering students have raised questions about the reasons for their poor performance. Prior research has mentioned the impact of engineering students' attitudes on their grades. Few studies have attempted to explore the factors that influence and form engineering students' attitudes toward mathematics. The current study aims to investigate the factors that affect freshman engineering students' attitudes toward mathematics using a qualitative research design. Interviews with 26 participants enrolled at Imam Abdulrahman Bin Faisal University (IAU) in Saudi Arabia provided insight into the students' experiences through survey questions. Thematic content analysis was used in this study to analyze the interviews. The results of the interview indicate that the freshman engineering students' attitudes are most affected by their fathers and their teachers. The causes that form students' attitudes toward mathematics can be divided into two parts: internal and external. The internal causes result from the students themselves, which include practice and preparation, assessments and grades, effect of English proficiency, and time management. The external causes include teachers' characteristics and parental support.

show abstract

Section: Reasons For Students' Attitudes Toward Mathematicsmentioning

confidence: 99%

Factors Affecting Freshman Engineering Students’ Attitudes Toward Mathematics

Alibraheim

2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…This has also been the case for the curriculum reform in mainland China since 2001 (Chen, 2015). Two major perspectives on mathematics instruction are now commonplace in Taiwan and mainland China, one emphasizing traditional teaching involving heavy teacher control, and the other emphasizing Western influences in the form of studentoriented and constructivist-based instruction (Chen, 2015;Hsieh, Shy, & Wang, 2015;Shao et al, 2013;Yang, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland China

Hsieh

Wang

Chang

2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study determined perspectives of students and their teachers regarding ideal mathematics teaching using questionnaires. The sample included 2437 Taiwanese and 1141 Chinese senior high school students and their mathematics teachers. Exploratory, confirmatory, and multigroup confirmatory factor analysis were conducted to determine the factors contributing to ideal teaching behaviors. Thirteen factors in six dimensions were identified. Five involved the influence of Western culture and were endorsed (e.g., concrete and life-related in representation); five are inherent in traditional Chinese culture and were endorsed (e.g., detailed illustration in teaching method); and three are inherent in Chinese culture but were less endorsed because of Western influences (e.g., speedy challenge in problem-solving). Few intracultural differences regarding students' and teachers' endorsements were discovered. However, students' higher endorsement of formal and symbolic representation and performance demand in assessment than their teachers' reflected their desire for high academic achievement, which is deeply rooted in Chinese culture.

show abstract

“…Using appropriate guidelines (Bruce, 2007), working with students on prerequisite skills (Mooney, Briggs, Fletcher, Hansen & McCullouch, 2009) and creating a respectful environment (Chapin, O'Connor & Anderson, 2003) are among the suggestions to enhance an effective mathematical communication in the classroom.Studies show that mathematical communication is not employed sufficiently in classroom settings. For instance in the study of Yang (2013), students pointed out that activities fostering classroom communication such as cooperating with peers and participating in-class discussions were employed less by the teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication

Kaya

Aydın

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Mathematical thinking skills and meaningful mathematical understanding are among the goals of current mathematics education. There is a wide consensus among scholars about the purpose of developing mathematical understanding and higher order thinking skills in students. However, how to develop those skills in classroom settings is an area that still needs attention. Fostering mathematical communication in classroom settings is a strategy to develop students thinking skills by mathematical talk, discussion and activities. The purpose of the study is to explore teachers' perceptions and lived experiences about using mathematical communication in their classrooms. The study is qualitative and employed a phenomenological approach to gain in-depth insight about the nature of mathematical communication in the classroom setting. Participants were experienced elementary school mathematics teachers. They discussed about the concepts associated with, strategies to enhance, purposes and benefits and application of mathematical communication as well as impact of mathematical communication on thinking skills, during the interviews. The findings are expected to provide a basis for discussion about using mathematical communication to foster students' higher order thinking skills and mathematical understanding.

show abstract

Investigation of Junior Secondary Students’ Perceptions of Mathematics Classroom Learning Environments in China

Cited by 21 publications

References 36 publications

Factors Affecting Freshman Engineering Students’ Attitudes Toward Mathematics

Factors Affecting Freshman Engineering Students’ Attitudes Toward Mathematics

Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland China

Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication

Contact Info

Product

Resources

About