Secondary school pre-service mathematics teachers' content knowledge of algebraic word problem in Nigeria

Usman, Ahmed Ibrahim

doi:10.30935/scimath/9443

Cited by 2 publications

(3 citation statements)

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“…In this transitional period, students start to exhibit more abstract and hypothetical thinking, making it an opportune time to introduce foundational algebraic principles. By incorporating early exposure to algebraic concepts, teachers can better nurture the development of their cognitive abilities, preparing them for the more advanced problem-solving skills required in the formal operational stage and employ algebraic techniques to solve even the simplest problems that could have been more effectively addressed using arithmetic methods (Usman, 2015).…”

Section: Discussionmentioning

confidence: 99%

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Fardian,

Suryadi,

Prabawanto

et al. 2024

J. Elemen

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The aims of this study is to analyze publications on early algebra in middle schools to contribute to the development of related literature. A total of 234 articles on early algebra published in various Scopus databases between 2013 and 2024 were retrieved and analyzed through a bibliometric analysis approach and 19 articles through a Comprehensive Meta Analysis (CMA). The results showed fluctuating trends in research related to early algebra in middle schools. The surge in publications using VOSviewer and RStudio from 2013 to 2024 did not align with a corresponding increase in average citations, contributing to a stagnation in the average citation per year. The noticeable upward trend in the volume of publications on early algebra since the beginning of 2013 indicates a dynamic and evolving research landscape in this field. This consistency suggests a widespread and sustained interest in early algebra research beyond the confines of a single country, further emphasizing its global relevance and significance. Integrating multimedia technology into early algebra instruction significantly enhances student learning outcomes. Moreover, access to technology and enhanced learning resources through technology integration can play a more crucial role in improving the effectiveness of early algebra learning in countries with lower income levels.

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Section: Discussionmentioning

confidence: 99%

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Fardian,

Suryadi,

Prabawanto

et al. 2024

J. Elemen

View full text Add to dashboard Cite

show abstract

“…A 3-point scale was used to score each item in the MPT (Refer to Table 2). The scoring guide was a modification based on the works of Usman (2020) and Cartwright (2020). The score of each PSMT from the MPT was obtained by adding all the points obtained from the 14 items in the test.…”

Section: Methodsmentioning

confidence: 99%

“…A number of mathematical assessments both local and international have included mathematical tasks that measure various strands of mathematical proficiency due to their usefulness in leveraging students' mathematics learning (Kepner & Huinker, 2012, p. 28 as cited in Groves, 2012). Many studies have designed and administered mathematics proficiency tests to students assessing only three strands, namely, procedural fluency, conceptual understanding, and strategic competence (e.g., Khairani & Nordin, 2011;Groves, 2012;Usman, 2020) as these have been identified in the National Assessment of Educational Progress (NAEP) and the National Council of Teachers of Mathematics (NCTM) as the main strands in developing students' procedural knowledge, conceptual knowledge and problemsolving skills -mathematical abilities students needed to be mathematically proficient (Al-Mutawah et al, 2019). Thus, the present study focused only on the three strands.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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This practitioner research in education paper is based on the experiences of two English language educators taking part in a collaborative online international learning project, otherwise known as COIL. Synchronous and asynchronous teaching methods were used for English language learners to meet and work with students from other countries. The collaboration took place virtually between two institutions of higher education, located on different sides of the globe, namely Mexico and Singapore. Students met to work in groups on a project, in an authentic situation to practice the target language. The experience provided students with intercultural and transnational learning through interaction, collaboration and taking ownership of their learning. With little or no experience of taking part in COIL projects, the practitioners investigated three key questions: 1. What are the benefits to students of taking part in international collaboration? 2. What are the challenges of such a project? 3. How do students cope with misunderstandings resulting from cultural and ethnic differences? Data was collected through the analysis of written online learning logs using thematic coding to create a survey given to participating students at the end of the project. The benefits, as well as the challenges, are considered followed by recommendations based on first-hand experiences and reflections to offer a practical reference for colleagues and educators who may wish to explore the feasibility of taking part in such a project.

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Secondary school pre-service mathematics teachers' content knowledge of algebraic word problem in Nigeria

Cited by 2 publications

References 0 publications

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

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