Psychological Skills: Stringent factors in Understanding learning abilities of Mathematics Learner (original) (raw)
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On the Psychology of Teaching Mathematics
It is evident to any able mathematics teacher that the process of mathematical education of students should be organized according to their particular capacities, interests, abilities, culture and the particular nature of their mind and creativity. In this paper, we shall focus on the personality of the educators in making educational decisions for students and their scientific perspectives in mathematical education. Psychology of mathematics teachers is an important component in teachers’ education and also in curriculum planning and the process of implementing the curriculum. We try to introduce mathematical models for different personalities of mathematics teachers and discuss how these models can be used in classroom and in curriculum planning.
ISSUES IN PSYCHOLOGY OF TEACHING MATHEMATICS20190911 98697 jqoe2f
This paper discussed some issues in psychology of learning mathematics. Psychology is a field of behavioral science, which focuses on different aspects of human behavior and mental functions. Psychological knowledge of cognitive functions, such as memory and attention, is essential for understanding learning. Children differ substantially in their mathematical abilities. Perception problems refer to difficulties of making sense of the environment: text, places, practices or objects. More precisely, perception problems manifest themselves as a difficulty in assessing distances and locations, sequencing, understanding descriptions based on oral 1 instructions, understanding symbols and the working of devices regardless of instructions. It further discussed some psychological issues such as; dyslexia, dyscalculia, asperger, mathematics anxiety, and attention deficit. Based on this issues the following suggestion were drawn, Teacher training institution should review their content to include courses in learning difficulties generally, so as to better prepare prospective teachers to handle learners difficulties.
Psychological Factors and Secondary School’s Students Academic Performance in Mathematics
IOSR Journal of Research & Method in Education (IOSRJRME)
This study was designed to predict students' academic performance in mathematics at the thinking level from students' psychological factors(Self-concept, test anxiety, interest in schooling, attitude towards mathematics, motivation and locus of control) and performance at the lower cognitive levels(knowledge and understanding). The survey made use of simple random sampling in selecting three hundred (300) Senior Secondary Two (S.S.2) students from six secondary schools in Calabar Metropolis of Cross River State, Nigeria. The students responded to two valid instruments: Students' psychological variables rating scale; and Mathematics achievement test. The students' psychological variables rating scale comprised of 40 questions which measured six variables. While the mathematics tests consisted of 60 questions which measured students' performance at three cognitive levels. Data analysis involved the use of multiple regression analysis. Results showed that students' psychological factors and students' achievement at knowledge and understanding levels are significant joint predictors of senior secondary students' performance in mathematics at the thinking level, and that such prediction could be done using the equation: Students' performance in mathematics(thinking)= 1.859 + 0.01(interest) + 0.021(attitude)-0.041(Motivation)-0.044(Self-concept) + 0.072(Test anxiety)-0.041(Locus of control) +0.186(Knowledge) + 0.296 Understanding. It was observed that students' performance at the understanding level is the strongest predictor of their performance at the thinking level followed by performance at the knowledge level. It is concluded that certain factors are responsible for students' performance in mathematics. It is therefore recommended that teachers should provide enabling environment for sustaining lower cognitive abilities, which are capable of improving mathematics teaching and learning in our secondary schools.
Comparative Studies Of Students’ Psychosocial Factors and Performance in Mathematics
International Journal of Educational Research Review
The study investigated the influence of psychological factors (school environment, teachers' attribute, parental factors and students' disposition) on students' academic performance in Mathematics. The research design adopted for the study is the descriptive research of survey type and expo facto design. The sample for the study consisted of 150 participants randomly selected using stratified random sampling technique. The findings revealed that school environment has no significant influence on students performance in Mathematics. The study showed that the parental factors have significant influence on students performance in Mathematics. Also, students' disposition has significant influence on their performance in Mathematics. The result of this study therefore would be of great help to governments, teachers, students, professional policy makers and parents in providing a solid springboard to launch a new template to finding a lasting solution to the perennial low performance issues in Mathematics at the Senior Secondary Schools.
Human Research in Rehabilitation, 2019
In this study, we analyzed the emotional and conative characteristics of fourth grade students of elementary school as follows: motivation for learning math, situational interest in learning mathematics during teaching, mathematics anxiety, self-esteem in relation to academic achievement and attributions of success and failure in mathematics. In a sample of 200 students and 20 teachers were analyzed emotional and conative characteristics capable of above-average and below average in math-age students. The study used the descriptive method, a questionnaire and a test. The research results are presented graphically and in tabular form with an explanation and discussion. In the conclusion are set the directions which should further improve this insufficiently studied area.
