Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Segarra, Jaime; Julià, Carme

doi:10.30935/scimath/11381

Cited by 15 publications

(9 citation statements)

References 48 publications

(51 reference statements)

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“…Attitudes have a stronger cognitive component than emotions and are relatively stable over time (Estrada & Batanero, 2020). Ruz et al (2021) found a positive association between content knowledge and attitudes of pre-service teachers, while Segarra and Julià (2022) also confirmed that teachers' efficacy beliefs as well as attitudes towards mathematics are key factors for pre-service teacher's mathematics academic achievement.…”

Section: Research Articlementioning

confidence: 70%

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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During the last two years, the COVID-19 pandemic had a secondary effect of increased media content loaded with mathematical, often probabilistic information (and misinformation). Our exploratory study investigates the probabilistic intuitions, misconceptions, biases, and fallacies in conditional probability reasoning of mathematics teacher candidates in the context of the pandemic. The pre-service mathematics teachers who participated in our study were given a questionnaire with five contextual conditional probability problems, all formulated similarly to media statements often encountered when discussing the COVID-19 pandemic. Our findings confirm the previous findings on biases and fallacies related to conditional probability problems with a social context. They were also indicative of several types of errors (both numerical and logical) as more common than expected. Our results also reveal that pre-service mathematics teachers apparently separate the content learned in the classroom from the application of the knowledge in critical examination of the information to which they are daily exposed by the media.

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Section: Research Articlementioning

confidence: 70%

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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“…Several studies have addressed the psychological implications that the COVID-19 pandemic is having on students. As indicated by Garris and Fleck (2020), Bot (2021), Browning et al (2021), Daniels et al (2021), andSegarra andJulià (2022) several psychological factors, such as students' motivation, academic engagement, and perception of success, have decreased during the pandemic, while other factors, such as feelings of anxiety or cheating, have increased. According to these authors, each of these factors has a relationship with academic achievement.…”

Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement

Miravet¹,

Alegre²,

Valentín³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.</p>

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“…One of the pillars of education is the teacher (Amir, 2019;Tantowi et al, 2022;Maher et al, 2022). In educational activities, teachers are critical actors in the progress of a country (Segarra & Julià, 2022). Teachers are expected to shape today's young generation's personality, character, morality, and intellectual capabilities (Singh et al, 2020;van Geel et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Bakar

Baharun²,

Hasanah³

2022

An-Nafs

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This study aims to analyze the heutagogical approach to improving the metacognitive intelligence of students at Ma'had Aly. This study used a qualitative approach with phenomenological research. The researchers attempted to understand the phenomena of education and learning activities in Ma'had Aly. Researchers conducted participatory observations, interviews, and documentation. Data analysis was carried out through the stages of data display, data reduction, and data conclusion. The results showed that the heutagogical approach implemented at Ma'had Aly improved students' metacognitive intelligence through some activities, including a reading test with the blank matter, meaning understanding, memorizing nadzom, and achieving the learning goal.

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Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Cited by 15 publications

References 48 publications

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

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