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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="mathematics teaching aid"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3583</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: mathematics teaching aid</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3583</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3582</span> Effective Use of Visuals in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gohar%20Marikyan">Gohar Marikyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is about investigating how to effectively use visuals in teaching introductory mathematics. The analysis showed the use of visuals in teaching introductory mathematics can be an effective tool for enhancing students’ learning and engagement in mathematics. The use of visuals was particularly effective for teaching concepts of numbers, operations with whole numbers, and properties of operations. The analysis also provides strong evidence that the effectiveness of visuals varied depending on the way the visuals are used. Furthermore, the analysis revealed that the use of visuals in mathematics instruction had a positive impact on student’s attitudes toward mathematics, with students showing higher levels of motivation and enjoyment in mathematics classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytical%20thinking%20skills" title="analytical thinking skills">analytical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies%20with%20visuals" title=" instructional strategies with visuals"> instructional strategies with visuals</a>, <a href="https://publications.waset.org/abstracts/search?q=introductory%20mathematics" title=" introductory mathematics"> introductory mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement%20and%20motivation" title=" student engagement and motivation"> student engagement and motivation</a> </p> <a href="https://publications.waset.org/abstracts/164675/effective-use-of-visuals-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3581</span> Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non- Mathematics Undergraduate Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asia%20Majeed">Asia Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning of mathematics in science, engineering and social science programs can be enhanced through practical problem-solving techniques. The instructors can design their lessons with some strategies to improve students’ educational needs and accomplishments in mathematics classrooms. The use of technology in class problem solving and application sessions can enhance deep understanding of mathematics among students. As mathematician, we believe in subject specific and content-driven teaching methods. Through technology the relationship between the physical problems and the mathematical models can be analyzed. This paper is about selective use of technology in mathematics classrooms and helpful to others mathematics instructors who wishes to improve their traditional teaching techniques to improve students’ attitude in learning mathematics. These techniques corpus can be used in teaching large mathematics classes in science, technology, engineering, and social science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20in%20learning%20mathematics" title="attitude in learning mathematics">attitude in learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-mathematics%20undergraduate%20students" title=" non-mathematics undergraduate students"> non-mathematics undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/128879/use-of-technology-to-improve-students-attitude-in-learning-mathematics-of-non-mathematics-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3580</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3579</span> Motivational Orientation of the Methodical System of Teaching Mathematics in Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20system" title=" methodological system"> methodological system</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20teaching%20of%20mathematics" title=" the teaching of mathematics"> the teaching of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation" title=" students motivation"> students motivation</a> </p> <a href="https://publications.waset.org/abstracts/93700/motivational-orientation-of-the-methodical-system-of-teaching-mathematics-in-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3578</span> In-service High School Teachers’ Experiences On Blended Teaching Approach Of Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lukholo%20Raxangana">Lukholo Raxangana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fourth Industrial Revolution (4IR)-era teaching offers in-service mathematics teachers opportunities to use blended approaches to engage learners while teaching mathematics. This study explores in-service high school teachers' experiences with a blended teaching approach to mathematics. This qualitative case study involved eight pre-service teachers from four selected schools in the Sedibeng West District of the Gauteng Province. The study used the community of inquiry model as its analytical framework for data analysis. Data collection was through semi-structured interviews and focus-group discussions to explore in-service teachers' experiences with the influence of blended teaching (BT) on learning mathematics. The study results are the impact of load-shedding, benefits of BT, and perceptions of in-service and hindrances of BT. Based on these findings, the study recommends that further research should focus on developing data-free BT tools to assist during load-shedding, regardless of location. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bended%20teaching" title="bended teaching">bended teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service" title=" in-service"> in-service</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20mathematics" title=" and mathematics"> and mathematics</a> </p> <a href="https://publications.waset.org/abstracts/183086/in-service-high-school-teachers-experiences-on-blended-teaching-approach-of-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3577</span> DPED Trainee Teachers' Views and Practice on Mathematics Lesson Study in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mihir%20Halder">Mihir Halder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim and objective of the eighteen-month long Diploma in Primary Education (DPED) teacher education training course for in-service primary teachers in Bangladesh is to acquire professional knowledge as well as make them proficient in professional practice. The training, therefore, introduces a variety of theoretical and practical approaches as well as some professional development activities—lesson study being one of them. But, in the field of mathematics teaching, even after