1989
The theme for the 1989 PME-NA Meeting is the description and analysis of mathematical processes. This includes approaches to observing, measuring, and understanding the processes which underlie mathematical behavior, as well as models of learning, understanding, thinking, and problem solving as they relate to the gathering and interpretation of data and the measurement of behavior. This issue of the assessment of mathematical behavior, in our view, lies at the heart of progress in the psychology of mathematics education. If we see the study of mathematics education as a study based on experience-experience which involves classroom observation and interaction as well as individual observations, measurements, and the classification of empirical data-then we are faced with an enormous challenge. How is it possible to characterize the complex, contextdependent processes of mathematics learning in a way that does them justice? How can we organize our experience in order to derive useful conjectures and carefully examined conclusions, in order to improve the teaching and learning of mathematics in a systematic way? Clearly assessment is not just a matter of surface observation, or of easilyscored mathematics tests. If it were, we would forever be bound by the inherent limitations of basic skills tests, of superficially evident classroom characteristics, of easily-determined subject variables, and so forth. The issue is whether there is some meaningful, systematic way to assess deeper "mental processes" (e.g., understandings, concepts, problem-solving processes in mathematics), non-self-evident social structures and relationships, expectations (including one's expectations of one's own performance possibilities), etc. These are constructs which may not be directly observable, but can be inferred from the study of behavior. Not only do we need to find new ways of approaching such assessment, but we need to make explicit some of the assumptions underlying our present methods of assessment. In their own ways, the papers in these proceedings address this issue. Some papers do so by adopting one or another model of internal processes, explicitly or implicitly. In our view, many of the differences expressed in the invited papers and the reactions to them do not reflect different empirical observations, but different assumptions about the kinds of observations that are important to make. The research reports represent a variety of interests and have been organized in this volume in the following categories: I. Affective and Cultural Factors in Mathematics Learning Algebra/Algebraic Thinking III. Calculus IV.
THE ROLE OF MATHEMATICAL COMPETENCE IN THE INITIAL TRAINING OF STUDENTS' PROFESSIONAL SKILLS
Editura Eikon, 2021
Mathematics is the discipline that can and has the purpose of forming an investigative, creative thinking, a deepening of new knowledge and in general, an approach to the unknown through a true style of research. Regardless of the field in which he works, the man must possess a good mathematical training, in order to be able to solve the multitude of problems of the socio-professional life. The emphasis is primarily on thinking due to the fact that thinking has always been the basis of progress constituting social evolution. Any critical thinking, original and creative, is formed through mathematics. By teaching this discipline, the development of reasoning and the spirit of receptivity, of the skills of logical thinking, of clear and precise definition of the notions of creative adaptation to the current requirements are achieved. Cognitive development through mathematics also helps man in solving the daily problems he encounters. Mathematical thinking is manifested through a wide variety of intellectual activities related to memory and imagination, namely: judgment, reasoning, understanding, explanation, invention, deduction, induction, analogy, abstraction, generalization, comparison, concretization, classification, division, solving problem situations etc. Mathematical reasoning and thinking create the person's ability to understand other disciplines, problems in nature, life and society. It also contributes to the formation and development of the ability to work organized and rhythmically and the spirit of investigation. Mathematical education results in the formation of skills and abilities necessary in mathematical activity that become useful in human practical activity.
Mathematical Problem Solving Ability Viewed from Students' Mathematical Disposition
Formatif: Jurnal Ilmiah Pendidikan MIPA
Mathematics is an instrument for solving problems in life. So, ability to solve mathematical problems is one of the most important skills. Practitioners of education do different approaches to develop the mathematical problemsolving ability of students. Efforts have been made such as an attractive learning model and providing external motivation. Most students, however, were unable to finish and prepare to solve mathematical problems in daily life. This is due to the belief that mathematics is not linked with life, anxiety in solving non-routine problems, and feelings of complacency that contribute to low motivation for students. The aim of this research is to gain an overview of the mathematical problemsolving skills of students in terms of students' mathematical dispositions. This research method is qualitative with a case study approach and this research was carried out on 35 grade XI students from a high school in the district of Indragiri Hulu. This research showed that stu...
Empirical Study of Factors Affecting the Students' Mathematics Learning Achievement
International Journal of Instruction, 2022
This study aims to discuss factors affecting learning achievements in mathematics in Indonesia, including direct and indirect influences, such as students' perception of teacher competence, learning anxiety, problem-solving ability, learning motivation, and mathematical connection ability. Quantitative approach and correlational method were used with a sample comprising 171 class XI students of Senior High School in Purworejo Regency, Central Java. The stratified cluster random sampling technique was used to determine the sample composition based on the National Examination scores for the 2018/2019 academic year. The results showed that four variables, except anxiety, significantly influence learning achievement. Furthermore, mathematical connection ability had the greatest direct impact on learning success at 0.38. Other indirect factors, such as influence through learning motivation and problem-solving ability, were at 0.140 and 0.133, respectively. These results are in line with previous studies which stated that mathematical connection ability is an important aspect in achieving student learning achievement. The ability to connect various materials studied with topics inside and outside mathematics has helped students understand the material to improve learning achievement. Furthermore, teachers can use these results as references in learning management by paying attention to various aspects, especially mathematical connection ability.