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2. Studying preservice teacher The present study aims to examine the In summary, our finding converge with previous research that has
math anxiety and role of mathematics anxiety, WM, and showed the negative effects of mathematics anxiety on
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mathematics performance in spatial ability in education-major’s individual’s performance in all the three mathematical areas, thus
geometry, words, and non- problem solving in three mathematical providing a full support for the hypothesis that math anxiety is a
word problem sloving. domain: geometry, word and non- positive predictor of mathematics performance in geometry, word,
word problems, focusing exclusively and non-word problem solving (H1). Our data suggest that in spite
on higher level thingking skills. of considerable differences in mathematics
Specifically, the following three performance levels across the three mathematical domains, i.e.,
hypotheses were tested in the study: 34% correct in geometry, 54% correct inword problems, and 67%
1. Math anxiety is negative predictor correct in non-word problems, the predicting power of math
of mathematics performancce in anxiety did not very by a mathematical problem-solving domain.
geometry, word, and non-word Perhaps, the fact that our statistical models controlled for the
problem solving in under graduate effects of WM and spatial ability may explain these findings. After
education-majors. controlling for the effects of math anxiety, WM was a significant
2. Cognitive processes, skills, and (positive) predictor of non-word problem solving only. Although
attitudes mediate the relationship WM significantly correlated with an individual's geometry
between mathematics problem- performance and solving non-word problems, WM accounted for a
solving and math anxiety in each of significant proportion of the variance in predicting student
the three areas of mathematics proficiency only in non word problem-solving after controlling for
pblem-solving (geometry, word, the effects of math anxiety. WM was not a significant predictor of
and non-word problem sloving) geometry and word problemsolving performance after controlling
3. The relationships between for the effects of math anxiety. It is also important to note that the
mathematics performance and math present study assessed WM using a non-word problemsolving task
anxiety very by a mathematical accompanied by letter recall,which might have explained why
problem-solving doamin WM was a significant predictor of non-word problem solving
(geometry, word, and non-word only. With regard to word problems, we suggest that
problem solving). comprehending words and language structures in math word
problems at a sixthgrade-math difficulty level, which usually
include three or four sentences, does not present a complex
reading processing challenge for undergraduate students and
consequently does not require substantial WM resources to
comprehend mathematical word problems and keep track of
incoming information. In addition, word problems required less
multiple calculation executions than geometry or nonword
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3. Examining the association of The results of this study represent The current study utilizied latent class analyses within the context
over-claiming with findings from a sample of 15-year-olds of over-claiming and achievement, which is a novel contribution
mathematics achievement across the United States (n=4978). to hte literature. In this study, we re-conceptualized the
Three distinct latent classes were relationship over-claiming and achievement with the existence of
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identified. One latent class distinct gropus and provided possible explanations of mixed
demonstrated significantly lower resulits about the relationship between over-claiming and
scores on all motivational indicators cognitive aability from previous research studies. In particular, we
examined than the other two latent identified three patterns of student tendency to over-claim, their
classes, suggesting disengagement in reported familiarity, and their achievement in mathematics, and
this latent class. Students from the rest labeled them as: non-over-claiming high achievers. That is, group
two nondisengaged latent classes were differences in over-claiming were recognized, and the group
considered as engaged students. pattern with reported familiarity and achievement in mathematics
Results indicate that over-claiming has was also identified. For instance,when students were engaged but
a significant negative relationship with over-claimede, on average, the had a lower mathematics
student achievement in mathematics achievement compared to students who were engaged nut did not
among the engaged students. The over-claim. Additionally the lowest-achieving group in
disengaged group appears to over- mathmatics also over-claimed the least in their knowledge of
claim the least. The relationships mathematics. Consistently, this group was less engaged with
among these three latent classes school compared to the other two groups. This group of students
provide possible explanations as to appeared to be the ripest for potential growth given the lower
why the current literature reported levels of achievement and engagement. This study contributed to
mixed results regarding the the previous body of research on the topic of over-claiming by
relationships between including achievement and identifyin groups of learners in their
over-claiming and achievement or over-claiming tendency, their reported familiarity, and their
cognitive ability. achievement in mathematics.
