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Articles 1 - 23 of 23
Full-Text Articles in Education
Cognitive Load Scale In Learning Formal Definition Of Limit: A Rasch Model Approach, Rina Oktaviyanthi, Ria Noviana Agus, Mark Lester B. Garcia, Kornkanok Lertdechapat
Cognitive Load Scale In Learning Formal Definition Of Limit: A Rasch Model Approach, Rina Oktaviyanthi, Ria Noviana Agus, Mark Lester B. Garcia, Kornkanok Lertdechapat
Mathematics Faculty Publications
Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and …
Deployment Of Mathematical Resources To A Philippine High School Through A Community Lte Network, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Juan Carlo F. Mallari, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Debbie Marie Verzosa
Deployment Of Mathematical Resources To A Philippine High School Through A Community Lte Network, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Juan Carlo F. Mallari, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Debbie Marie Verzosa
Mathematics Faculty Publications
In the Philippines, one challenge that continues to be faced by the Department of Education in bringing educational content in a blended learning modality is the lack of internet access of the learners. This paper discusses the distribution, through a community LTE network, of mathematical resources for Grades 7 to 10 to teachers and students of a particular high school in the Philippines. It also gives details on particular technological tools (mathematical applications) that were created to help the mathematical learning of students in a remote setting.
Development Of An App And Videos To Support The Fraction Learning Trajectory From Grades 1-7, Debbie Marie Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Juan Carlo F. Mallari, Mark Anthony C. Tolentino
Development Of An App And Videos To Support The Fraction Learning Trajectory From Grades 1-7, Debbie Marie Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Juan Carlo F. Mallari, Mark Anthony C. Tolentino
Mathematics Faculty Publications
Lack of procedural fluency in fractions impedes access to advanced mathematical courses and limits opportunities for entry into STEM-related fields. This paper describes the design and pedagogical basis of the Moving Fractions app and supplementary fraction videos for promoting fraction learning. Moving Fractions utilizes game-design factors to draw students through a trajectory of fraction learning from part-whole comparisons to a more robust understanding of the measurement concept of fractions. The supplementary video immerses students in a broad range of fraction representations. The app and video are intended to form a fraction learning package for distribution in Philippine schools. Future work …
Designing Performance Tasks In Mathematics Using Technological Tools, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Versoza, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Designing Performance Tasks In Mathematics Using Technological Tools, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Versoza, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Mathematics Faculty Publications
In the Philippines, the performance task is one of the major summative assessments in the K to 12 curriculum. This paper discusses how performance tasks may utilize mathematical apps within the context of blended learning. Guidelines on designing performance tasks; as well as the GRASPS framework; are discussed. Performance tasks that cut across various grade levels and strands of mathematics are presented. These involve divisibility (Numbers); integer and polynomial operations (Algebra); triangle centers (Geometry); and statistics (Statistics). The performance tasks described in this paper can provide an initial idea for the design of other summative assessments and contribute to the …
Using Mobile Technology To Promote Higher-Order Thinking Skills In Elementary Mathematics, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Maria Alva Q. Aberin, Mark Anthony C. Tolentino, Mark L. Loyola
Using Mobile Technology To Promote Higher-Order Thinking Skills In Elementary Mathematics, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Maria Alva Q. Aberin, Mark Anthony C. Tolentino, Mark L. Loyola
Mathematics Faculty Publications
The problem of rote-based learning in mathematics is well documented. Mobile technology can provide a potential solution, especially when application (app) design is based on sound pedagogical principles and gamification elements. However, an inventory of available mobile apps for mathematics reveals that many of the available apps are guided by a behaviorist perspective that favors repetition over meaningful learning. This paper reports on the design of mobile mathematics apps that harness gamification techniques to promote higher-order thinking skills (HOTS) even in basic elementary school concepts such as number comparison, and addition and subtraction. The integration of these apps in the …
Development Of A Gamified Number Line App For Teaching Estimation And Number Sense In Grades 1 To 7, Debbie Marie Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Development Of A Gamified Number Line App For Teaching Estimation And Number Sense In Grades 1 To 7, Debbie Marie Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Mathematics Faculty Publications
Fraction knowledge is known to be a gatekeeper to more advanced mathematical learning. On the basis of the literature on early number learning, a number line mobile application called Catch the Carrot was designed to develop students’ knowledge of whole number and fraction magnitude. This paper aims to describe the design of the Catch the Carrot app and discusses the rationale for using number lines as representational scaffolds for developing children’s understanding of numbers, particularly their estimation and number sense skills. The gamification features of the app, as well as strategies for integration in a classroom are also presented. This …
Using Mobile Technology To Promote Higher-Order Thinking Skills In Elementary Mathematics, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Maria Alva Q. Aberin, Mark Anthony C. Tolentino, Mark L. Loyola
Using Mobile Technology To Promote Higher-Order Thinking Skills In Elementary Mathematics, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Maria Alva Q. Aberin, Mark Anthony C. Tolentino, Mark L. Loyola
Mathematics Faculty Publications
The problem of rote-based learning in mathematics is well documented. Mobile technology can provide a potential solution; especially when application (app) design is based on sound pedagogical principles and gamification elements. However; an inventory of available mobile apps for mathematics reveals that many of the available apps are guided by a behaviorist perspective that favors repetition over meaningful learning. This paper reports on the design of mobile mathematics apps that harness gamification techniques to promote higher-order thinking skills (HOTS) even in basic elementary school concepts such as number comparison; and addition and subtraction. The integration of these apps in the …
Development Of A Mobile Ten Frames App For Philippine K-12 Schools, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Mark L. Loyola
Development Of A Mobile Ten Frames App For Philippine K-12 Schools, Debbie Marie Versoza, Ma. Louise Antonette N. De Las Peñas, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Mark L. Loyola
Mathematics Faculty Publications
This paper reports on the Quick Images app, whose design framework is informed by research on ten-structured thinking and gamification principles. Inclusivity was also a major consideration, especially in the context of a developing country. Thus, the app was made freely available and required only moderate system requirements. Pilot studies revealed that the app has the potential to promote children’s ability to see two-digit numbers in relation to tens and ones, which is a major goal of elementary school mathematics. Collaborations with the Philippine Department of Education to ensure the app’s sustained use are also discussed.
