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Author: Eng Loong Tang Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
There is a rising interest in exploring factors that influence international students' math performance in the Monash University Foundation Year (MUFY) as the total number of international students enrolled in the pre-university program is increasing and also their results in math will determine the degree programs to be taken in the university. The primary aim of this study is to determine whether self-regulated learning strategies and math anxiety are significant predictors of math performance for international students in the MUFY program. The use of self-regulated learning strategies was measured by the Learning and Study Strategies Inventory (LASSI), math anxiety was measured by a revised version of the Math Anxiety scale, and math performance was measured by the final score of Fundamental Mathematics A. The study group was comprised of 76 international students in the pre-university program at a Malaysian private college. The analysis suggests that international students' math performance is positively correlated with attitude, motivation and test strategies, but negatively correlated with math anxiety. And also attitude and test strategies are two significant predictors of math performance for international students. The results of this study have significant contribution to the program at the college.
Author: Eng Loong Tang Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
There is a rising interest in exploring factors that influence international students' math performance in the Monash University Foundation Year (MUFY) as the total number of international students enrolled in the pre-university program is increasing and also their results in math will determine the degree programs to be taken in the university. The primary aim of this study is to determine whether self-regulated learning strategies and math anxiety are significant predictors of math performance for international students in the MUFY program. The use of self-regulated learning strategies was measured by the Learning and Study Strategies Inventory (LASSI), math anxiety was measured by a revised version of the Math Anxiety scale, and math performance was measured by the final score of Fundamental Mathematics A. The study group was comprised of 76 international students in the pre-university program at a Malaysian private college. The analysis suggests that international students' math performance is positively correlated with attitude, motivation and test strategies, but negatively correlated with math anxiety. And also attitude and test strategies are two significant predictors of math performance for international students. The results of this study have significant contribution to the program at the college.
Author: UNESCO Publisher: UNESCO Publishing ISBN: 9231002333 Category : Languages : en Pages : 82
Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: Irene C. Mammarella Publisher: Routledge ISBN: 0429576129 Category : Psychology Languages : en Pages : 238
Book Description
Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety
Author: Philip Clarkson Publisher: Springer ISBN: 3030168921 Category : Education Languages : en Pages : 222
Book Description
This engaging open access book discusses how a values and valuing perspective can facilitate a more effective mathematics pedagogical experience, and allows readers to explore multiple applications of the values perspective across different education systems. It also clearly shows that teaching mathematics involves not only reasoning and feelings, but also students’ interactions with their cultural setting and each other. The book brings together the work of world leaders and new thinkers in mathematics educational research to improve the learning and teaching of mathematics. Addressing themes such as discovering hidden cultural values, a multicultural society and methodological issues in the investigation of values in mathematics, it stimulates readers to consider these topics in cross-cultural ways, and offers suggestions for research and classroom practice. It is a valuable resource for scholars of mathematics education, from early childhood through to higher education and an inspiring read for all mathematics teachers.
Author: Douglas B. McLeod Publisher: Springer Science & Business Media ISBN: 1461236142 Category : Mathematics Languages : en Pages : 246
Book Description
Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.
Author: Markku S. Hannula Publisher: Springer ISBN: 3030137619 Category : Education Languages : en Pages : 437
Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Author: Ann M. Gallagher Publisher: Cambridge University Press ISBN: 1139443755 Category : Psychology Languages : en Pages : 333
Book Description
Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Author: Miao, Fengchun Publisher: UNESCO Publishing ISBN: 9231004476 Category : Political Science Languages : en Pages : 50
Book Description
Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]
Author: Eng Loong Tang
Author: Eng Loong Tang
Author: Reem Khamis
Author: UNESCO
Author: Irene C. Mammarella
Author: Philip Clarkson
Author: Ina V. S. Mullis
Author: Douglas B. McLeod
Author: Markku S. Hannula
Author: Ann M. Gallagher
Author: Miao, Fengchun