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number: /2022
CIT number: 0
Number of views: 1,565
This paper aims to sketch a comparative review of the education of mathematical talents between Eastern and Western countries. In this study, East Asia refers to countries such as China, Hong Kong, Japan, Korea, Taiwan, Singapore, and Vietnam, and the “West” refers to North American countries and Europe. Student achievement is determined by a variety of different factors and international comparative studies would seek to identify similarities and differences in educational policies and practices, unraveling the variables underlying the different practices. Within the scope of this text, the variables construed to be related to talent development include the traditional perception of mathematical giftedness, the identification regime, gifted curriculum and teacher capacity. The strengths and weaknesses of each of the systems will be discussed in light of educational perspectives regarding mathematical talent education. The second half of the text examines a specific case of Vietnam, a country with impressive achievements in international Math competitions. Discussion will focus on Vietnam’s mathematical successes and contributions in local and international contexts, as well as the future fostering of brilliant children in mathematics.
number: /2022
CIT number: 0
Number of views: 1,720
One of the articulated values of mathematics education in the Philippines is cultural rootedness. It refers to one’s appreciation of the value of mathematics in a community that includes the origins of mathematics in one’s culture, its rich history, evolution, and development. For students to capture the multi-faceted nature of mathematics and appreciate its relevance in their lives, different aspects of mathematics should be considered separately and perhaps, taught independently in schools. The cultural-historical dimension of mathematics is one such aspect. In this presentation, some initiatives in producing culturally and historically relevant mathematics lessons for primary and secondary schools in the Philippines will be shared. To expand these mathematics curriculum innovations, transdisciplinarity as an alternative perspective and approach is considered and applied in the context of an art movement in Manila. Recommendations to help sustain similar curriculum innovations in schools will be offered.
number: /2022
CIT number: 0
Number of views: 2,076
Overall, this article focuses on the implementation of STEM education in Ukraine and the description of different models of STEM education. Specifically, it defines the concept of STEM literacy, and concentrates on the interdisciplinary links between mathematics and coding in the context of STEM education by analysing various curricula of mathematics and coding. Firstly, this paper gives examples of the Ukrainian mathematics curriculum for the 5th and 6th graders, including the necessary themes that form a mathematical base for the further study of coding and other STEM subjects. This paper also provides an overview of the students’ prerequisite mathematical knowledge to take part in the 7th grade’s coding class. Secondly, it provides examples of specific mathematics tasks (e.g., compiling algorithms, working with flowcharts, reading parts of codes) that help strengthen the mathcoding links. A survey was sent out to mathematics and ICT teachers for data collection
number: /2022
CIT number: 0
Number of views: 1,210
Science, technology, engineering, and mathematics (STEM) education is regarded internationally critical to effectively prepare citizens for the twenty-first century (Early Childhood STEM Working Group, 2017; McClure et al., 2017, National Research Council, 2011). One basic assumption underlying this work how improving outcomes for children requires the provision of support for their teachers so that educators are empowered to provide high-quality STEM experiences during the first years of primary school. This paper presents the case study emerged from the Kanga-Kids Professional Development Model of Training for in-service Math teachers in the early years of elementary school. The model includes three main components: (1) workshops, (2) reflective coaching cycles, and (3) professional learning communities/workgroups. The findings show that the program has succeeded in changing basic attitudes and beliefs as well as daily routines at school in teaching math. This paper contributes to theoretical and practical literature in the area of STEM bringing a detailed example of the design and its impact.
number: /2022
CIT number: 0
Number of views: 1,616
Mathematical modeling in teaching is getting more and more attention. That is reflected in the new General Education program, which considers mathematical modeling one of the core mathematical competencies. Many researchers around the world have given their views on mathematical modeling and the mathematical modeling process. Our research aims to build a teaching process to resolve practical problems on exponential and logarithmic inequalities to develop mathematical modeling competence for students in Vietnam. By the method of theoretical research, survey, and descriptive statistics method, the results showed that mathematical modeling of practical problems under exponential and logarithmic inequalities has a positive impact on students. By surveying 82 students, it is found that students showed more interest in class and actively participated in lessons. Students would rather solve problems on their own than constantly ask for help from the teacher. Students, through practical activities, showed remarkable progress. Students know how to come up with solutions to a real-world problem involving exponential and logarithmic inequalities. These facts demonstrate the importance of teaching modeling of actual issues on exponential and logarithmic inequalities for students.
