Alternate Title: The Effectiveness of Employing Literary Fiction in Improving the Mathematical Achievement of Seventh-grade Students and their Attitudes towards Learning Mathematics. (English)

المؤلفون: دعاءزاهيملحم, عليمحمد الزعبي

المصدر: Dirasat: Educational Sciences; 2023, Vol. 50 Issue 4, p180-197, 18p

مصطلحات موضوعية: STUDY & teaching of fiction, FICTION, APPLIED mathematics education, MATHEMATICS education (Middle school), SEVENTH grade (Education), JUNIOR high school students, MIDDLE school student attitudes, MATHEMATICS & literature

Abstract (English): Objectives: The current study aimed at investigating the effectiveness of employing literary fiction in improving the mathematical achievement of seventh-grade students and their attitudes towards learning mathematics. Methods: To achieve the objectives of the study, the semi-experimental approach was used, in addition, the study sample was deliberately chosen and distributed randomly between two groups: the experimental group with (25) students, and the control group with (25) students. The unit " Integer Exponents and algebraic expressions" was restructured using literary fiction, a mathematical achievement test and a questionnaire to measure students' attitudes towards learning mathematics was designed and used. Results: the results of the study concluded that there are statistically significant differences at (α = 0.05) between the experimental and control groups in favor of the experimental group in the mathematical achievement and the students' attitudes toward learning mathematics. Conclusions: the results showed the effectiveness of literary fiction in improving mathematical achievement and students' attitudes toward learning mathematics. As a result, the study recommended integrating literary fiction into teaching mathematics. [ABSTRACT FROM AUTHOR]

Abstract (Arabic): الأهداف: هدفت الدراسة إلى استقصاء فاعلية توظيف الخيال الأدبي في تحسين التحصيل الرياضي لدى طلبة الصف السابع الأساسي واتجاهاتهم نحو تعلُّم الرياضيات. المنهجية: لتحقيق أهداف الدراسة استخدم المنهج شبه التجريبي، واختيرت عينة الدراسة قصدياً ووزعت عشوائياً بين مجموعتين: المجموعة التجريبية وأفرادها (25) طالبة، والمجموعة الضابطة وأفرادها (25) طالب. كما تم إعادة هيكلة وحدة " الأسس الصحيحة والمقادير الجبرية " باستخدام مؤلفات الخيال الأدبي. كما تم إعداد اختبار التحصيل الرياضي، واستبانة لقياس اتجاهات الطلبة نحو تعلُّم الرياضيات. النتائج: بينت نتائج الدراسة وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α= 0.05) بين المجموعتين التجريبية والضابطة ولصالح المجموعة التجريبية، في التحصيل الرياضي واتجاهات الطلبة نحو تعلُّم الرياضيات. الخلاصة: تبيّن فاعلية الخيال الأدبي في تحسين التحصيل الرياضي واتجاهات الطبة نحو تعلُّم الرياضيات، وتوصي الدراسة بضرورة دمج الخيال الأدبي في تدريس الرياضيات، وتشجيع الباحثين لإجراء المزيد من الدراسات حول دمج الخيال الأدبي الرياضي في تعليم الرياضيات، بحيث تشمل مزيداً من المتغيرات والموضوعات الرياضية والمراحل التعليمية المختلفة. [ABSTRACT FROM AUTHOR]

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المؤلفون: ليلى يحيى أحمد صل, حسن بن عبد هللا ع 

المصدر: International Journal of Educational Psychological Studies (EPS); 2023, Vol. 12 Issue 4, p765-779, 15p

مصطلحات موضوعية: MIDDLE school teachers, MATHEMATICS education (Middle school), MATHEMATICS teachers, MATHEMATICS education, MIDDLE school education

مصطلحات جغرافية: QIZAN (Saudi Arabia : Province)

Abstract (English): The study aimed to identify the degree of the use of STEM education system in the teaching mathematics to know the challenges that Math teachers face in the application of this system and to verify the statistically significant differences in the challenges of teaching Math at Jazan intermediate schools from the point of view of teachers of mathematics at the Jazan Education Department focusing on the factors of teacher’s gender and the number of training courses. The sample of the study consisted of (162) male and female middle school math teachers. The questionnaire consisted of (41) items which was developed and applied on these teachers. The results revealed that there was a high degree of the use of STEM education in teaching mathematics at the middle schools in the Jazan Education Department. The study also found that "the challenges related to the curriculum" ranked first with an arithmetic mean of (4.02) while "challenges related to students" ranked second with an arithmetic mean of (4.01). Challenges related to mathematics teachers came in third place with a mean of (3.97). The study concluded that the factors of teacher’s gender and the number of training courses show no statistically significant differences in the challenges facing the teaching of mathematics using STEM education at middle school in the Jazan Education Department. [ABSTRACT FROM AUTHOR]

