Technology for Mathematics Education: Equity, Access and Agency

Forgasz, Helen; Vale, Colleen; Ursini, Sonia

doi:10.1007/978-1-4419-0146-0_18

Cited by 9 publications

(7 citation statements)

References 19 publications

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“…Given our study's findings regarding the role of gender in mediating student interest in STEM careers, it is expedient to recommend that if educators would like to engage girls more fully in STEM activities and show them the relevance of STEM in their lives, they should explicitly emphasise and connect the STEM problems they explore in the classroom to the local and global problems related to social value and social change such as devising new strategies and tools to protect the environment, and provide better care and support for people and animals. When doing this, it is important to minimise the potential for gender bias and stereotyping (eg, Forgasz et al, 2004Forgasz et al, , 2009 because each learner is a unique individual and may benefit from an emphasis on both the analytical and empathetic aspects of STEM education and STEM problems in our society. Because empathy is often not discussed in STEM classes (Strobel et al, 2013), it is critical that we start addressing the empathetic aspects of STEM more deliberately in our classrooms.…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

Cheng

Antonenko

Ritzhaupt

et al. 2021

Brit J Educational Tech

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The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers.

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Section: Discussionmentioning

confidence: 99%

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

Cheng

Antonenko

Ritzhaupt

et al. 2021

Brit J Educational Tech

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“…Forgasz (2008a) and Vale (2010) reported on the persistent findings from a range of studies that showed male students were more confident, positive and interested, with a higher level of enjoyment and expectation of success in mathematics than females at all age levels. Collaborating with international researchers they reviewed studies of gendered perceptions and pedagogies of mathematics classrooms and settings where students used digital technologies (Forgasz, Vale, & Ursini, 2010). Leder and Forgasz (2008) discussed the way in which the media interpreted findings about the gender gap.…”

Section: Gendered Mathematics: Post-structural Critique or A Liberal mentioning

confidence: 99%

Equity, Diversity, Social Justice and Ethics in Mathematics Education

Atweh

Vale

Walshaw

2012

Research in Mathematics Education in Australasia 2008–2011

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“…This issue gains special relevance in teaching sequences mediated by technology, as contradictory results have been found regarding whether the use of technology may accentuate gender differences in the learning of mathematics or not (eg, Forgasz et al, 2009). Cai et al (2017) conducted a meta‐analysis of 50 articles published between 1997 and 2014 that addressed the influence of gender on the attitude toward technology.…”

Section: Itss Making One‐to‐one Tutoring Possible In the Classroommentioning

confidence: 99%

Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency

Olmo‐Muñoz

González‐Calero

Diago

et al. 2022

Brit J Educational Tech

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Problem solving is often regarded as one of the most essential cognitive functions in our daily lives, and, for that reason, educational theorists have long stressed the need for its development. As cognitive flexibility is a fundamental characteristic necessary throughout the problem‐solving process, the purpose of this study is to analyse students' problem‐solving performance after following intra‐task flexibility‐based training mediated by an intelligent tutoring system. With this aim, 110 fifth and sixth grade students took part in a quasi‐experimental study that included six forty‐five‐minute flexibility‐based training sessions preceded and followed by test sessions in order to evaluate eventual problem‐solving proficiency improvements. The findings show that intra‐task flexibility training enhances students' ability to solve arithmetic word problems, especially when flexibility‐related activities are completed sequentially in the same session and not in different sessions. Furthermore, the proposed instruction is particularly helpful in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation. What is already known about this topic Cognitive flexibility is beneficial in finding appropriate problem‐solving strategies. Exposing students to a variety of problem‐solving methods or strategies can improve their cognitive flexibility. Boys are more likely than girls to flexibly apply multiple solution paths while solving problems, which leads to gender differences in mathematics. By contrast, girls are more prone to take advantage of instructional advice when using intelligent tutoring systems (ITS). What this paper adds Prompting students to apply multiple resolution strategies within the same problem (intra‐task flexibility instruction) is comparatively more efficient than standard instruction in promoting problem‐solving performance. It is more effective in terms of problem‐solving proficiency to ask students to find different resolutions for a problem sequentially in the same session than to do so in separate sessions. Effectiveness of ITS‐mediated flexibility‐based training leads to the promotion of problem‐solving proficiency, particularly in the case of female students. Implications for practice and/or policy The use of the ITS HINTS has the potential to promote the use of multiple solutions in problem solving by monitoring the resolution paths of the student, which can be difficult in a traditional classroom setting. ITS‐mediated flexibility‐based training is especially effective in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation.

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Technology for Mathematics Education: Equity, Access and Agency

Cited by 9 publications

References 19 publications

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

Equity, Diversity, Social Justice and Ethics in Mathematics Education

Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency

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