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number: /2022
CIT number: 0
Number of views: 5,654
The study addresses the transition to teach a curriculum designed for face-to-face teaching through a full mode online teaching. There has been infusion of online technologies in teaching contexts, and teaching practices globally, little attention has been given to online teaching and learning in Bhutanese higher education context. This study investigated the opportunities and challenges of online teaching in the colleges of the Royal University of Bhutan (RUB) using a convergent mixed method approach. Survey questionnaire and interviews were used to collect the data. 153 teaching faculties and 1206 students responded to the survey. 30 faculties and 30 students consisting of equal number of male and female were interviewed. Descriptive analysis and inferential statistics were conducted for the survey data. The quantitative finding reveals age, experiences, educational qualification and colleges as important predictors of efficacy in the online teaching learning and assessment practices. The results also show that lecturers and students were somewhat satisfied with lecturers’ online teaching knowledge and skills. However, there are insignificant differences in the skills and knowledge possessed by both male and female lecturers and students of RUB colleges. Further, a positive correlation between lecturers’ online knowledge and skills to online assessment, learning support and resources was noted while students’ accessibility to online learning platforms and materials had lower correlation with other items. The qualitative finding indicates similar benefits and challenges related to online teaching. The study suggests respective colleges to support lecturers in their acquisition of ICT knowledge and skills to equip them for the digital age.
number: /2022
CIT number: 0
Number of views: 1,159
This study seeks to explore if student behaviour can be changed using social modelling, specifically to increase usage of a learning management system (LMS), and whether any such increased LMS usage leads to higher student grades. After years of research into learning analytics, exploring which indicator can best predict student performance, with hopes of using that insight to improve student outcomes, there remain very few empirical studies which are randomized controlled trials, which is necessary to identify causation, and none that take place in a blended learning environment in the Global South. As learning analytics is a subject area for improving the learning of students worldwide, it is time to include more than just the Global North. In this experiment, 309 first year undergraduate participants were randomly assigned to control and treatment groups. Each member in the treatment group was sent a weekly email containing a link to an online dashboard showing the student’s performance compared against other students in the same cohort. Students in the treatment group did increase their use of the LMS but that increased usage did not translate into higher grades implying that the most important learning behaviours are not captured by the LMS, at least not in this study. Also of interest were that female students showed higher levels of engagement with the online dashboard and that the best predictor of a student’s grade in the second half of the semester was the student’s grade in the first half, supporting existing literature.
number: /2022
CIT number: 0
Number of views: 1,504
Currently, young children are experiencing the development of technologies in learning early literacy. Additionally, young children spend most of their daily time in their homes with families and caregivers. Therefore, early years educators are required to have a fulfilled understanding of how to promote learning early literacy with the integration of digital technologies. In this paper, we examined a range of peer-reviewed articles from 2014 to 2021 by using a qualitative method. We find that young children’s involvement combined with the mediation of parents probably fosters the learning process of early literacy by utilizing digital technologies at home. Moreover, the exchange of knowledge related to young children’s early literacy learning through using digital devices at home between schools and families also positively impacts the outcomes of the early literacy learning process. Even though the influence of digital devices on early literacy learning at home provides positive results, this paper identifies some gaps that emerge in the learning process.
number: /2022
CIT number: 0
Number of views: 1,188
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: 847
number: /2022
CIT number: 0
Number of views: 1,313
Attitude - an important psychology concept has got attention in education research around the world. In Vietnam, research related to students’ attitudes towards studying science subjects is still quite new. This study conceptualizes and operationalizes attitudes, and measures students’ attitudes toward learning mathematics. Building on previous studies, we designed an instrument that based on the ABC model of attitudes to measure how 128 high school students in Hue City changed their attitudes towards mathematics when participating in modeling tasks. The results showed that many students (59.4%) expressed their dislike of Mathematics even though they perceived Mathematics as an important subject. However, student attitudes have gradually changed in a positive direction after taking a mathematical modeling course; they shared their love towards authentic tasks. This shows the students had changed their attitudes about mathematics and were cognizant of its utility.
number: /2022
CIT number: 0
Number of views: 1,345
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: 1,534
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: 1,813
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: 1,061
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.