Abstract (Arabic): هدفت الدراسة الحالية إلى تحديد درجة استخدام تعليم STEM في تدريس مادة الرياضيات، و التعرف على التحديات التي تواجه تدريس مادة الرياضيات باستخدام تعليم STEM، وكذلك التحقق من الفروق ذات الداللة اإلحصائيةفي التحديات التي تواجه تدريس مادة الرياضيات باستخدام تعليم STEM باملرحلة املتوسطة من وجهة نظر معلمي مادة الرياضيات بإدارة تعليم جازان التي تعز ى إلى النوع )معلم - معلمة( وعدد الدورات التدريبية. ً وتكونت عينةالدراسةمن(162) معل اوم م علمة من معلمي مادة الرياضيات باملرحلة املتوس طة، طبقت عليهم استبانة تم إعدادها لتكون أداة للدراسة، وقد تكونت من(41)فقرة . توصلت الدراسةإلى ارتفاع درجةاستخدام تعليمSTEMفيتدريسمادةالرياضيات باملرحلة املتوسطة من وجهة نظر معلمي مادة الرياضيات بإدارة تعليم جازان، كما توصلت الدراسة إلى أن "التحديات التي تتعلق باملنهج" جاءت في املرتبة األولى بمتوسط حسابي بلغ (4.02)، بينما "التحديات التي تتعلق بالطلبة" جاءت في املرتبة الثانية بمتوسط حسابي بلغ (4.01)، في حين جاءت"التحديات التي تتعلق بمعلمي مادة كما توصلت الدراسة إلى عدم وجود فروق دالة إحصائيا في التحديات التي تواجه تدريس ً الرياضيات" في ا ملرتبة الثالثة بمتوسط حسابي بلغ (3.97). َ مادة الرياضيات باستخدام تعليم STEMباملرحلةاملتوسطةبإدار ى إلى النوع ز ْ ع ُ ةتعليم جازان ت )معلم -معلمة( وعددالدورات التدريبية. [ABSTRACT FROM AUTHOR]

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المؤلفون: Erdem, Emrullah, Gökkurt, Burçin, Soylu, Yasin

المصدر: International Journal of Mathematical Education in Science & Technology; May2023, Vol. 54 Issue 5, p801-826, 26p

مصطلحات موضوعية: MATHEMATICS education (Middle school), GEOMETRY, ACADEMIC achievement, MATHEMATICAL ability, CLASSROOM environment

مستخلص: This study aims to examine the strategies developed by 7th grade students while shading different percentages of geometric shapes. The study was carried out with 113 7th graders studying at a state middle school in a province of Turkey. The data were gathered using the Shading Percentage Test, which consisted of seven tasks. Data analysis employed descriptive statistics and each task was evaluated separately. Analysis suggested that participants showed the lowest performance in the task in which they were asked to shade 20% of a circle, while they showed the highest performance in the task of shading 50% of a rectangle, which is often included in schools. The results underline the importance of giving students practice in shading unusual percentages of different geometric shapes. Performing similar tasks frequently in learning environments can create an obstacle for students to think differently. The present study also provides evidence that the strategies developed by the students varied depending on the geometric shape and the percentage to be shaded. [ABSTRACT FROM AUTHOR]

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المؤلفون: Meiliasari, Meiliasari, Wijayanti, Dwi Antari, Noer, Dear, Samsudin, Achmad, Hasanah, Lilik, Yuliani, Galuh, Iryanti, Mimin, Kasi, Yohanes Freadyanus, Shidiq, Ari Syahidul, Rusyati, Lilit

المصدر: AIP Conference Proceedings; 2022, Vol. 2468 Issue 1, p1-6, 6p

مصطلحات موضوعية: RESEARCH & development, MATHEMATICS education, MATHEMATICS education (Middle school), MIDDLE schools, LEARNING, COVID-19