4. The model object-product- The results of this study Pedagogical practice has enabled the establishment of the
cognitive operation through The research started fro the following conclusions:
mathematical education assumption that: if the students will Increasing learning efficiency requires that students should
use to the operationalization model build general learning skills, which may be formed during the
ovject – capacity – item proposed by teaching-learning activity from other disciplines;
D’Hainaut’s they will form and grow Mastery of such skills is better if the same method is applied
among middle school students, skill in the teaching-learning activity of several disciplines from
and abilities to solve problem and their training process;
exercises and lessons will be more The most important learning skills, which should be given
effective and better student outcomes. special attention in school are: independent work with
handbooks and corpora;
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technologies to increase the level of to change her practice over the course of the project and so did
cognitive demand experienced by not.
students.
7. Students’ creative thinking The implementation of RME has a The accomplishment of student’s creative ideas is a process of the
process stage: relevance to the creative thinking mathematical activity. This is in accordance with the opinion of
implementation of realistic process. For proving it scientifically or (Riedesel, Schwartz, & Clements, 1996) state that mathematics is
mathematics education something falsified truth, refers to an activity (doing mathematics). Doing mathematics does not only
(Popper, 1979) phrase “doubting focus on the end solution but also how the process takes
something” is the first step to place, such as: search the patterns and rapport, conjecture testing
understanding in more depth problem as well as result estimation. Someone is required to use and adapt
by reviewing it scientifically through a his/her gained knowledge in the activity process to create a new
research process. The research understanding. Apart from the developed activities in mathematics
questions are: itself, the process of developing new knowledge can be also
1. How many stages of creative started from the activities at the outside of mathematics to solve
thinking process do the elementary the contextual problems. This process can enhance the student’s
school students do by implementing adaptive reasoning ability, particularly in overcoming problems at
RME? outside of mathematics matter
2. How do elementary school which can be possibly solved mathematically.
students construct their The constructed mathematics activities with the concrete matters
mathematics cognitive knowledge and link to the idea objects that are found in the daily life is
at every stage of creative thinking relevant to the principles and characteristics of RME. According to
process by implementing RME? Heuvel-Panhuizen, (2007),
For addressing the two questions the mathematical idea process closely links to the view of
above, the research goal is to find the mathematics as a human activity, therefore the best way to learn
students’ mathematics cognitive mathematics is by doing or undertaking the designed specially
knowledge at every stage of creative problems. Furthermore, RME has a reality principle as a
thinking process by implementing mathematic learning approach in general.The main objective of
RME based on perspective theory. RME is to enable students to apply mathematics. In RME, the
reality principle is not always developed during the last stage of a
lesson process, but also a source to learn mathematics.
Mathematics is developed from the reality of mathematics, thus
learning mathematics should be also begun by a realistic
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mathematics process.
8. The relationship between The purpose of the present study was
secondary school students’ to explore the relationship between
arithmetic perfomance and seventh grade secondary students’
their mathematical literacy performance and their mathematical
literacy.
In the present study, investigations
were conducted to seek the answer to
the research question, “What kind of a
relationship is there between Students’
Arithmetic Performance Scores and
their Mathematical Literacy Scores?”
9. How Competition and How the effectiveness of an In general, the results do not favor collaboration and/or
Heterogenous Collaboration educational mathematics game for competition over conditions where
interact in Orevocational improving proportional reasoning in these are not incorporated. However, an issue to consider is that
Game-Based Mathematics students from prevocational the current study only employed
Education education? domain knowledge measures; informal observations from teachers
and researchers in this study suggest that collaboration did have
added value. During the data collection for the current study, the
groups that collaborated seemed more manageable (this was
noticed by the researcher and was stated by the teachers involved);
students were calmer, asked fewer questions, and seemed more
focused on the game. Also, as several other studies have shown,
both collaboration and competition can foster situational interest,
motivation, enjoyment and mastery-goal orientation (Van Eck &
Dempsey, 2002). We would recommend further investigation of
other possible effects of collaboration in combination with game-
based learning, e.g., effects on student perceptions (e.g.,
motivation, experienced frustration), and teacher perceptions. In
addition, future research might benefit from inclusion of a
manipulation check, though collaboration is
quite a salient element, it might be that students did not feel that
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the CER model, there are several factors need to be taken into
account such as constructing CER by single or multiple experts
and presetting intensity of test item
and related concepts by single or multiple experts.
