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The Relationship between Spatial Orientation and Mathematical Performance among High School Students
17-26Views:192Research studies indicate that the development of spatial orientation is crucial for understanding science, technology, engineering, and mathematics (STEM). Based on this, we investigated whether there is a correlation between the mathematics grades of middle school students and their performance on various visual perception tasks. The visual perception tasks we used fell into two categories. In the first, participants had to select the development of 3D shapes from a set of given options. For each 3D shape, we offered 4-4 possible developments. In total, participants had to solve 13 tasks. In the second type of task, they also had to choose a pattern matching the presented stimulus from four possibilities. The patterns were 5x5 squares of increasing complexity, initially consisting of two, then three, and finally four colour combinations. A total of 32 students participated in the survey, comprising 12 boys and 20 girls, all of whom were high school students. The level of correlation between scores on the tasks and grade 9 marks in mathematics was investigated. The results of the statistical analysis revealed no significant difference in performance between boys and girls in each task. The performance in the two different types of functions showed a strong positive correlation (p<.05) with each other, both when the performance of girls was considered and when the performance of all students was compared. Furthermore, there was no strong correlation between the mathematics grade score and the other variables. The probable reason for this is the significantly higher proportion of numeracy tasks and a relatively low proportion of geometry tasks in the mathematics grade. A limitation of the study is the small sample size and the fact that only high school students were examined. Considering the results and limitations of our pilot study, it is promising to extend the survey to a larger sample of mixed-grade students from secondary schools and technical schools, investigating the relationship with additional subjects.
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SPATIAL APPROACH DEVELOPMENT IN MATHEMATICS CLASSES AMONG CHILDREN 11-12 YEARS OLD
77-83Views:345The development of the spatial approach of schoolchildren is an important task of the educational process, especially the practical application of the acquired competencies in real life. In the study, we briefly present the developmental tasks used in our project focusing on the development of spatial perspectives for 11-12-year-old students, which were implemented in mathematics lessons. Students solved tasks that focused on problem solving with 2D and 3D objects, analyzing these situations and manipulating with objects.
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:537Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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DEVELOPMENT OF LOGICAL-MATHEMATICAL ABILITIES OF HEARING IMPAIRED STUDENTS THROUGH THE USE OF BOARD GAMES
5-16Views:340Students with hearing impairment can be successful at and enjoy studying mathematics. Our research focuses on studying the effectiveness of using board games in developing basic mathematical skills and logical thinking in students with hearing impairment. Sample: n = 10 (2 females, 10 males) hearing impaired pupils (average age = 11,6 years). Method: an examination of logical-mathematical abilities before and after development. Result: strategic and logic-based games significantly impacted the development of mathematical skills and knowledge acquisition in mathematics.
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WOMAN IS THE CHANCE/CHANCE IS INCREASING!
109-111Views:254The "NŐ az esély!" entitled talent development program was realized by the Hungarian EDU-MÉD PLUSZ Ltd. in the years 2019-2020 with supporting of the National Talent Development Program. Note: this title has two meanings: "Woman is the chance" and "Chance is increasing". The goal of this project was to help the chance equalization of schoolgirls in the area of maths, informatics, and natural science.
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Mathematics Attitudes, Mathematics Anxiety, Achievement and Change Management
19-31Views:47The aim of the study is to provide a comprehensive picture of the relationship between mathematical attitudes, mathematical anxiety and performance, their development and the possibilities for changing them by outlining and critically analyzing the relevant literature and theoretical frameworks. Attitudes related to mathematics, such as interest, self-efficacy, perceived usefulness and anxiety, play a decisive role in student performance, school participation and career choices. Our study examines the development of mathematical attitudes and the possibilities for their development by taking into account international research results and the specificities of the Hungarian public education environment. We review the relationship between mathematical anxiety and performance, as well as the motivational and affective theories that interpret the formation of students' attitudes towards mathematics. In addition, we focus on areas of development such as autonomy and competence support, formative assessment, interventions to help with emotion regulation, as well as teachers' professional learning and institutional implementation. We use classic models of change management (Lewin, Kotter, Guskey) as an analytical framework to help embed educational innovations. We conclude that lasting improvement in mathematical attitudes can only be achieved through coordinated, evidence-based development of individual, interactional and systemic factors. The paper provides an overview of the limitations of the model, reveals hidden mechanisms of action, and proposes a methodological framework for future research.