مصطلحات جغرافية: INDONESIA

مستخلص: The Coronavirus Disease (Covid-19) pandemic in Indonesia has an impact for various sectors, one of which is education. Ministry of Education and Culture provides a policy for school to carry out the learning process from home through online learning or distance learning as an effort to prevent the spread of Covid-19. Videos can be used to support teachers and students in learning mathematics during distance learning. This study aims to develop videos as learning tools of probability in middle school with realistic mathematics education approach. This methodology used is a Research and Development with Brog and Gall model five stages, namely product analysis, product design, product evaluation and revision, small group field test and revision, large group field test and final product. The participants of this study were 26 students of grade 8th. The prototype videos was evaluated by content and language experts obtained a score 83%, and 84% by media experts with criteria very feasible. The student questionnaire average for this video product increase from 75% in small group became 82% in the large group. This shows that the probability learning video for middle school with realistic mathematics education approach is feasible to be used as mathematics media learning. [ABSTRACT FROM AUTHOR]

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Alternate Title: ORTAOKUL MATEMATİK ÖĞRETİM PROGRAMI VE DERS KİTAPLARININ SOSYAL DEĞERLER AÇISINDAN İNCELENMESİ. (Turkish)

المؤلفون: KILAVUZ, Fırat, KARAKUŞ, Fazilet

المصدر: Journal of Advanced Education Studies; 2023, Vol. 5 Issue 1, p132-165, 34p

مصطلحات موضوعية: MATHEMATICS education (Middle school), TEXTBOOKS, SOCIAL values, QUALITATIVE research, COURSE content (Education), ACADEMIC achievement

Abstract (English): This study investigates the social values incorporated into middle school mathematics curricula and textbooks. The qualitative research methodology was employed, specifically document analysis (i.e., document scanning). Descriptive analysis techniques were used to examine four textbooks - one from each grade - to identify social values. To ensure the reliability and validity of the study, two experts were included in the analysis. In the qualitative data analysis, the agreement rate between the coders was 87%. The results of the analysis showed that only a small percentage of middle school mathematics curriculum content is classified as valuable social values. Specifically, 9.25% of fifth-grade achievements, 5.08% of sixth-grade achievements, 3.92% of seventh-grade achievements, and 3.84% of eighth-grade achievements were classified as valuable social values. Although it was discovered that social values were mainly included in the fifth-grade mathematics textbook, they were also found in the textbooks for grades six through eight. Furthermore, the results revealed that responsibility was the most commonly included social value in the textbooks, while universalism, sharing, and respect were the least frequently included. Based on these findings, suggestions were provided for incorporating social values into the mathematics curriculum and textbooks. [ABSTRACT FROM AUTHOR]

Abstract (Turkish): Bu çalışmanın amacı ortaokul matematik öğretim programı ve ders kitaplarında yer verilen sosyal değerleri incelemektir/analizini yapmaktır. Bu araştırmada nitel araştırma yöntemlerinden doküman analizi (belgesel tarama) kullanılmıştır. Ortaokul matematik öğretim programının giriş, açıklama, kazanımları ile MEB’in yayınladığı ortaokul matematik ders kitaplarının her sınıfından birer kitap olmak üzere dört kitap betimsel analiz tekniği kullanılarak sosyal değerler açısından incelenmiştir. Araştırmanın geçerlik ve güvenirliğini sağlamak için araştırmacı haricinde eğitim programları ve öğretim alanında iki uzman analize dâhil edilmiştir. Nitel verilerin analizinde kodlayıcılar arasındaki uyum oranı %87 olarak tespit edilmiştir. Araştırma sonucunda ortaokul matematik öğretim programında yer alan kazanımlar da beşinci sınıf düzeyindeki kazanımların %9.25’inde, altıncı sınıf kazanımların %5.08’inde, yedinci sınıf kazanımların %3.92’sinde, sekizinci sınıf kazanımların %3.84’ünde değer yer aldığı tespit edilmiştir. Ayrıca matematik kitaplarındaki sosyal değerlerin en fazla beşinci sınıf matematik ders kitabında yer aldığı tespit edilirken, beşinci sınıfı, altıncı sınıf, yedinci sınıf ve sekizinci sınıf sırasıyla takip ettiği sonucuna ulaşılmıştır. Ortaokul matematik ders kitaplarında en fazla yer alan sosyal değer sorumluluk iken en az yer alan sosyal değerler ise evrenselcilik, paylaşmak ve saygı olarak belirlenmiştir. Elde edilen sonuçlar ışığında matematik öğretim programında ve ders kitaplarında sosyal değerlerin kullanımına yönelik önerilerde bulunulmuştur. [ABSTRACT FROM AUTHOR]

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المؤلفون: Tekin-Sitrava, Reyhan, Kaiser, Gabriele, Işıksal-Bostan, Mine