number: /2022
CIT number: 0
Number of views: 1,221
Continuing professional development (CPD) of mathematics teachers may take several forms. Some of these involve merely the dissemination of knowledge by experts while others involve teachers in creating knowledge for and through practice. Research has shown that effective CPD for mathematics teachers involve experimenting in their classrooms and reporting back to a group, working collaboratively with fellow teachers, having time away from school to think and discuss common issues they faced in their classrooms and in addition to the pedagogical aspects of their deliberation also doing some mathematics. This paper presents a form of CPD that exemplify a shift of the centre of gravity for CPD from the “supply-side,” “offline” forms of knowledge transmission by professional development providers, such as University academics, to “demand-side,” “online” in-situ forms of knowledge creation by teachers. It involves a hybrid one that integrates the “training model of PD” with sustained support for mathematics teachers to integrate knowledge gained from the PD into their classroom practice. Here CPD is nestled in the classrooms of the teachers, and addresses their needs. The three phases of the CPD, namely: Learn (Acquisition and co-construction of knowledge), Apply (integrate new knowledge into classroom practice) and Teach (develop fellow teachers nationally and/or internationally) appear to make the engagement of teachers in CPD holistic.
number: /2022
CIT number: 0
Number of views: 1,324
Derivative has a central role in calculus. Most students have conceptual difficulties regarding derivative in terms of understanding and giving sense to it. This study conducted a teaching experiment, supported by the use of GeoGebra software to design mathematical tasks on the derivative of a function at a point for an 11th grade classroom. This class of 32 students was divided into eight groups of four students, and each group had the opportunity to operate with the model on GeoGebra. The results showed that the numerical representation, the graphical representation, and the algebraic representation help students understand the concept of derivative. Through observing students’ actions as they carried out tasks, we are able to assess the mathematical competencies that students have achieved.
number: /2022
CIT number: 0
Number of views: 940
number: /2021
CIT number: 0
Number of views: 1,664
The transition from traditional (face-to-face) to online learning mode presents challenges and barriers to students globally. Reports on this issue during the pandemic show the various effects of barriers to online learning on their academic achievement. Some researchers have been interested in this issue. However, specific research on the group of students majoring in social sciences is still limited. To fill this research gap, this paper aims to build a theoretical framework on barriers to students’ learning in the online environment through a review of research papers, thereby examining the relationship between barriers and students’ academic achievement. The barriers identified in this study are Social Interaction, Academic Skills, Technical Skills, Learner Motivation, Time and Support for Studies. The Snowball sampling method was used, and the Google Forms application designed the questionnaire for data collection. The analytical data set included 482 records collected over 32 days from April 5th to May 6th, 2021. The results show the difference in demographic conditions in terms of the academic year, learning conditions, gender and region with the identified barriers. The study results show that most female students are guaranteed to fully meet the requirements of online learning in the context of COVID-19. However, the results of online learning are still affected, and the main reason is the time and support for learning activities. Through the findings, the research has contributed to strengthening the knowledge about the relationship between barriers and academic performance among students majoring in social sciences in the online learning environment. The research results can be a reference source so that educational administrators, teachers and related stakeholders such as parents, enterprises and the community will propose solutions to issues affecting the students’ learning effectiveness and outcomes.
number: /2021
CIT number: 0
Number of views: 1,694
The Royal University of Bhutan (RUB) currently has 1220 faculty members and staff working under the ten constituent colleges and the Office of the Vice Chancellor. This figure comprises of 402 women employees compared to 818 men (IMS, 2021). This number indicates that gender equality has not been reached within RUB. The present study explored the self-efficacy and job satisfaction levels of female RUB employees and how they are related. A mixed method, sequential explanatory design was adopted for the study. The quantitative data were gathered from 95 participants and the qualitative data were gathered from 38 participants. The participants included female employees working in different colleges of RUB and the Office of the Vice Chancellor. A thematic analysis following descriptive statistical analysis was used for the quantitative data and the qualitative data were analyzed along the same themes. The findings revealed that the participants’ levels of selfefficacy and job satisfaction are high. The study also highlighted a repertoire of factors that affect self-efficacy and job satisfaction. A study to explore the most effective and sustainable source of self-efficacy and job satisfaction is recommended.