Use of Technology in Mathematics Education

Ng, Wan Sing; Teo, Beng Chong; Yeo, Joseph B. W.; Ho, Weng Kin; Teo, Kok Ming

doi:10.1007/978-981-13-3573-0_14

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…Other genotypes, such as COMT and BDNF, also may be important in cancer-related cognitive decline. 24, 66 Pooling of samples from other studies of older survivors using similar eligibility and assessments could be used to confirm results and increase statistical power for detecting significant gene-treatment effects on cognition over time.…”

Section: Jcoorgmentioning

confidence: 99%

Cancer-Related Cognitive Outcomes Among Older Breast Cancer Survivors in the Thinking and Living With Cancer Study

Mandelblatt

Small

Luta

et al. 2018

JCO

126

207

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Purpose To determine treatment and aging-related effects on longitudinal cognitive function in older breast cancer survivors. Methods Newly diagnosed nonmetastatic breast cancer survivors (n = 344) and matched controls without cancer (n = 347) 60 years of age and older without dementia or neurologic disease were recruited between August 2010 and December 2015. Data collection occurred during presystemic treatment/control enrollment and at 12 and 24 months through biospecimens; surveys; self-reported Functional Assessment of Cancer Therapy-Cognitive Function; and neuropsychological tests that measured attention, processing speed, and executive function (APE) and learning and memory (LM). Linear mixed-effects models tested two-way interactions of treatment group (control, chemotherapy with or without hormonal therapy, and hormonal therapy) and time and explored three-way interactions of ApoE (ε4+ v not) by group by time; covariates included baseline age, frailty, race, and cognitive reserve. Results Survivors and controls were 60 to 98 years of age, were well educated, and had similar baseline cognitive scores. Treatment was related to longitudinal cognition scores, with survivors who received chemotherapy having increasingly worse APE scores ( P = .05) and those initiating hormonal therapy having lower LM scores at 12 months ( P = .03) than other groups. These group-by-time differences varied by ApoE genotype, where only ε4+ survivors receiving hormone therapy had short-term decreases in adjusted LM scores (three-way interaction P = .03). For APE, the three-way interaction was not significant ( P = .14), but scores were significantly lower for ε4+ survivors exposed to chemotherapy (−0.40; 95% CI, −0.79 to −0.01) at 24 months than ε4+ controls (0.01; 95% CI, 0.16 to 0.18; P < .05). Increasing age was associated with lower baseline scores on all cognitive measures ( P < .001); frailty was associated with baseline APE and self-reported decline ( P < .001). Conclusion Breast cancer systemic treatment and aging-related phenotypes and genotypes are associated with longitudinal decreases in cognitive function scores in older survivors. These data could inform treatment decision making and survivorship care planning.

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Section: Jcoorgmentioning

confidence: 99%

Cancer-Related Cognitive Outcomes Among Older Breast Cancer Survivors in the Thinking and Living With Cancer Study

Mandelblatt

Small

Luta

et al. 2018

JCO

126

207

View full text Add to dashboard Cite

show abstract

“…Bustamante (2017) states that Web 2.0 tools can be an effective pedagogical method that can be used as mathematical learning activities. Similarly, studies on the integration of Web 2.0 tools into lessons show that these tools are one of the teaching tools and methods interiorized by mathematics teachers, and the usage of these tools in mathematics lessons has been able to change the perceptions of students, especially who are not interested in mathematics, and increase their motivation (Ng et al, 2019). The research related to using various Web 2.0 tools in lessons have revealed the positive effects of these tools for mathematics learning environment.…”

Section: Web 20 Tools In Mathematics Educationmentioning

confidence: 99%

Development of TPACK with Web 2.0 tools: Design-based study

et al. 2023

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This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.

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“…In order for students to be active in learning mathematics, a positive attitude towards mathematics is needed. An important aim of mathematics education is to develop in students positive attitudes towards mathematics (W. L. Ng et al, 2019). Besides, students 'attitude towards mathematics has been a factor known to influence students' achievement in mathematics (Al-Mutawah & Fateel, 2018).…”

Section: Background Of the Studymentioning

confidence: 99%

Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach

Rusnilawati,

Ali,

Hanapi

2023

ppd

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This research endeavours to elucidate the notable disparities in Problem-Solving Skills (PSS) when employing the Flipped Learning Model with a STEM Approach (FLM-SA) in contrast to Routine Learning, contingent upon attitude categories. The study harnesses a quantitative methodology with a quasi-experimental design. A sample size of 210 students is utilised, chosen via cluster random sampling. The instruments for data collection comprise: 1) an attitude questionnaire; 2) problem-solving tests; and 3) an observation sheet for the execution of the learning process. The techniques for data analysis employed are both parametric and non-parametric tests. The findings unveil a significant discrepancy in the students' Problem-Solving Skills based on attitude category between the control group, post the implementation of routine e-learning, and the treatment group, post the utilisation of the FLM-SA Module. Students possessing a Medium Attitude Category in the experimental class exhibit superior problem-solving skills compared to the control class. In contrast, students with Low and High Attitude Categories do not demonstrate a significant difference between the control and experimental classes. These findings underscore the significance of differentiated learning by implementing Teaching at the Right Level. Ideally, teachers should conduct an initial diagnostic assessment to ascertain students' initial attitudes or abilities

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Use of Technology in Mathematics Education

Cited by 5 publications

References 15 publications

Cancer-Related Cognitive Outcomes Among Older Breast Cancer Survivors in the Thinking and Living With Cancer Study

Cancer-Related Cognitive Outcomes Among Older Breast Cancer Survivors in the Thinking and Living With Cancer Study

Development of TPACK with Web 2.0 tools: Design-based study

Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach

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