University-school partnerships for social justice in mathematics and science education: the case of the SMILES project at IMSTUS

Ndlovu, Mdutshekelwa

doi:10.15700/saje.v31n3a538

Cited by 20 publications

(11 citation statements)

References 16 publications

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“…Students having a better mathematical understanding will be able to compete in the world economy. Mathematics and Science are a vital component to improve critical society (Ndlovu, 2011) and reasoning ability (Phonapichat, Wongwanich, & Sujiva, 2014). Success and failure as a society critical can be seen from mathematics and science learning applied in the school.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

Hidayat¹,

Iksan²

2015

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A number of national and international scale surveys showed that the mathematics achievements of Indonesian secondary school students were in the lower level. One of the indicators of this low achievement was the insufficient level of understanding of mathematical concepts of the students. Understanding of mathematical concepts could be integrated through Realistic Mathematics Education (RME). Therefore, the quasi-experimental study was conducted to examine the effectiveness of Realistic Mathematical Education towards the conceptual understanding of linear programming. The study also investigated the relationship between conceptual understanding and mathematics achievement and investigated the misconceptions on linear programming. This study involved 65 students of Madrasah Aliyah Negeri 1 Pekanbaru, Indonesia. Test conceptual understanding programming topics had Cronbach's alpha reliability of 0.80. The data were collected by using a test question conceptual understanding of linear programming. Quantitative data analysis involved a descriptive and inferential analysis using SPSS 21.0. The descriptive analysis included the percentage, mean and standard deviation while inferential analysis involving independent t-test and Pearson correlation analysis. The results revealed that there were significant differences between the treatment and control groups toward conceptual understanding. There was a significant relationship between conceptual understanding and mathematics achievement of linear programming. Misconception toward linear programming for the treatment group was lower than the control group. The implications of this study were useful for educators to help their students to understand concept of mathematics through open and contextual questions so that the students though through the mathematics, not worked in the mathematics.

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Section: Introductionmentioning

confidence: 99%

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

Hidayat¹,

Iksan²

2015

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“…In one cluster, comprising five papers, social justice was associated with equity, aligned with Gutiérrez's (2009) idea of learning to play the game. Interestingly, these five studies cover a wide range of different issues traditionally related to marginalisation and underperformance (see Xenofontos, 2019a), as for example, gender (Halai, 2011), social class and poverty (Mhlolo & Schäfer, 2012;Ndlovu, 2011), ethnicity and culture (Meaney et al, 2009), immigration and learning mathematics in a second language (Planas & Civil, 2009). The studies in this cluster are concerned with supporting learners to develop their competence in classical mathematical knowledge (Gutstein, 2007) and/or their identities as learners of mathematics, by adopting empowerment perspectives (Gutiérrez, 2008).…”

Section: Rq1: Conceptualisations Of Social Justicementioning

confidence: 99%

Mathematics teachers and social justice: a systematic review of empirical studies

Xenofontos

Fraser

Priestley

et al. 2020

Oxford Review of Education

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The issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end.

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“…When it was brought back into the core mathematics curriculum, teachers did not feel as confident about the strand since it had not been taught for such a long time. Some researchers note that teachers avoided the teaching of geometry in school because of poor mastery of Euclidean geometry (Atebe & Shaefer, 2009;Ndlovu, 2011). Some teachers find the Euclidean geometry section difficult, even if they had studied it in high school and at tertiary level, let alone those who did not study Euclidean geometry in high school or at tertiary level.…”

Section: Introduction For the Studymentioning

confidence: 99%

The use of semiotic representations in reasoning about similar triangles in Euclidean geometry

Ubah¹,

Bansilal²

2019

Pythagoras

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University-school partnerships for social justice in mathematics and science education: the case of the SMILES project at IMSTUS

Cited by 20 publications

References 16 publications

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

Mathematics teachers and social justice: a systematic review of empirical studies

The use of semiotic representations in reasoning about similar triangles in Euclidean geometry

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