implementing the lesson study method, the desired practical teaching skills of the teachers have not been developed. In addition, elementary students also remain quite raw in mathematics. Although there have been various studies to solve the problem, the need for the teachers' views on mathematical ideas has not been taken into consideration. The researcher conducted the research to find out the cause of the discussed problem. In this case, two teams of nine DPED trainee teachers and two instructors conducted two lesson studies in two schools located in the city and town of Khulna Province, Bangladesh. The researcher observed group lesson planning by trainee teachers, followed by a trainee teacher teaching the planned lesson plan to an actual mathematics classroom, and finally, post-teaching reflective discussion in each lesson study. Two DPED instructors acted as mentors in the lesson study. DPED trainee teachers and instructors were asked about mathematical concepts and classroom practices through questionnaires as well as videotaped mathematics classroom teaching. For this study, the DPED mathematics course, curriculum, and assessment activities were analyzed. In addition, the mathematics lesson plans prepared by the trainee teachers for the lesson study and their pre-teaching and post-teaching reflective discussions were analyzed by some analysis categories and rubrics. As a result, it was found that the trainee teachers' views of mathematics are not mature, and therefore, their mathematics teaching practice is not appropriate. Therefore, in order to improve teachers' mathematics teaching, the researcher recommended including some action-oriented aspects in each phase of mathematics lesson study in DPED—for example, emphasizing mathematics concepts of the trainee teachers, preparing appropriate teaching materials, presenting lessons using the problem-solving method, using revised rubrics for assessing mathematics lesson study, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20lesson%20study" title="mathematics lesson study">mathematics lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20mathematics" title=" knowledge of mathematics"> knowledge of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20teaching%20mathematics" title=" knowledge of teaching mathematics"> knowledge of teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20views" title=" teachers' views"> teachers' views</a> </p> <a href="https://publications.waset.org/abstracts/176079/dped-trainee-teachers-views-and-practice-on-mathematics-lesson-study-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3576</span> A Qualitative Study of the Efficacy of Teaching for Conceptual Understanding to Enhance Confidence and Engagement in Early Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigel%20P.%20Coutts">Nigel P. Coutts</a>, <a href="https://publications.waset.org/abstracts/search?q=Stellina%20Z.%20Sim"> Stellina Z. Sim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research suggests that the pedagogy we utilize when teaching mathematics contributes to a negative attitude towards the discipline. Worried by this, we have explored teaching mathematics for understanding, fluency, and confidence. We investigated strategies to engage students with the beauty of mathematics, moving them beyond mimicry and memorization. The result is an integrated pedagogy and curriculum arrangement which combines concept-based mathematics with Number Talks, Visible Thinking Routines, and Teaching for Understanding. Our qualitative research shows that students self-report greater self-confidence and heightened engagement with mathematical thinking. Teacher reflections on student learning echo this finding. As a result of this, we advocate for teacher training in the implementation of a concept-based curriculum supplemented with Number Talk strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20thinking" title="mathematical thinking">mathematical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20for%20understanding" title=" teaching for understanding"> teaching for understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=concept-based%20learning" title=" concept-based learning"> concept-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/113685/a-qualitative-study-of-the-efficacy-of-teaching-for-conceptual-understanding-to-enhance-confidence-and-engagement-in-early-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3575</span> Perceived Causes of Mathematics Phobia Amongst Senior Secondary School Students in Yenagoa Metropolis, Bayelsa State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iniye%20Irene%20Wodi">Iniye Irene Wodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kennedy%20B.%20Gibson"> Kennedy B. Gibson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ poor performance in mathematics in both internal and external examinations has been a source of concern to researchers in Nigeria. The cause of this has been attributed to both teachers and students. To this end, this study sought to find out students’ perceptions of teachers’ attributes as a cause of mathematics phobia among secondary school students in Bayelsa State Nigeria. The population of the study comprised of all students of senior secondary schools in Yenagoa metropolis. A sample of 120 students was drawn from this population using clustering and simple random sampling techniques. The instrument for data collection was a researcher constructed questionnaire titled Mathematics Phobia Questionnaire (MPQ). Data were analysed, and the results revealed that students perceived teachers’ attributes such as methods and styles of teaching, difficulty in communication, etc. as causes of mathematics phobia among students in senior secondary schools in Bayelsa State. Based on the result, it was therefore recommended that mathematics teachers should be retrained periodically in order to learn new and innovative ways of teaching mathematics to prevent its phobia among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20phobia" title="mathematics phobia">mathematics phobia</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20attributes" title=" teacher attributes"> teacher attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a> </p> <a href="https://publications.waset.org/abstracts/115635/perceived-causes-of-mathematics-phobia-amongst-senior-secondary-school-students-in-yenagoa-metropolis-bayelsa-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3574</span> Integrating Technology in Teaching and Learning Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20Wang">Larry Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to demonstrate how an online homework system is integrated in teaching and learning mathematics and how it improves the student success rates in some gateway mathematics courses. WeBWork provided by the Mathematical