12 The Enhancement Is there enhancement difference of Based on analysis result, mathematic learning either taught by
. Difference of Student students mathematical problem guided discovery learning or direct learning can be concluded as
Mathematical Problem sloving ability taught by guided follows:
Solving Ability between discovery learning model and taught
Guided Discovery Learning by direct learning model? a. There is enhancement difference of student mathematical
Model and Direct Learning I N-gain of students mathematical problem solving ability taught by guided discovery learning and
Model problem solving ability taught by taught by direct learning.
guided discovery learning model b. N-gain of students mathematical problem solving ability taught
higher than taught by direct learning by guided discovery learning model is higher than taught by direct
model? learning model.
13 Mathematics anxiety a This studyexamines the extent to Psychological variables that may lessen MA have not been widely
. function of multidimension which multidimensional self- explored. In this study we demonstrate that MA can be accurately
self-regulation and self- regulation and self-efficacy (modeled modeled as a function of both multidimensional selfregulation and
efficacy. as interacting antecedent variables) self-efficacy. This modeling suggests that both self-regulation and
affect students’ math anxiety at middle self-efficacy are key variables in students’ anxious
school level, taking into account reactions to mathematics. Moreover, the study demonstrates that a
the influence of age and gender. broadly similar pattern of relationships between MA and its
antecedent variables to that identified in Western contexts
alsoexists in a non-Western sample. This finding suggests that
Western MA research may potentially generalize to at least one
cross-cultural
setting.
14 The ability to do It is no surprise that this skill is We have designed a learning strategy based on three pedagogical
. mathematical modelling of difficult to acquire and is not easy to models. One of them is the Integrated Learning Processes which
reality is a skill sought after transfer from academia to the real take students through neurology based cycles of ever increasing
by employers and a world. How is Mathematical knowledge complexity in which students observe, reflect/analyse,
necessary requirement for Modelling Learning strategy in which plan/synthesize and act, and then start again. Also, the ILP model
undergraduate engineering students create a model that will helps establish motivators to drive students using collaborative
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conventional lecture learning activities can allow students to completetheir learning tasks by
approach? engaging in discussions and sharing thoughts with each other. In
3. Do the students who learn with the terms of goal-oriented achievement, there was no significant
digital pen learning approach with difference in the experiment results of the three groups. The
collaborative problem solving average scores of the three groups were all higher than 4,
show better learning attitude than indicating that the students were positive about and satisfied with
those who learn with an individual the
learning approach and those who feeling of achievement in learning mathematics. In terms of
learn with a conventional lecture learning attitude, this researcher has learned that the learning
learning approach? attitude of the experimental group A and experimental group B has
effectively improved probably because of the change of learning
method and the use of a new learning tool. There was no
significant change in experimental group B's learning attitude
because of the group's use of conventional learning method and
learning tools. The researcher of this study has also interviewed
the teachers in the experiment, who said they hoped this type of
learning approach could be expanded to the learning of other
courses, such as natural science and social science. In future
studies, the researcher suggests that the design of learning
activities could be expanded to more disciplines and to situational
application related technologies, such as context awareness or
physiological awareness.
16 Development of an adaptive What a reason of learning cases on the This study designed an e-learning model, with problem-based
. learning case mathematics teaching for students learning as its core and social constructivism and situated learning
recommendaion approach with mild disabilities, and considered as its auxiliary theories, to assist teachers to effectively develop
for roblem-based e-learning the relevant needs for knowledge knowledge of teaching mathematics for students with mild
on mathematics teaching for development an for improving disabilities. Additionally, an adaptive recommendation approach
students with mild problem-solving capabilities of was designed for the problem-based e-learning model to achieve
disabilities teachers in realistic teaching situation? the goal of adaptive learning. This approach recommended
adaptive learning cases based on the characteristics of both the
learner and the student, and has semantic searching capability to
avoid information mistake and loss caused by semantic variations.
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