Research

17 pages, 1938 KiB

Open AccessArticle

Effectiveness of a Multimodal Intervention on Social Climate (School and Family) and Performance in Mathematics of Children with Attention Deficit/Hyperactivity Disorder

by Laura Amado and Sonia Jarque

Mathematics 2022, 10(17), 3133; https://0-doi-org.brum.beds.ac.uk/10.3390/math10173133 - 01 Sep 2022

Cited by 2 | Viewed by 1531

Abstract

This study analyzes the differential efficacy of a multimodal versus pharmacological intervention in isolation to improve the social climate (school and family) and the performance in mathematics of a sample of 20 children with ADHD aged 7 to 9 years. The multimodal intervention [...] Read more.

This study analyzes the differential efficacy of a multimodal versus pharmacological intervention in isolation to improve the social climate (school and family) and the performance in mathematics of a sample of 20 children with ADHD aged 7 to 9 years. The multimodal intervention was based on a training program for 20 parents and 20 teachers in the management of ADHD during a school year, in combination with stimulant medication. The results evidenced the superiority of the multimodal intervention compared to the isolated pharmacological intervention to improve various variables of the family climate (Cohesion; Expressiveness; Autonomy and Control), of the school climate (Help; Tasks; Competitiveness; Organization, Clarity and Control), as well as their academic performance in the curricular area of mathematics. Our findings support the need to intervene in the significant contexts in which children with ADHD develop in order to improve their quality of life. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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15 pages, 1659 KiB

Open AccessArticle

A Modular Approach to the Teaching of Mathematical Content at Technical Universities

by Jana Pócsová, Andrea Mojžišová and Igor Podlubny

Mathematics 2022, 10(16), 2881; https://0-doi-org.brum.beds.ac.uk/10.3390/math10162881 - 11 Aug 2022

Cited by 1 | Viewed by 1862

Abstract

A new approach to dividing the mathematical content into partial modules is presented. This allows to compose subjects with mathematical content from such partial modules and flexibly adapt these subjects to the needs of specific study programs at technical universities. The consistent and [...] Read more.

A new approach to dividing the mathematical content into partial modules is presented. This allows to compose subjects with mathematical content from such partial modules and flexibly adapt these subjects to the needs of specific study programs at technical universities. The consistent and systematic implementation of this approach in a typical learning management system is described in detail. This approach means significant changes in the massive (or bulk) delivery of knowledge using available information technologies. The main benefits of the presented system consist in the increase the resulting level of knowledge of students along with their satisfaction with the results and the form of their study. The most important changes arising from our approach are the following. First, the study process became distributed in space and in time. Second, it can be piecewise continuous in time, and, since all students can study at their own pace, it runs in multiple individual time scales. The most important change, however, is the shift of the paradigm the educational process from transmissive “teach–learn” to active “study”. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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17 pages, 4040 KiB

Open AccessArticle

Statistical Tables in Spanish Primary School Textbooks

by María M. Gea, Jocelyn D. Pallauta, Carmen Batanero and Silvia M. Valenzuela-Ruiz

Mathematics 2022, 10(15), 2809; https://0-doi-org.brum.beds.ac.uk/10.3390/math10152809 - 08 Aug 2022

Cited by 2 | Viewed by 1499

Abstract

Statistics is introduced in primary education in Spain, and its teaching is largely supported by textbooks, which are freely provided to the children. In this research, we analyse the activities based on statistical tables included in two complete collections of primary education mathematics [...] Read more.

Statistics is introduced in primary education in Spain, and its teaching is largely supported by textbooks, which are freely provided to the children. In this research, we analyse the activities based on statistical tables included in two complete collections of primary education mathematics textbooks. These activities are classified according to the type of table, the data presented in them, the activity requested from the student in relation to the table, and the data context, according to those suggested in the PISA studies. Using content analysis, we found that tables of distribution of a variable predominate, mainly with frequencies. The most frequent activity is the reading of information from the table, while the personal context appears in the majority of the activities. This analysis serves to highlight how the teaching of statistical tables is developed throughout primary education and inform the teachers about relevant variables that should be considered in their teaching. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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16 pages, 354 KiB

Open AccessArticle

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

by Marina Fernández-Andújar, Marta Oporto Alonso, Elena Sorribes, Vicente Villalba and Caterina Calderon

Mathematics 2022, 10(15), 2631; https://0-doi-org.brum.beds.ac.uk/10.3390/math10152631 - 27 Jul 2022

Cited by 5 | Viewed by 2781

Abstract

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as [...] Read more.

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

26 pages, 3325 KiB

Open AccessArticle

Redesign of the Statistics Course to Improve Graduates’ Skills

by Marta Benková, Dagmar Bednárová, Gabriela Bogdanovská and Marcela Pavlíčková

Mathematics 2022, 10(15), 2569; https://0-doi-org.brum.beds.ac.uk/10.3390/math10152569 - 23 Jul 2022

Cited by 1 | Viewed by 1632

Abstract

In general, college students have concerns about mastering the Statistics course. Several scientific articles suggest that methodologies in which the student is an active part of the educational process lead to their greater involvement in teaching activities and better results in their overall [...] Read more.

