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Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson
25-43Views:281Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher's and their classmates' activities in their drawings. Two inventories were formed that contain, respectively, teachers' and pupils' activities during a mathematics lesson as seen in the pupils' drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher's location in the classroom. Respectively, pupils' activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussions on mathematics. -
Effect of social aspects of the classroom climate on Grades 3–6 students’ perceptions of the emotional classroom climate in primary school mathematics lessons
51-76Views:0Current research efforts highlight the significance of the social climate in the classroom. This climate influences not only students’ academic performance, motivation, engagement, and participation, but also their perception of the emotional classroom climate. However, little attention has been given to the effects of the various social aspects of the classroom climate on students’ perceptions of the emotional classroom climate. The present study addressed this gap by investigating aspects of the social classroom climate as possible explanatory factors of a positive, negative or ambivalent students’ perception of the emotional classroom climate in Grades 3–6 mathematics lessons. The secondary analysis of participant-produced drawings revealed that in drawings depicting a positive emotional classroom climate, the teacher provided assistance and made the lesson goals clear. Furthermore, the students talked to each other about mathematics. Conversely, in drawings depicting a negative emotional classroom climate, the teacher made behavioral requests, and negative student-student communication was present. Both the working method and the classroom seating arrangement did not seem to affect the perceived emotional classroom climate. The results are discussed in terms of their theoretical, and practical implications.
Subject Classification: 97C20
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The effect of augmented reality assisted geometry instruction on students' achiveement and attitudes
177-193Views:346In this study, geometry instruction's academic success for the students and their attitudes towards mathematics which is supported by education materials of Augmented Reality (AR) and its effect on the acceptance of AR and its usage by teachers and students have been researched. Under this research, ARGE3D software has been developed by using augmented reality technology as for the issue of geometric objects that is contained in the mathematics curriculum of 6th class of primary education. It has been provided with this software that three-dimensional static drawings can be displayed in a dynamic and interactive way. The research was conducted in two different schools by an experiment and control group. In the process of data collection, Geometry Achievement Test (GAT), Geometric Reasoning Test (GRT), Attitudes Scale for Mathematics (ASM), students' math lecture notes, semi-structured interviews with teachers and students and observation and video recordings were used. Results showed that geometry instruction with ARGE3D increased students' academic success. In addition, it was found that geometry instruction with ARGE3D became more effective on students' attitudes that had negative attitudes towards mathematics and it also provided support to reduce fear and anxiety. -
Dynamic geometry systems in teaching geometry
67-80Views:135Computer drawing programs opened up new opportunities in the teaching of geometry: they make it possible to create a multitude of drawings quickly, accurately and with flexibly changing the input data, and thus make the discovery of geometry an easier process. The objective of this paper is to demonstrate the application possibilities of dynamic geometric systems in primary and secondary schools, as well as in distance education. A general characteristic feature of these systems is that they store the steps of the construction, and can also execute those steps after a change is made to the input data. For the demonstration of the applications, we chose the Cinderella program. We had an opportunity to test some parts of the present paper in an eighth grade primary school.