Association of America is adopted as the online homework system. During the period of 2010-2015, the system was implemented in classes of precalculus, calculus, probability and statistics, discrete mathematics, linear algebra, and differential equations. As a result, the passing rates of the sections with WeBWork are well above other sections without WeBWork (about 7-10% higher). The paper also shows how the WeBWork system was used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gateway%20mathematics" title="gateway mathematics">gateway mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20grading" title=" online grading"> online grading</a>, <a href="https://publications.waset.org/abstracts/search?q=pass%20rate" title=" pass rate"> pass rate</a>, <a href="https://publications.waset.org/abstracts/search?q=WeBWorK" title=" WeBWorK"> WeBWorK</a> </p> <a href="https://publications.waset.org/abstracts/49810/integrating-technology-in-teaching-and-learning-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3573</span> Minimizing Students' Learning Difficulties in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hari%20Sharan%20Pandit">Hari Sharan Pandit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics teaching in Nepal has been centralized and guided by the notion of transfer of knowledge and skills from teachers to students. The overemphasis on the ‘algorithm-centric’ approach to mathematics teaching and the focus on ‘role–learning’ as the ultimate way of solving mathematical problems since the early years of schooling have been creating severe problems in school-level mathematics in Nepal. In this context, the author argues that students should learn real-world mathematical problems through various interesting, creative and collaborative, as well as artistic and alternative ways of knowing. The collaboration-incorporated pedagogy is a distinct pedagogical approach that offers a better alternative as an integrated and interdisciplinary approach to learning that encourages students to think more broadly and critically about real-world problems. The paper, as a summarized report of action research designed, developed and implemented by the author, focuses on the needs and usefulness of collaboration-incorporated pedagogy in the Nepali context to make mathematics teaching more meaningful for producing creative and critical citizens. This paper is useful for mathematics teachers, teacher educators and researchers who argue on arts integration in mathematics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20teaching" title="peer teaching">peer teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20approach" title=" metacognitive approach"> metacognitive approach</a>, <a href="https://publications.waset.org/abstracts/search?q=mitigating" title=" mitigating"> mitigating</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/190327/minimizing-students-learning-difficulties-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3572</span> Minimizing Learning Difficulties in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hari%20Sharan%20Pandit">Hari Sharan Pandit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics teaching in Nepal has been centralized and guided by the notion of transfer of knowledge and skills from teachers to students. The overemphasis on an algorithm-centric approach of mathematics teaching and the focus on ‘rote–learning’ as the ultimate way of solving mathematical problems since the early years of schooling have been creating severe problems in school-level mathematics in Nepal. In this context, the author argues that students should learn real-world mathematical problems through various interesting, creative and collaborative, as well as artistic and alternative ways of knowing. The collaboration-incorporated pedagogy is an distinct pedagogical approach that offers a better alternative as an integrated and interdisciplinary approach to learning that encourages students to think more broadly and critically about real-world problems. The paper, as a summarized report of action research designed, developed and implemented by the author, focuses on the needs and usefulness of collaboration-incorporated pedagogy in the Nepali context to make mathematics teaching more meaningful for producing creative and critical citizens. This paper is useful for mathematics teachers, teacher educators and researchers who argue on arts integration in mathematics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm-centric" title="algorithm-centric">algorithm-centric</a>, <a href="https://publications.waset.org/abstracts/search?q=rote-learning" title=" rote-learning"> rote-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20-%20incorporated%20pedagogy" title=" collaboration - incorporated pedagogy"> collaboration - incorporated pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/193865/minimizing-learning-difficulties-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3571</span> Enhancing Teaching of Engineering Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tajinder%20Pal%20Singh">Tajinder Pal Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching of mathematics to engineering students is an open ended problem in education. The main goal of mathematics learning for engineering students is the ability of applying a wide range of mathematical techniques and skills in their engineering classes and later in their professional work. Most of the undergraduate engineering students and faculties feels that no efforts and attempts are made to demonstrate the applicability of various topics of mathematics that are taught thus making mathematics unavoidable for some engineering faculty and their students. The lack of understanding of concepts in engineering mathematics may hinder the understanding of other concepts or even subjects. However, for most undergraduate engineering students, mathematics is one of the most difficult courses in their field of study. Most of the engineering students never understood mathematics or they never liked it because it was too abstract for them and they could never relate to it. A right balance of application and concept based teaching can only fulfill the objectives of teaching mathematics to engineering students. It will surely improve and enhance their problem solving and creative thinking skills. In this paper, some practical (informal) ways of making mathematics-teaching application based for the engineering students is discussed. An attempt is made to understand the present state of teaching mathematics in engineering colleges. The weaknesses and strengths of the current teaching approach are elaborated. Some of the causes of unpopularity of mathematics subject are analyzed and a few pragmatic suggestions have been made. Faculty in mathematics courses should spend more time discussing the applications as well as the