scholarly journals The affective domain in learning mathematics according to students' gender

2018 ◽  
Vol 21 (2) ◽  
pp. 183-202 ◽  
Author(s):  
Vanesa Rojo Robas ◽  
José Domingo Villarroel Villamor ◽  
José María Madariaga Orbea
Keyword(s):  
Secondary Education ◽  
Affective Domain ◽  
Self Concept ◽  
Explanatory Variables ◽  
Beliefs About Mathematics ◽  
Learning Mathematics ◽  
Attitude Towards Mathematics ◽  
Beliefs About Teaching ◽  
Teaching Of Mathematics ◽  
Insight Into

The performance in mathematics, the reduction of science as a vocation in university studies, as well as the demotivation and unfavourable attitudes towards mathematics generated in Secondary Education are a reason for concern. This research focuses on the affective implications tied to learning mathematics during Secondary Education, with an insight into explanatory variables such as attitudes, motivation and beliefs and their differences according to sex. The results obtained by girls show worse motivation and mathematical self-concept, as well as a less favourable attitude towards mathematics than boys. Out of 42 beliefs about mathematics, 13 show a gender difference; 10 of which belong to the category beliefs about teaching of mathematics, and of these, 5 have median effect size.

scholarly journals Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation

Mathematics ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 368 ◽  
Author(s):  
Vanesa Rojo Robas ◽  
José María Madariaga ◽  
José Domingo Villarroel
Keyword(s):  
Secondary Education ◽  
Effect Size ◽  
Classroom Context ◽  
Education Students ◽  
Academic Level ◽  
Beliefs About Mathematics ◽  
Learning Mathematics ◽  
Two Factors ◽  
The Relationship

This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size.

scholarly journals Mathematical Thinking Styles—The Advantage of Analytic Thinkers When Learning Mathematics

2021 ◽  
Vol 11 (6) ◽  
pp. 289
Author(s):  
Jaime Huincahue ◽  
Rita Borromeo-Ferri ◽  
Pamela Reyes-Santander ◽  
Viviana Garrido-Véliz
Keyword(s):  
Mathematical Thinking ◽  
Quantitative Approach ◽  
Mathematical Tasks ◽  
Thinking Styles ◽  
Mathematical Performance ◽  
Test Instrument ◽  
Analytical Thinking ◽  
Learning Mathematics ◽  
Valid Test ◽  
Insight Into

School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

Autobiographical Memory and the Self-Concept

2020 ◽  
pp. 189-212
Author(s):  
Matthew D. Grilli ◽  
Lee Ryan
Keyword(s):  
Life History ◽  
Autobiographical Memory ◽  
Cognitive Neuroscience ◽  
Neural Mechanisms ◽  
The Self ◽  
Self Concept ◽  
Autobiographical Memories ◽  
Core Self ◽  
Insight Into

Autobiographical memory plays a central role in one’s conceptualization of the self. It does so not only by storing the content of one’s life history, but also by providing the memories that are used to construct who we are and what we hope to become. Based on theories and evidence from cognitive neuroscience, the authors of this chapter discuss the contents and organization of autobiographical memory and the neural mechanisms that support the retrieval of autobiographical memories. They also cover core self-related functions served by this type of memory. The chapter closes by considering how the cognitive neuroscience of autobiographical memory and its self-related functions can provide insight into mechanisms of enduring change.

scholarly journals The Adequacy of the Independence of Markets Assumption in Interregional Competition Models

1975 ◽  
Vol 7 (2) ◽  
pp. 135-140
Author(s):  
W. Lanny Bateman
Keyword(s):  
Mean Value ◽  
Agricultural Economics ◽  
Explanatory Variables ◽  
Demand Functions ◽  
Competition Models ◽  
Sweet Cherries ◽  
The Mean ◽  
Reactive Programming ◽  
Programming Algorithms ◽  
Insight Into

An important function of agricultural economics is to determine the competitive potential for beginning or expanding production of a commodity in a specified area. This problem is approached through budgeting techniques and/or more sophisticated models such as linear or reactive programming. Many examples using LP or reactive programming algorithms are available. In two recent studies, reactive models were used to examine the market for potatoes and sweet cherries. These studies provided an insight into the relative competitive position among producing areas and among consuming centers. To reach a solution, the competitive assumption of LP or reactive models requires independence of supply functions for producing regions and demand functions for consuming markets. Thus, frequently the demand price for a given commodity in a market is estimated as a function of volume in that market and perhaps time, income or other variables. The resulting equation is used by inserting the mean value of all explanatory variables except volume, resulting in an equation that has price as a function of volume, plus a constant, and is compatible reactive programming.

Happy time mathematics

1975 ◽  
Vol 22 (2) ◽  
pp. 140-143
Author(s):  
Elinor Chilcote ◽  
Jeannie Blaine ◽  
Nancy Nason
Keyword(s):  
The Real ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Happy Time

Mathematics is a happy time when it is approached in a fun way, is practical, and relates to the child's world. The real secret to successful learning is the teacher's resourcefulness and enthusiasm. The teacher whose background includes a wealth of readily available games and activities that are fun for children finds that her classes enjoy learning mathematics. This creates a climate in the classroom that “turns children on” and makes the teaching of mathematics a happy time.

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