Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

Younes, Rayya; Capraro, Robert M.; Capraro, Mary Margaret; Rosli, Roslinda; Lee, Yujin; Vela, Katherine; Bevan, Danielle

doi:10.30722/ijisme.28.04.004

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…In short, arguments-over mathematical ideas and opinions-are a way to highlight the rational and scientific character of the mathematics discipline (Alcolea Banegas, 2003). Perhaps such approaches may help in addressing the decline in the number of learners obtaining a post-secondary science, technology, engineering, and mathematics (STEM) degree (Younes et al, 2020). Knowledge transmission relates to the notion that the "expert" (teacher) is required to fill learners' minds with information to be memorised and regurgitated when required (Thomas & Pedersen, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Quality of Argumentation in an Euclidean Geometry Context: A Case Study

Shongwe

2022

IJISME

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The research reported in this study examined the quality of argumentation of South African Grade 11 learners through the lens of Toulmin’s argument pattern (TAP). Very little research has quantified the argumentation of learners in mathematics across the school grades. The focus was on measuring the mathematical knowledge and quality of arguments formulated by learners as they engage in a reasoning task set in a Euclidean geometry investigative context. Mathematics education reform efforts have highlighted the importance of argumentation in the acquisition of mathematical knowledge. To describe these participants’ quality of arguments, a sample of 135 Grade 11 learners was drawn from a target population of high schools located in one large South African province. Using an analytical framework modified from Osborne et al. (2004), the findings suggested that although learners’ knowledge of properties of parallel lines was encouragingly satisfactory, the level of their argumentation quality was low. The implication of this finding is that mathematics initial teacher education programs need to design investigations that feature the TAP (core) in their courses. It is recommended that future studies may need to design intervention strategies to address high school learners’ lack of argumentation skills.

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Section: Introductionmentioning

confidence: 99%

The Quality of Argumentation in an Euclidean Geometry Context: A Case Study

Shongwe

2022

IJISME

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STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices

et al. 2022

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The science, technology, engineering, and mathematics (STEM) field is a crucial global driver for the development of various aspects of modern society, such as the economy, technology, education, and skills of the 21st-century workforce. All countries strive to produce STEM talent to meet future economic markets. Sustained professional development (PD) can support reform in STEM. Teachers need professional training to improve their knowledge, understanding, and teaching practices, which affect the development of their students’ meaningful learning. As a result, a systematic study was carried out to identify STEM PD activities and their influence on teachers’ knowledge and instructional methods. The peer-reviewed publications were published between 2017 and 2021, and Scopus, Web of Science, and EBSCOhost databases were used to find them. A comprehensive review of these empirical articles produced a total of 15 subthemes under activities and impact themes. The results exhibited that the dominant activities of STEM PD included engineering activities that indirectly had an extremely high impact on teachers’ knowledge and teaching practices related to engineering design, the problem-solving process as it relates to the engineering design process, and experiences of scientists and engineers. Finally, several recommendations for STEM PD sustainability and future research reference are presented.

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Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

Cited by 2 publications

References 29 publications

The Quality of Argumentation in an Euclidean Geometry Context: A Case Study

The Quality of Argumentation in an Euclidean Geometry Context: A Case Study

STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices

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