conceptual underpinnings rather than focus solely on strategies and techniques to solve problems. They should also introduce more ‘word’ problems as these problems are commonly encountered in engineering courses. Overspecialization in engineering education should not occur at the expense of (or by diluting) mathematics and basic sciences. The role of engineering education is to provide the fundamental (basic) knowledge and to teach the students simple methodology of self-learning and self-development. All these issues would be better addressed if mathematics and engineering faculty join hands together to plan and design the learning experiences for the students who take their classes. When faculties stop competing against each other and start competing against the situation, they will perform better. Without creating any administrative hassles these suggestions can be used by any young inexperienced faculty of mathematics to inspire engineering students to learn engineering mathematics effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application%20based%20learning" title="application based learning">application based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20learning" title=" conceptual learning"> conceptual learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20mathematics" title=" engineering mathematics"> engineering mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20problem" title=" word problem"> word problem</a> </p> <a href="https://publications.waset.org/abstracts/38060/enhancing-teaching-of-engineering-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3570</span> Factors of Scientific Rise and Fall of the Islamic Empire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Seyed%20Agha%20Banihashemi">Saeed Seyed Agha Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of mathematics as one of the trends in the field of mathematics has special importance and in most of the important universities of the world, this trend in the field of mathematics is taught and researched. In teaching the history of mathematics and mathematics books, special attention is paid to the scientific works of the four Greek-Indian-Islamic and European civilizations, although the history of mathematics in China and East Asia is a special category due to its ancient civilization. In this article, while examining mathematics in the Islamic empire, the factors of the scientific rise and fall of the Islamic empire, which can include mathematics, have been studied. In this article, according to my own research and other sources mentioned s, It is believed the factors of scientific rise and fall in the Islamic Empire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20mathematics" title="history of mathematics">history of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=alkandi" title=" alkandi"> alkandi</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptology" title=" cryptology"> cryptology</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/164955/factors-of-scientific-rise-and-fall-of-the-islamic-empire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3569</span> The Impact of Technological Advancement on Academic Performance of Mathematics Students in Tertiary Institutions in Ekiti State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odunayo%20E.%20Popoola">Odunayo E. Popoola</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20A.%20Aladesaye"> Charles A. Aladesaye</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunday%20O.%20Gbenro"> Sunday O. Gbenro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the impact of technological advancement on the academic performance of Mathematics students in tertiary institutions in Ekiti State, Nigeria. The quasi-experimental research design was adopted for the study. The population for the study consisted of all the 100 level undergraduates and all Mathematics lecturers in the Department of Mathematics in all the five tertiary institutions in the State. The sample of this study was made of one hundred (100) students and fifty (50) lecturers randomly selected using stratified sampling technique. Hypotheses were postulated to find out whether (i) advancement in technology influences the academic performance of students in Mathematics (ii) teaching method and gender disparity influences the academic performance of students in Mathematics. The study revealed that teaching method, gender, and technology influence academic performance of students in Mathematics. Based on the findings, it is recommended that curriculum and assessment in school Mathematics should explicitly require that all undergraduate become proficient in using digital technologies for mathematical purposes so as to enhance the better performance of students in Mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institutions" title=" tertiary institutions"> tertiary institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/92793/the-impact-of-technological-advancement-on-academic-performance-of-mathematics-students-in-tertiary-institutions-in-ekiti-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3568</span> Reflection on Using Bar Model Method in Learning and Teaching Primary Mathematics: A Hong Kong Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chui%20Ka%20Shing">Chui Ka Shing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study research attempts to examine the use of the Bar Model Method approach in learning and teaching mathematics in a primary school in Hong Kong. The objectives of the study are to find out to what extent (a) the Bar Model Method approach enhances the construction of students’ mathematics concepts, and (b) the school-based mathematics curriculum development with adopting the Bar Model Method approach. This case study illuminates the effectiveness of using the Bar Model Method to solve mathematics problems from Primary 1 to Primary 6. Some effective pedagogies and assessments were developed to strengthen the use of the Bar Model Method across year levels. Suggestions including school-based curriculum development for using Bar Model Method and further study were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bar%20model%20method" title="bar model method">bar model method</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/138064/reflection-on-using-bar-model-method-in-learning-and-teaching-primary-mathematics-a-hong-kong-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3567</span> Saudi Arabian Science and Mathematics Teachers’ Attitudes toward Integrating STEM in Teaching before and after Participating in a Professional Development Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulwali%20H.%20Aldahmash">Abdulwali H. Aldahmash</a>, <a href="https://publications.waset.org/abstracts/search?q=Naem%20M.