In general, college students have concerns about mastering the Statistics course. Several scientific articles suggest that methodologies in which the student is an active part of the educational process lead to their greater involvement in teaching activities and better results in their overall assessment. A modified form of the Mathematics course inspires this study. The Mathematics course precedes the Statistics course. This study presents students’ results from both affected courses for the last 12 years. The authors obtained the data from the Modular Academic Information System (MAIS). The study describes the Statistics course, which is a combination of the traditional form of teaching and learning with elements of active learning. The product is a redesign of this course. The proposed changes are based on the requirements of some stakeholders. The results are from a survey of course graduates, from the experience of online teaching during the COVID-19 pandemic, and the introduction of active-learning elements. The authors of the article point out the risks and opportunities they found in teaching the Statistics course. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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17 pages, 1616 KiB

Open AccessArticle

Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

by Dalibor Gonda, Gabriela Pavlovičová, Viliam Ďuriš and Anna Tirpáková

Mathematics 2022, 10(11), 1793; https://0-doi-org.brum.beds.ac.uk/10.3390/math10111793 - 24 May 2022

Cited by 5 | Viewed by 2323

Abstract

To participate fully in society, a person needs to critically evaluate statistical information. To be able to do this, it is appropriate to start developing the statistical literacy of young people in diverse levels in schools. In our article, we present a modified [...] Read more.

To participate fully in society, a person needs to critically evaluate statistical information. To be able to do this, it is appropriate to start developing the statistical literacy of young people in diverse levels in schools. In our article, we present a modified seminar on statistics for prospective humanities teachers. During the seminar, we planned a pedagogical experiment, the aim of which was to statistically verify the students’ own diagnostic competencies as prospective teachers of humanities. The statistical analysis confirmed that the implementation of real research into the course on statistics has a positive impact on the development of statistical literacy but does not change the attitude of students toward statistics and its use in the future teaching practice. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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12 pages, 282 KiB

Open AccessArticle

A Creative Design Framework for Math Exam Questions Concerning Inequalities and Zeros of Functions with an Unknown Parameter in China National College Entrance Examination

by Guoqiang Dang and Yufeng Guo

Mathematics 2022, 10(10), 1618; https://0-doi-org.brum.beds.ac.uk/10.3390/math10101618 - 10 May 2022

Cited by 2 | Viewed by 1854

Abstract

The annual exam questions in China National College Entrance Examination (CNCEE, commonly known as Gaokao) have attracted wide attention from the entire society in China. This paper analyzes an important math exam question related to always holding inequalities with an unknown parameter from [...] Read more.

The annual exam questions in China National College Entrance Examination (CNCEE, commonly known as Gaokao) have attracted wide attention from the entire society in China. This paper analyzes an important math exam question related to always holding inequalities with an unknown parameter from the 2020 CNCEE and builds different solutions via parameter separation or classified discussion, and then gives a systematic and effective design framework for questions related to problems of always holding inequalities and zeros of functions with an unknown parameter for the CNCEE. The framework reveals the internal mechanism of designing the math exam questions in the CNCEE. According to the design framework, two simulated math exam questions with reference solutions will be proposed. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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16 pages, 809 KiB

Open AccessArticle

Is Mathematics Required for Cooking? An Interdisciplinary Approach to Integrating Computational Thinking in a Culinary and Restaurant Management Course

by Yen-Cheng Chen, Pei-Ling Tsui and Ching-Sung Lee

Mathematics 2021, 9(18), 2219; https://0-doi-org.brum.beds.ac.uk/10.3390/math9182219 - 10 Sep 2021

Cited by 2 | Viewed by 3429

Abstract

In recent years, with the flourishing of the catering economy and the trends in computer technology, restaurant operators have increasingly relied on employees with computational and information skills. Breaking through the traditional teaching method of mere lecturing, the study conducts a teaching demonstration [...] Read more.

In recent years, with the flourishing of the catering economy and the trends in computer technology, restaurant operators have increasingly relied on employees with computational and information skills. Breaking through the traditional teaching method of mere lecturing, the study conducts a teaching demonstration by integrating the computational thinking concept and a Microsoft Excel computational system on the school’s E-learning platform into the teaching of a Culinary and Restaurant Management course. A non-equivalent control group pretest–posttest study with a quasi-experimental design is adopted for the assignment of experimental participants and the design of the course. The results show that a curriculum design with computational thinking significantly improves the effectiveness of students’ learning in digital technology and is especially helpful for the cultivation of the key capabilities of menu design and cost planning among restaurant management skills. The study makes the following contributions: during the Culinary and Restaurant Management course, the use of the E-learning platform and computing programs such as Microsoft Excel is associated with greater learning effectiveness than traditional teaching methods. The research results can serve as a reference for promoting an E-catering business model and a sustainable educational model in the future. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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18 pages, 318 KiB

Open AccessArticle

Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain

by Raúl Tárraga-Mínguez, Julio Tarín-Ibáñez and Irene Lacruz-Pérez

Mathematics 2021, 9(17), 2123; https://0-doi-org.brum.beds.ac.uk/10.3390/math9172123 - 01 Sep 2021

Cited by 5 | Viewed by 2494

Abstract

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks [...] Read more.

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving. Full article

(This article belongs to the Special Issue Future of Education and Mathematics 2030: Challenges, Answers and New Strategies)

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