Prospective mathematics teachers’ thinking styles and problem-solving skills

Interventions to improve mathematical achievement in primary school-aged children

[English]: This article aims to elucidate the effectiveness of Missouri mathematics project-problem solving learning (MMP-PS) toward mathematical reasoning ability and self-efficacy. We conducted quasi-experiment research which involves 132 lower secondary school students (age 14-15 years old) as the population. Of the population, 25 students respectively in two classes were selected randomly as experiment class and control class. The experiment class was taught using MMP-PS, and a control class was taught using MMP (Missouri mathematics project learning). Data were analyzed using one sample t-test to examine the effectiveness of MMP-PS and MMP toward mathematics reasoning ability and self-efficacy. The difference of students’ mathematical reasoning and self-efficacy before and after the treatment was analyzed using Manova. The comparison of the effectiveness of MMP-PS and MMP were analyzed through a t-Benferroni test.   This article shows that MMP-PS is effective on mathematical reasoning ability and self-efficacy. Meanwhile, MMP is effective on mathematical reasoning ability. The MMP-PS was better than MMP on students’ self-efficacy. Thus, MMP-PS could be utilized in mathematics learning to support students’ mathematical reasoning ability and self-efficacy.
Keywords: Missouri mathematics project, Problem solving, Mathematical reasoning, self-efficacy
[Bahasa]: Artikel ini bertujuan untuk mendeskripsikan keefektifan pembelajaran missouri mathematics project dengan pendekatan problem solving (MMP-PS) terhadap kemampuan penalaran matematika dan self-efficacy. Penelitian kuasi eksperimen dilaksanakan dengan melibatkan 132 siswa SMP (kisaran umur 14-15 tahun) sebagai populasi. Dipilih secara acak dua kelas yang terdiri dari masing-masing 25 siswa sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diajar dengan menggunakan pembelajaran Missouri mathematics project dengan pendekatan problem solving dan kelas kontrol diajar dengan pembelajaran missouri mathematics project (MMP). Data penelitian dianalisis melalui uji satu sampel untuk mengukur keefektifan MMP-PS dan MMP terhadap kemampuan penalaran matematika dan self-efficacy. Perbedaan kemampuan penalaran matematika dan self-efficacy siswa sebelum dan sesudah pembelajaran dianalisis menggunakan uji Manova. Perbandingan keunggulan antara MMP-PS dan MMP menggunakan uji t-Benferroni. Hasil penelitian menunjukkan bahwa MMP-PS efektif ditinjau dari kemampuan penalaran matematika dan self-efficacy. Sementara itu, pembelajaran MMP efektif ditinjau kemampuan penalaran matematika. Pembelajaran MMP-PS lebih unggul dari pembelajaran MMP ditinjau dari self-efficacy siswa. Jadi, MMP-PS bisa digunakan dalam pembelajaran matematika untuk mendukung kemampuan penalaran matematika dan self-efficacy. 
Kata kunci: Missouri mathematics project, Penalaran matematika, Self-efficacy, Pemecahan masalah

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Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

This research presents an innovative and formal educational initiative that is aimed at enhancing the development ofengineering students’ specific competencies when studying Engineering Project Management subject. The framework ofthe experience combines theoretical concepts, the development of a real-case project carried out by multidisciplinarygroups of three different universities, the use of software web 2.0 tools, and group and individual assignments of studentsthat play different roles (project managers and team members). Under this scenario, this paper focuses on monitoring thecommunication competence in the ever growing Project Management virtual environment. Factors such as corporallanguage, technical means, stage, and management specific vocabulary among others have been considered in order toassess the students’ performance on this issue. As a main contribution, the paper introduces an ad-hoc rubric that, based onprevious investigations, has been adapted and tested to this specific context. Additionally, the research conducted hasprovided some interesting findings that suggest further actions to improve and better define future rubrics, oriented tocommunication or even other competencies. As specific Project Management subject concerns, it has been detected thatstudents playing the role of Project Managers strengthen their competencies more than those ones that play the role ofTeam Members. It has also been detected that students have more difficulty assimilating concepts related to risk andquality management. However those concepts related with areas of knowledge like scope, time or cost have been betterassimilated by the students.

Improving engineering students’ communication competence: designing innovative learning strategies

/pdf/strengthening-communication-skills-in-an-innovative-context-4z4m8uoymv.pdf

Strengthening Communication Skills in an Innovative Context of Engineering Project Management Learning

Effect of problem solving strategies on problem solving achievement in primary school mathematics

Massive Open Online Courses (MOOCs) are a type of Learning Management Systems (LMSs), but it seems that the influence of the instructor in these systems is minimal or simply lacking. These systems present the learning content and materials to all learners attending the course in the same way and fail to offer individualized instruction that recognizes the individual differences and needs of the learners. It is reported that such problems can be eliminated by making the new generation intelligent learning systems. However, there is still an ongoing search for making such systems intelligent and a conceptual discussion concerning them. Integrating an intelligent tutoring system (ITS) with learning analytics, this study seeks to design and present the framework of an ITS with open access that a) identifies the learning needs of learners through adaptive mastery testing and guides learners based on these needs, b) overcomes learning deficiencies, monitors learners' interactions with content through learning analytics and offers suggestions, c) supports learning with dynamic assessment processes and d) tests learners’ learning competencies. This article aims to explain the conceptual and system framework for the design of an adaptive, dynamic, intelligent tutoring system (SMIT), supported by learning analytics, which is a product of the project, which aims to integrate LMS and ITS, on the idea of how to make systems such as MOOCs smarter. In line with the findings obtained from the research, various suggestions were made for the design of smart Moocs. 

Smart MOOC integrated with intelligent tutoring: A system architecture and framework model proposal

Studies show a relationship between social appearance anxiety, aggression, and behavioral addictions. However, the relationship between social appearance anxiety, aggression, smartphone addiction, and Internet Gaming Disorder (IGD) has not been investigated. The present study used a self-report survey to examine the structural relationships between social appearance anxiety, aggression, smartphone addiction, and IGD. The sample comprised 383 Turkish undergraduate students (50.9% male; 49.1% female), all of who played online videogames. The study comprised demographic information questions and the Social Appearance Anxiety Scale, Buss-Perry Aggression Scale, Smartphone Addiction Scale, and the Internet Gaming Disorder Scale-Short Form. The relationships between scales were examined utilizing structural equation modeling. The findings showed that social appearance anxiety (β=.583) and smartphone addiction (β=.319) had a direct effect on IGD. Additionally, smartphone addiction partially mediated the association between aggression and IGD (β=.125). These findings suggest longitudinal research is needed to examine the temporal patterns and directionality between social appearance anxiety, aggression, smartphone addiction, and IGD. The present study results demonstrate that IGD may be associated with social appearance anxiety, smartphone addiction, and aggression. Therefore, to help reduce the incidence of IGD, interventions are needed among gamers to inhibit social appearance anxiety, reduce smartphone addiction, and decrease aggression. 

An Exploratory Examination of the Relationship Between Internet Gaming Disorder, Smartphone Addiction, Social Appearance Anxiety and Aggression Among Undergraduate Students

Sema Sulak

Papers

Effect of problem solving strategies on problem solving achievement in primary school mathematics

Smart MOOC integrated with intelligent tutoring: A system architecture and framework model proposal

An Exploratory Examination of the Relationship Between Internet Gaming Disorder, Smartphone Addiction, Social Appearance Anxiety and Aggression Among Undergraduate Students

Impact of EDpuzzle Use on the Assessment and Measurement Course Achievement