Educational Technology
M. Alizadehjamal
Abstract
Background and Objectives: Farhangian University, by changing the attitude of student-teachers to the issue of education as well as raising the level of specialized knowledge and professional skills of student-teachers, including the use of technology in all areas can make fundamental improvements ...
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Background and Objectives: Farhangian University, by changing the attitude of student-teachers to the issue of education as well as raising the level of specialized knowledge and professional skills of student-teachers, including the use of technology in all areas can make fundamental improvements in educational approaches, curricula and methods of better education for students. In the meantime, since mathematics is one of the main courses for students in all levels of education, so special attention should be paid to the teachers who are responsible for teaching this course in both elementary and high school. On the other hand, one of the basic skills for the success of a math teacher in all areas of education, training, administration and professional development is the skill of familiarity with and application of technology. The integration of information and communication technology in the curriculum, especially in mathematics, and evaluating its effectiveness has always been one of the common concerns of those involved in the educational system; Therefore, the purpose of this study is to evaluate the performance of graduates of mathematics education at Farhangian University in terms of technology application from the perspective of managers based on the model of John Wales and Joseph Bundy.Materials and Methods: The research method, based on the applied purpose and data collection , was a descriptive survey type and the statistical population included 57 graduates of mathematics education at Farhangian University who had started teaching in schools of North Khorasan province in the academic year of 2017 to 2019. Due to the limited statistical population, all 57 people were evaluated in this study. The data collection tool was a researcher-made questionnaire based on the evaluation axes of John Wales and Joseph Bundy models and was collected and completed by school principals. After confirming the validity of the questionaire, its reliability was found to be 0.95, using Cronbach's alpha. In inferential statistics section, the t-test was used to analyze the data and generalize the results using SPSS - V23 software.Findings: The findings of the study showed that graduates of the field of mathematics education at Farhangian University had a good performance in terms of using technology from the perspective of school principals in five of the six components of the model of John Wales and Joseph Bundy (that is, improvement and training, professional growth, human relations, administrative affairs, curriculum planning) and their performance score in these five components was higher than the average, but in another component (that is, assessment), they did not have a good performance and their performance score in this component was lower than the average..Conclusion: It can be concluded that the quality of performance of the graduates of mathematics education from Farhangian University of North Khorasan has been favorable on average in terms of technology application from the perspective of school principals based on the model of John Wales and Joseph Bundy in a total of six components of improvement and training, professional growth, human relations, assessment, administrative affairs, and curriculum planning. . On the other hand, due to the low score obtained in the evaluation component, it seems that more attention is paid to providing the course of "assessment and evaluation of learning mathematics " based on the skills of applying new technologies. Moreover, holding workshops on technology application in the field of assessment will help the graduates in the field of mathematics to achieve more familiarity and better performance in this area.
Modern Educational Approaches
N. Yaftian; M. R. Ansari
Abstract
Background and Objectives: Understanding mathematical concepts is impossible without emphasizing reasoning and takes on instrumental and procedural aspects, and can be more easily recreated if mathematics is learned as a reasoned science instead of a set of procedures. On the other hand, the goal of ...
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Background and Objectives: Understanding mathematical concepts is impossible without emphasizing reasoning and takes on instrumental and procedural aspects, and can be more easily recreated if mathematics is learned as a reasoned science instead of a set of procedures. On the other hand, the goal of any educational system is to prepare students for social life; So that they can perform their daily duties well as a citizen. In this regard, they must be able to convince themselves and others with the reasoning they present. However, students face widespread difficulties in understanding reasoning and proof in mathematics as well as in assessing their correctness. Therefore, it is important for students to evaluate the correctness and validity of mathematical reasoning and to use these reasoning to convince themselves and others and deserves further attention and research. The purpose of this research was to study the ability of 11th grade students to evaluate mathematical reasoning to identify the strengths and weaknesses of students.. Methods:The present study was conducted by survey method.The statistical population consisted of the 11th grade students in Zanjan and the sample includes 393 boy and girl students selected by random cluster sampling from the gifted, exemplary public, Shahed and public schools and the sample was selected to include all levels of students.. The research instrument is a researcher-made test consisting of 3 problems in familiar, completely familiar and unfamiliar situations. Students were provided with some responses for each of these three situations to determine which responses can be selected to convince themselves, which ones can be chosen to convince friends, and finally which ones can be selected to get the best score. Descriptive and inferential statistics (Chi-square test) were used for data analysis. Findings: The findings indicated that students were not capable of evaluating mathematical reasoning and in more than 60% of cases they were particularly interested in using formal methods. Selecting the responses to persuade themselves and friends in more unfamiliar situations indicated that students paid less attentionto to accepted criteria for accepting a logical reasoning. Students' performance to get the best score from the teacher indicated that their attention to correct and incorrectsymbolic responses has increased, the form of presentation seems to be more important to them,. Although they are not able to distinguish formal proof content from the false one, they have ea better understanding for distinguishing invalid reasoning in the familiar situations. The results showed that in some cases gender influenced students' performance. Conclusion: It can be said that the current teaching method in mathematics has not had significant results in the area of reasoning and proof. Therefore, it is necessary to review the teaching methods and the content of the textbooks. The results of this research can be used by education policy makers and textbook authors to pay special attention to the situation of reasoning in mathematics textbooks by being aware of students' views on mathematical reasoning, and perhaps by changing the way textbooks are written, a fundamental step to solve difficulties. Also, by being aware of students' performance in the field of reasoning and proof, math teachers can identify the strengths and weaknesses of their students in the process of math proofs and identify their misconceptions in this field.
Educational Technology Psychology
E. Reyhani; F. Hamidi; F. Rashedi
Abstract
Understanding negative numbers and doing operations on them is one of the fundamental subjects in mathematics that students face many problems when they encounter them at school. One of the problems that leads to very serious learning difficulties in mathematics is those misconceptions students may have ...
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Understanding negative numbers and doing operations on them is one of the fundamental subjects in mathematics that students face many problems when they encounter them at school. One of the problems that leads to very serious learning difficulties in mathematics is those misconceptions students may have from previous inadequate teaching, informal thinking, or poor remembrance. Recognition of misconception and the origins that create them in the fields and at different levels of education, can improve learning. Misunderstanding in this study is incomplete or incorrect interpretation of a concept that cause systematic errors in the performance. This study investigates the student’s understanding and misconception of negative numbers. Descriptive statistics, survey, is used as a method of this study. The population of the study is all second level students of guidance school in the academic year 1391-92 and all the seventh level students of Darmian town in the academic year 1392-93. 443 students in second level of guidance school and 55 students in seventh level were chosen as a sample of the study based on cluster random sampling. A self-designed questionnaire by the researcher is used as the instrument for the study, the questionnaire was based on “Bofferding” and “Kilhamn” questionnaire. Results showed that most of the students don’t have a true understanding of negative numbers in school and face problems in applying their knowledge to solve mathematical problems. Also the results of the current study showed that some of the students consider "-" as a reducing operator and some consider "+" as an increasing operator.
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