ABSTRACT
This study examines the effect of "Mangala" on the mathematical motivation and problem-solving skill levels (PSoSL) of 6th -grade students. A single-group pre-test-post-test quasi-experimental design based on the quantitative research approach was used in the study conducted through distance education. The sample consisted of 14 6th -grade students. The data collection tools used in the study, which continued for three weeks in the 2020-2021 academic year, were the Mathematical Motivation Scale (MMS) and Performance Tasks (PT). The data obtained from this study were analyzed using the SPSS 22.0 package program. Since the sample size was small and the data did not show normal distribution, data analysis was carried out using the Wilcoxon Signed Rank Test, one of the non-parametric statistical tests. Data analysis showed a statistically significant difference between the pre and post-experiment MMS scores of the students. The effect of "Mangala" on students' PSoSL was evaluated through performance tasks. The Progressive Scoring Scale (PSS) taken from Baki (2014) was used to evaluate performance tasks. Researchers redefined each criterion in the scoring key and set four levels: "very good," "good," "unsatisfactory," and "empty." The analysis of the problems in the performance tasks showed that the students usually gave "very good" and "good" answers. However, some students had difficulties finding solution strategies and writing a similar problem, thus, they left blank answers.
ABSTRACT
Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge -- especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.
ABSTRACT
In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan.
ABSTRACT
The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as ex post facto research. The research sample consisted of two cohorts. Cohort 1 included 415 primary school children who received face-to-face instruction by attending school for six months until COVID-19 emerged. Cohort 2 included 964 children who were taught curricular skills through distance education due to COVID-19 and school closures. In total, 1,379 primary school children were recruited into the research sample. Data were collected through a mathematical reasoning test by sending items from the instrument via Google Docs. The data were analysed with mediation analysis. Results demonstrated that the school closures due to the COVID-19 pandemic negatively influenced mathematical reasoning skills. Findings are discussed in the light of human interaction and Cattell's intelligence theory.
ABSTRACT
This study aims to find out how to improve elementary school students' mathematical literacy in online learning during the COVID-19 Pandemic. This study uses a pre-experimental method with a one-group pretest-posttest design. The population in this study were grade 5 students in one of the sub-districts in Bandung. The sample used random sampling criteria with a total of 50 students. The instrument used a mathematical literacy test and an online learning perception questionnaire. The data analysis measures descriptive and inferential statistics using Microsoft Excel and SPSS version 25. The results show that online learning during the COVID-19 Pandemic is going well, although in its implementation, there are still various obstacles and problems. Based on the results of the t-test that the sig. is 0.000. So, there are differences in mathematical literacy skills before and after online learning during the COVID-19 Pandemic. This is also supported by the N-Gain score of 0.35 in the medium category. This research is expected to contribute to education to create effective online learning and improve mathematical literacy skills, especially in elementary schools.
ABSTRACT
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]
ABSTRACT
During a time when students are accessing instruction virtually because of COVID-19, reflecting on the sixth of the Standards for Mathematical Practice (SMP 6) is a vital step for educators to take. Although the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) identifies SMP 6 as Attend to precision, associated expertise includes more than "calculating accurately and efficiently" (p. 7). SMP 6 also states that mathematically proficient students "communicate precisely to others," using "clear definitions in discussion with others and in their own reasoning" (NGA Center and CCSSO 2010, p. 7). Applying exact terminology allows students not only to form and support conjectures but also to engage in mathematical discourse. This, in turn, results in enhanced conceptual understanding because mathematical discourse has been linked to the unveiling of concepts and the debunking of misconceptions (Thompson and Gay 2020). This article describes an eye-opening experience, during which the authors realized that their methods of vocabulary instruction in the virtual environment needed to be revised. Data were collected in the third author's fourth-grade virtual classroom from January through February 2021. The first and third authors were co-teachers, whereas the second author assisted with instructional planning. All students were native English speakers;however, featured practices may also support the cognitive academic language proficiency development of English language learners in a virtual setting.
ABSTRACT
New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.