المصدر: International Journal of Science & Mathematics Education; Oct2022, Vol. 20 Issue 7, p1611-1634, 24p

مصطلحات موضوعية: TEACHER development, TEACHER education, MATHEMATICS education (Middle school), MATHEMATICS teachers, MATHEMATICS education, MATHEMATICS

مستخلص: Although the effects of professional development programs on teachers' noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers' noticing skills within initial teacher education. This paper examines the extent to which prospective teachers' noticing skills are developed through the mathematics education courses taken within the mathematics teachers' education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children's Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST's noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills. [ABSTRACT FROM AUTHOR]

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المؤلفون: Ayyildiz, Hayrunnisa, Aktaş, Meral Cansiz

المصدر: Education Quarterly Reviews; Sep2022, Vol. 5 Issue 3, p473-488, 16p

مصطلحات موضوعية: MATHEMATICS textbooks, MATHEMATICS education (Middle school), EDUCATIONAL outcomes, CONCEPT learning, EDUCATIONAL technology

مستخلص: This study aims to examine the 5th- and 6th-grade mathematics textbooks approved by the Turkish Ministry of National Education for the 2021-2022 academic year in terms of the opportunities to learn provided in the sub-learning domain of "Area Measurement." A document analysis was performed as a part of this study. Consistent with the aim of the study, educational content (instructions, worked examples, exercises, activities, and unit evaluation) related to the area measurement sub-learning domain in five different 5th- and 6th-grade mathematics textbooks were examined in terms of the learning opportunities they offered. Dedoose, a web-based program, was used in the data collection phase of the study. The data analysis revealed that in the examined textbooks, the tasks on the topic of area measurement have an emphasis on procedural knowledge. It was determined that the activities and worked examples in the examined textbooks on the said topic had only one outcome and one solution method. In terms of contextual features, textbook tasks on the topic of area measurement were found to be mostly intra-mathematical. In light of the findings, certain recommendations were made. [ABSTRACT FROM AUTHOR]

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المؤلفون: Xu, Jianzhong, Corno, Lyn

المصدر: Educational Psychology; Jul2022, Vol. 42 Issue 6, p767-786, 20p

مصطلحات موضوعية: MATHEMATICS education (Middle school), HOMEWORK, STUDENT assignments, SELF regulation, LATENT class analysis (Statistics), CHINESE language students, SCHOOL children, MIDDLE school education

مستخلص: The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7–9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion, cognitively reappraising information, and handling both conventional and technological distractions. LPA identified five distinct profiles that could be labelled: High Across All Strategies, Moderate Across All Strategies, Low Across All Strategies, Low Except for Handling Distractions, and Low Handling Distractions. Profile membership was related to homework effort, completion, and mathematics achievement. Students who profiled high across all strategies outperformed the other groups on these outcome variables. Taken together, the study's results offer insight into self-regulation of homework behaviour that can have important implications for homework research and practices. [ABSTRACT FROM AUTHOR]

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المؤلفون: Wilhelm, Anne Garrison, Adams, Elizabeth, Wilson, Jonee, Walkowiak, Temple

المصدر: Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1882-1890, 9p

مصطلحات موضوعية: MATHEMATICS education (Middle school), MATHEMATICS education (Elementary), EDUCATIONAL equalization, MATHEMATICS teachers, EDUCATIONAL coaching

مستخلص: This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. [ABSTRACT FROM AUTHOR]

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المؤلفون: Walkowiak, Temple A., Wilson, Jonee, Adams, Elizabeth, Wilhelm, Anne Garrison

المصدر: Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1877-1881, 5p

مصطلحات موضوعية: MATHEMATICS education (Middle school), SCORING rubrics, OBSERVATION (Educational method), EDUCATIONAL equalization, RESEARCH methodology

مستخلص: This study examines the utilization of cognitive interviews longitudinally over a one-year period to collectively trace raters' response processes as they interpreted and scored with observational rubrics designed to measure teaching practices that promote equity and access in elementary and middle school mathematics classrooms. We draw on four rounds of cognitive interviews (totaling 14 interviews) that involved four raters at purposeful time points spread over the year. Findings reported in this study focus on raters' responses about one rubric, positioning students as competent. The findings point to the complexities of utilizing observational rubrics and the need to track response processes longitudinally at multiple time points during data collection in order to attend to rater calibration and the reliability and validity of resulting rubric scores. [ABSTRACT FROM AUTHOR]

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