%20Alamri"> Naem M. Alamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after they participated in a professional development workshop focused on STEM integration in a specific middle school science and mathematics unit. The participants were 48 Saudi Arabian science and mathematics teachers who participated in a three-day workshop held in Riyadh, Saudi Arabia. The research method was a pretest-posttest group design. The primary data source was the instrument for teachers' attitudes toward teaching integrated STEM. The results indicate that Saudi Arabian science and mathematics teachers’ perceptions of difficulties decreased due to their participation in the professional development workshop on integrated STEM. Meanwhile, the teachers' self-efficacy improved following their participation in the STEM professional development (PD) workshop. However, no perceived effect was found for the teachers' perceptions of the relevance of or their anxiety about or enjoyment of integrated STEM teaching due to their participation in the three-day PD workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20integration" title="STEM integration">STEM integration</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20STEM" title=" attitude toward STEM"> attitude toward STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20workshop" title=" STEM workshop"> STEM workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/100006/saudi-arabian-science-and-mathematics-teachers-attitudes-toward-integrating-stem-in-teaching-before-and-after-participating-in-a-professional-development-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3566</span> Efficacy of Problem Solving Approach on the Achievement of Students in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akintunde%20O.%20Osibamowo">Akintunde O. Osibamowo</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulrasaq%20O.%20Olusanya"> Abdulrasaq O. Olusanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to examine the effect of problem-solving approach as a medium of instruction in teaching and learning of mathematics to improve the achievement of the student. One Hundred (100) students were randomly chosen from five (5) Junior Secondary School in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The data was collected through Mathematics Achievement Test (MAT) on the two groups (experimental and control group). The study confirmed that there is a significant different in the achievement of students exposed to problem-solving approach than those not exposed. The result also indicated that male students, however, had a greater mean-score than the female with no significant difference in their achievement. The result of the study supports the use of problem-solving approach in the teaching and learning of mathematics in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem" title="problem">problem</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20phases" title=" teaching phases"> teaching phases</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20control" title=" experimental control"> experimental control</a> </p> <a href="https://publications.waset.org/abstracts/52745/efficacy-of-problem-solving-approach-on-the-achievement-of-students-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3565</span> Mathematics Teachers’ Background Characteristics as a Correlate of Secondary School Students’ Achievement in Mathematics in Gombe State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Adamu">Ali Adamu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ background characteristics as a correlate of students’ achievement in Mathematics were studied in Gombe State. Pearson Product Moment Correlation Coefficient was used for the analysis. Five Hundred and Twelve (512) students and 20 teachers from 12 schools in Gombe State of Nigeria were used for the study. Students’ Achievement Tests and Mathematics Teachers’ backgrounds were instruments for the study. The findings indicated that teachers’ qualifications, experience of the teacher, and teachers’ personalities had a positive correlation with students’ achievement. Recommendations are made, which include allowing the teachers to go for training as well as the government should ensure recruiting teachers that have experience in the teaching job. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement-test" title="achievement-test">achievement-test</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20personality" title=" teachers’ personality"> teachers’ personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20mathematics" title=" teaching mathematics"> teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-background" title=" teacher-background"> teacher-background</a> </p> <a href="https://publications.waset.org/abstracts/164013/mathematics-teachers-background-characteristics-as-a-correlate-of-secondary-school-students-achievement-in-mathematics-in-gombe-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3564</span> The Challenges to Information Communication Technology Integration in Mathematics Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Onomah">George Onomah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The integration of information communication technology (ICT) in Mathematics education faces notable challenges, which this study aimed to dissect and understand. Objectives: The primary goal was to assess the internal and external factors affecting the adoption of ICT by in-service Mathematics teachers. Internal factors examined included teachers' pedagogical beliefs, prior teaching experience, attitudes towards computers, and proficiency with technology. External factors included the availability of technological resources, the level of ICT training received, the sufficiency of allocated time for technology use, and the institutional culture within educational environments. Methods: A descriptive survey design was employed to methodically investigate these factors. Data collection was carried out using a five-point Likert scale questionnaire, administered to a carefully selected sample of 100 in-service Mathematics teachers through a combination of purposive and convenience sampling techniques. Findings: Results from multiple regression analysis revealed a significant underutilization of ICT in Mathematics teaching, highlighting a pronounced deficiency in current classroom practices. Recommendations: The findings suggest an urgent need for educational department heads to implement regular and comprehensive ICT training programs aimed at enhancing teachers' technological capabilities and promoting the integration of ICT in Mathematics teaching methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathematics" title=" Mathematics"> Mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a> </p> <a href="https://publications.waset.org/abstracts/183344/the-challenges-to-information-communication-technology-integration-in-mathematics-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3563</span> Errors