The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Abstract

This study was designed to investigate the effect of mathematics learning environment supported by error-analysis activities on classroom interaction. To achieve this purpose, two classes of seventh grade students (aged 12-13 years) were randomly selected and were assigned into two groups; experimental (number of student=24) and control (number of students=24). The experimental group was exposed to error-analysis activities, whereas the control group studied the same mathematics content without any error-analysis activities. Moreover, two instruments were used to collect the data: an observation checklist including indicators of classroom interaction and a semi-structured interview, after ensuring their validity and reliability.<br /> 14 classes for each group were observed by two observers using an observation checklist. The findings of the study revealed that statistically significant differences were found between the rating means of classroom interaction of the two groups. Moreover, the qualitative analysis of the interviews revealed that the mathematics error-analysis activities contribute to improving the quality of teacher-student, student-student and student-content interaction. They enhance the quality of students’ responses, help students be more engaged in mathematics learning through social interaction and more active in oral communication, improve their classroom predications and discussions and support student-content interaction through sustaining error-analysis to be a learning behavior. Based on these findings, it was recommended that mathematics learning environment supported by error-analysis activities could be adopted as a teaching-learning strategy to improve classroom interaction, which enhances students’ mathematics learning in primary education.

Student Teachers’ Motivation toward Participation in the Professional Development Programs

“…Based on the very high motivation level of the respondents to the study, the findings of the first question emphasize the role of intrinsic motivation in directing student teachers to participate in professional development programs. This finding is in line with previous studies [49,50], which confirmed that intrinsic motivation positively impacts student teachers' participation in professional development programs.…”

Exploring Contextual Factors Affecting Student Performance in Mathematics: A Sequential Explanatory Research

“…By addressing these gaps, this study aims to contribute to the literature on attitudes towards Mathematics and Mathematics performance, while also providing insights that can inform educational practice and policy. Figure 1 shows the conceptual model that elucidates the interrelationship between attitude toward Mathematics (Garzon & Casinillo, 2021) and Mathematics achievement and the mediating role of self-efficacy (Casinillo, 2023), parental support (Casinillo et al, 2023), and the moderating effect of the learning environment (Khasawneh et al, 2023).…”

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

“…Based on the importance of mathematics teachers' knowledge, and the significance of training them to be effective teachers in mathematics learning environments, research studies were conducted on conceptual understanding and pedagogical knowledge of mathematics teachers, as separate variables, around the world and in Jordan (Al-Barakat et al, 2022a;Al-Hassan et al, 2012;Al-Tarawneh, 2019;Bwalya & Rutegwa, 2023;Fraihat et al, 2022;Khasawneh et al, 2023;Mapulanga et al, 2022;Meier, 2021;Shaqar, 2020).…”

“…Khasawneh et al (2022) emphasized that one of the sources of support for teachers' pedagogical knowledge in mathematics is the experiences that each of them possesses. In addition, Khasawneh et al (2023) indicated that the classroom teaching practices of the mathematics teacher are a major indicator and determinant of students' behavior in the classroom, their progress and academic achievement. In this regard, Hill et al (2008) emphasized the need to link PCK with student learning outcomes, the ability to know perceptions and prior knowledge they possess, and that professional development opportunities focus on developing teacher knowledge and skills in understanding students' work and their mathematical thinking NCTM (2014) stresses that the ability of teachers to keep pace with the requirements of development, and to deal with them, constitutes a challenge to the reform process, as it can only be achieved if teachers have a deep understanding of mathematics and the ability to deal with it flexibly during the process of their teaching.…”

“…In addition, Goos et al (2021) recognized a change in the knowledge of mathematics teachers and their ability to teach more advanced mathematics, and they recorded teaching practices consistent with the developed curriculum that adopted problem solving, after they were exposed to an in-service training program (professional diploma) in mathematics. Whereas Khasawneh et al (2023) revealed the possibility of benefiting from professional development programs in improving the mathematical thinking strategies of primary school teachers, and transformations in understanding mathematical thinking by engaging in the presentation of lessons, preparing tasks and including them within the lesson.…”