and Misconceptions for Students with Mathematical Learning Disabilities: Quest for Suitable Teaching Strategy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20Tsafe">A. K. Tsafe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the efficacy of Special Mathematics Teaching Strategy (SMTS) as against Conventional Mathematics Teaching Strategy (CMTS) in teaching students identified with Mathematics Learning Disabilities (MLDs) – dyslexia, Down syndrome, dyscalculia, etc., in some junior secondary schools around Sokoto metropolis. Errors and misconceptions in learning Mathematics displayed by these categories of students were observed. Theory of variation was used to provide a prism for viewing the MLDs from theoretical perspective. Experimental research design was used, involving pretest-posttest non-randomized approach. Pretest was administered to the intact class taught using CMTS before the class was split into experimental and control groups. Experimental group of the students – those identified with MLDs was taught with SMTS and later mean performance of students taught using the two strategies was sought to find if there was any significant difference between the performances of the students. A null hypothesis was tested at α = 0.05 level of significance. T-test was used to establish the difference between the mean performances of the two tests. The null hypothesis was rejected. Hence, the performance of students, identified with MLDs taught using SMTS was found to be better than their earlier performance taught using CMTS. The study, therefore, recommends amongst other things that teachers should be encouraged to use SMTS in teaching mathematics especially when students are found to be suffering from MLDs and exhibiting errors and misconceptions in the process of learning mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=misconceptions" title=" misconceptions"> misconceptions</a> </p> <a href="https://publications.waset.org/abstracts/110504/errors-and-misconceptions-for-students-with-mathematical-learning-disabilities-quest-for-suitable-teaching-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3562</span> Students’ Views on Mathematics Learning: A Cross-Sectional Survey of Senior Secondary Schools Students in Katsina State of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahad%20Suleiman">Fahad Suleiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to study students’ view on mathematics learning in Katsina State Senior Secondary Schools of Nigeria, such as their conceptions of mathematics, attitudes toward mathematics learning, etc. A questionnaire was administered to a random sample of 1,225 senior secondary two (SS II) students of Katsina State in Nigeria. The data collected showed a clear picture of the hurdles that affect the teaching and learning of mathematics in our schools. Problems such as logistics and operational which include shortage of mathematics teachers, non–availability of a mathematics laboratory, etc. were identified. It also depicted the substantial trends of changing views and attitudes toward mathematics across secondary schools. Students’ responses to the conception of mathematics were consistent and they demonstrated some specific characteristics of their views in learning mathematics. This survey has provided useful information regarding students’ needs and aspirations in mathematics learning for curriculum planners and frontline teachers for future curriculum reform and implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/46706/students-views-on-mathematics-learning-a-cross-sectional-survey-of-senior-secondary-schools-students-in-katsina-state-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3561</span> Slow pace towards Teaching Mathematical Science in Nepal: A Historical Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dammar%20Bahadur%20Adhikari">Dammar Bahadur Adhikari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics teaching begins with human civilization. The rular used to choose mathematician as prime adviser in many tribes and country. Mathematics was powerful tool for understanding economial situation and strength of rular. In ancient Nepal teaching of mathematics starts with informal education provided by religious leaders there after in modern education system seems to follow the world’s educational system. The aim of this paper is to present a brief historical background of the Nepalese mathematicians up to nineteenth century and highlight the transformation in mathematical science in the line with modern world. Secondary data and formal papers and informal publications were studied to explore the present situation of education. The study concluded that there is remarcable change in quality of education and there are sufficient human powers in the mathematical sciences in Nepal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20development" title="human development">human development</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a> </p> <a href="https://publications.waset.org/abstracts/35420/slow-pace-towards-teaching-mathematical-science-in-nepal-a-historical-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3560</span> The Interplay of Communication and Critical Thinking in the Mathematics Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20K.%20O%27Kelley">Sharon K. O'Kelley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the heart of mathematics education is the concept of communication which many teachers envision as the influential dialogue they conduct with their students. However, communication in the mathematics classroom operates in different forms at different levels, both externally and internally. Specifically, it can be a central component in the building of critical thinking skills that requires students not only to know how to communicate their solutions to others but that they also be able to navigate their own thought processes in search of those solutions. This paper provides a review of research on the role of communication in the building of critical thinking skills in mathematics with a focus on the problem-solving process and the implications this interplay has for the teaching and learning of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20mathematics" title="communication in mathematics">communication in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20process" title=" problem-solving process"> problem-solving process</a> </p> <a href="https://publications.waset.org/abstracts/166455/the-interplay-of-communication-and-critical-thinking-in-the-mathematics-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3559</span> Pre-Service Teachers’ Experiences and Attitude towards Children’s Problem Solving Strategies in Early Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitayo%20%20Ogunsanwo">Temitayo Ogunsanwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an important way of learning way of learning because it propels children to use previous experiences to deal with new situations. The purpose of this study is to find out the attitude of pre-service teachers to problem-solving as a strategy for promoting early mathematics learning in children. This qualitative study employed a descriptive design to investigate the experiences of twenty second-year undergraduate early childhood education Pre-service teachers in a teaching practice and their attitude towards five-year-old children’s problem-solving strategies in mathematics. Pre-service teachers were exposed to different strategies for teaching children how to solve problems in mathematics. They were taken through a micro teaching in class using different strategies to teach problem-solving in different topics in the five-year-old mathematics curriculum. The students were then made to teach five-year-olds in neighbouring schools for three weeks, working in pairs, observing and recording children’s problem-solving activities and strategies. After the three weeks exercise, their experiences and attitude towards children’s problem-solving strategies were collected using open-ended questions and analysed in themes. Findings were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning" title=" early mathematics learning"> early mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/60439/pre-service-teachers-experiences-and-attitude-towards-childrens-problem-solving-strategies-in-early-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3558</span> Understanding Rural Teachers’ Perceived Intention of Using Play in ECCE Mathematics Classroom: Strength-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nyamela%20M.%20%E2%80%98Masekhohola">Nyamela M. ‘Masekhohola</a>, <a href="https://publications.waset.org/abstracts/search?q=Khanare%20P.%20Fumane"> Khanare P. Fumane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Lesotho downward trend in mathematics attainment at all levels is compounded by the absence of innovative approaches to teaching and learning in Early Childhood. However, studies have shown that play pedagogy can be used to mitigate the challenges of mathematics education. Despite the benefits of play pedagogy to rural learners, its full potential has not been realized in early childhood care and education classrooms to improve children’s performance in mathematics because the adoption of play pedagogy depends on a strength-based approach. The study explores the potential of play pedagogy to improve mathematics education in early childhood care and education in Lesotho. Strength-based approach is known for its advocacy of recognizing and utilizing children’s strengths, capacities and interests. However, this approach and its promisingattributes is not well-known in Lesotho. In particular, little is known about the attributes of play pedagogy that are essential to improve mathematic education in ECCE programs in Lesotho. To identify such attributes and strengthen mathematics education, this systematic review examines evidence published on the strengths of play pedagogy that supports the teaching and learning of mathematics education in ECCE. The purpose of this review is, therefore, to identify and define the strengths of play pedagogy that supports mathematics education. Moreover, the study intends to understand the rural teachers’ perceived intention of using play in ECCE math classrooms through a strength-based approach. Eight key strengths were found (cues for reflection, edutainment, mathematics language development, creativity and imagination, cognitive promotion, exploration, classification, and skills development). This study is the first to identify and define the strength-based attributes of play pedagogy to improve the teaching and learning of mathematics in ECCE centers in Lesotho. The findings reveal which opportunities teachers find important for improving the teaching of mathematics as early as in ECCE programs. We conclude by discussing the implications of the literature for stimulating dialogues towards formulating strength-based approaches to teaching mathematics, as well as reflecting on the broader contributions of play pedagogy as an asset to improve mathematics in Lesotho and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=lesotho" title=" lesotho"> lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20pedagogy" title=" play pedagogy"> play pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=strength-based%20approach." title=" strength-based approach."> strength-based approach.</a> </p> <a href="https://publications.waset.org/abstracts/153317/understanding-rural-teachers-perceived-intention-of-using-play-in-ecce-mathematics-classroom-strength-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3557</span> Improving the Teaching and Learning of Basic Mathematics: An Imperative for Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dahiru%20Bawa%20Muhammad">Dahiru Bawa Muhammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics is accorded a prime position in basic education curriculum because it is envisaged to be an important tool in preparing children for life after school as well as equipping them with skills needed for secondary and higher education. As a result of this, the subject is made compulsory from primary through secondary school and candidates are expected to offer it and pass before fulfilling the requirement for higher education. Against this backdrop, this paper overviewed the basic education programme, context of teaching and learning mathematics at basic education level in Katsina State of Nigeria, relevance of the subject to different fields of human endeavours, challenges threatening the utility of the subject as a tool for the achievement of the goals of basic education programme and concluded by recommending how teaching and learning of mathematics can be improved for even development of citizens within nation states and enhanced/mutual sustainable development of nations in the global village. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20education" title="basic education">basic education</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20secondary%20school%20education" title=" junior secondary school education"> junior secondary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20centre" title=" mathematical centre"> mathematical centre</a> </p> <a href="https://publications.waset.org/abstracts/20751/improving-the-teaching-and-learning-of-basic-mathematics-an-imperative-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3556</span> An Investigation of the Influence of Education Backgrounds on Mathematics Achievements: An Example of Chinese High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Jiankun">Wang Jiankun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyses how different educational backgrounds affect the mathematics performance of middle and high school students in terms of three dimensions: parental involvement, school teaching ability, and demographic variables and personal attributes of the student. Based on the analysis of Beijing High School Mathematics Competition in 2022, it was found that students from high level schools won significantly more awards than those from low level schools. In addition, a significant positive correlation (p<0.05) was identified between school level and students' mathematics performance. This study also confirms that parents' education level and family environment show a significant impact on the next generation’s mathematics learning performance. The findings suggest that interest and student’s habits, the family environment and the quality of teaching and learning at school are the main factors affecting the mathematics performance of middle and high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20background" title="educational background">educational background</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20and%20high%20school%20education" title=" middle and high school education"> middle and high school education</a>, <a href="https://publications.waset.org/abstracts/search?q=teenager" title=" teenager"> teenager</a> </p> <a href="https://publications.waset.org/abstracts/162470/an-investigation-of-the-influence-of-education-backgrounds-on-mathematics-achievements-an-example-of-chinese-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3555</span> Engineering Academics’ Strategies of Modelling Mathematical Concepts into Their Teaching of an Antenna Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vojo%20George%20Fasinu">Vojo George Fasinu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadaraj%20Govender"> Nadaraj Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Predeep%20Kumar"> Predeep Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Antenna, which remains the hub of technological development in Africa had been found to be a course that is been taught and designed in an abstract manner in some universities. One of the reasons attached to this is that the appropriate approach of teaching antenna design is not yet understood by many engineering academics in some universities in South Africa. Also, another problem reported is the main difficulty encountered when interpreting and applying some of the mathematical concepts learned into their practical antenna design course. As a result of this, some engineering experts classified antenna as a mysterious technology that could not be described by anybody using mathematical concepts. In view of this, this paper takes it as its point of departure in explaining what an antenna is all about with a strong emphasis on its mathematical modelling. It also argues that the place of modelling mathematical concepts into the teaching of engineering design cannot be overemphasized. Therefore, it explains the mathematical concepts adopted during the teaching of an antenna design course, the Strategies of modelling those mathematics concepts, the behavior of antennas, and their mathematics usage were equally discussed. More so, the paper also sheds more light on mathematical modelling in South Africa context, and also comparative analysis of mathematics concepts taught in mathematics class and mathematics concepts taught in engineering courses. This paper focuses on engineering academics teaching selected topics in electronic engineering (Antenna design), with special attention on the mathematical concepts they teach and how they teach them when teaching the course. A qualitative approach was adopted as a means of collecting data in order to report the naturalistic views of the engineering academics teaching Antenna design. The findings of the study confirmed that some mathematical concepts are being modeled into the teaching of an antenna design with the adoption of some teaching approaches. Furthermore, the paper reports a didactical-realistic mathematical model as a conceptual framework used by the researchers in describing how academics teach mathematical concepts during their teaching of antenna design. Finally, the paper concludes with the importance of mathematical modelling to the engineering academics and recommendations for further researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modelling" title="modelling">modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=didactical" title=" didactical"> didactical</a>, <a href="https://publications.waset.org/abstracts/search?q=realistic%20model" title=" realistic model"> realistic model</a> </p> <a href="https://publications.waset.org/abstracts/114354/engineering-academics-strategies-of-modelling-mathematical-concepts-into-their-teaching-of-an-antenna-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3554</span> Investigating the Dynamics of Knowledge Acquisition in Undergraduate Mathematics Students Using Differential Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gilbert%20Makanda">Gilbert Makanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problem of the teaching of mathematics is studied using differential equations. A mathematical model for knowledge acquisition in mathematics is developed. In this study we adopt the mathematical model that is normally used for disease modelling in the teaching of mathematics. It is assumed that teaching is 'infecting' students with knowledge thereby spreading this knowledge to the students. It is also assumed that students who gain this knowledge spread it to other students making disease model appropriate to adopt for this problem. The results of this study show that increasing recruitment rates, learning contact with teachers and learning materials improves the number of knowledgeable students. High dropout rates and forgetting taught concepts also negatively affect the number of knowledgeable students. The developed model is then solved using Matlab ODE45 and \verb"lsqnonlin" to estimate parameters for the actual data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20equations" title="differential equations">differential equations</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20acquisition" title=" knowledge acquisition"> knowledge acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=least%20squares" title=" least squares"> least squares</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamical%20systems" title=" dynamical systems"> dynamical systems</a> </p> <a href="https://publications.waset.org/abstracts/34955/investigating-the-dynamics-of-knowledge-acquisition-in-undergraduate-mathematics-students-using-differential-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34955.pdf" 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