Designing Mobile Apps To Promote Numeracy And Statistical Reasoning, Ma. Louise Antonette N. De Las Peñas, Mark L. Loyola, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Debbie Marie Versoza
Designing Mobile Apps To Promote Numeracy And Statistical Reasoning, Ma. Louise Antonette N. De Las Peñas, Mark L. Loyola, Jumela F. Sarmiento, Mark Anthony C. Tolentino, Debbie Marie Versoza
Mathematics Faculty Publications
Developing countries typically do not perform well in international benchmarks of mathematics achievement. This may be partially explained by students’ immersion in classrooms characterized by superficial strategies or rote-learning methods. This paper reports on the design of mobile applications (apps) developed by the authors as part of an ongoing project funded by a national government agency and intended to promote structural thinking and statistical reasoning. It describes the general features of the apps, as well as the pedagogical principles upon which the apps’ designs were anchored on. These principles are grounded on research and established practices on number sense and …
Digital Simulations For Grade 7 To 10 Mathematics, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Verzosa, Maria Alva Q. Aberin, Len Patrick Dominic M. Garces, Flordeliza F. Francisco, Evangeline P. Bautista, Mark Anthony C. Tolentino, Winfer C. Tabares
Digital Simulations For Grade 7 To 10 Mathematics, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Verzosa, Maria Alva Q. Aberin, Len Patrick Dominic M. Garces, Flordeliza F. Francisco, Evangeline P. Bautista, Mark Anthony C. Tolentino, Winfer C. Tabares
Mathematics Faculty Publications
This article describes a Department of Science and Technology – Philippine Council for Industry, Energy and Emerging Technology (DOST-PCIEERD) project aimed to facilitate the implementation of the mathematical objectives raised by the Department of Education’s (DepEd) K to 12 program in the Philippines through the use of innovative digital technologies. In particular, a selection of application software (“apps”) were created for Grade 7 to 10 mathematics that covered topics indicated in the five strands outlined in the K to 12 program – namely (1) number, (2) geometry, (3) measurement, (4) patterns and algebra, and (5) statistics and probability. The design …
Discovering New Tessellations Using Dynamic Geometry Software, Ma. Louise Antonette N. De Las Peñas, Eduard C. Taganap
Discovering New Tessellations Using Dynamic Geometry Software, Ma. Louise Antonette N. De Las Peñas, Eduard C. Taganap
Mathematics Faculty Publications
In this paper we use dynamic geometry software to investigate a class of tilings called k-uniform tilings or tessellations. A tiling consisting of regular polygons whose vertices belong to k-transitivity classes under the action of its symmetry group (vertex-k-transitive) is said to be k-uniform. We also present constructions of tilings consisting of irregular polygons that are vertex-k-transitive.
Going For Gold In The International Math Olympiad, Queena N. Lee-Chua
Going For Gold In The International Math Olympiad, Queena N. Lee-Chua
Mathematics Faculty Publications
In July 2016, two high school students in the Philippine team garnered gold at the 57th International Mathematics Olympiad (IMO) in Hong Kong, capping a three-decade long quest for the top prize in the most prestigious high school math competition in the world. The four other team members also brought home honors, boosting our country to its highest rank ever, 17th out of 109 countries. This article discusses the history of the Philippine participation in the IMO, and examines the critical factors that have led to the victory. For Philippine team participants in general, these include: institutionalized and refined search …
Horizon Content Knowledge In The Work Of Teaching: A Focus On Planning, Nick Wasserman, Julianna Connelly Stockton
Horizon Content Knowledge In The Work Of Teaching: A Focus On Planning, Nick Wasserman, Julianna Connelly Stockton
Mathematics Faculty Publications
Horizon content knowledge, one component of Ball et al.’s mathematical knowledge for teaching framework (e.g., Ball, Thames, & Phelps, 2008), has yet to reach adequate clarity and consensus in the field. Recently, various scholars have worked to further conceptualize and describe the mathematical horizon (e.g., Jakobsen, Thames & Ribeiro, 2013; Figueiras et al., 2011; Zazkis & Mamolo, 2011). In this communication, we identify some limitations in the ways such knowledge has thus far been described and offer an additional form of potential impact of horizon content knowledge on the work of teaching.
Color Models As Tools In Teaching Mathematics, Ma. Louise Antonette N. De Las Peñas
Color Models As Tools In Teaching Mathematics, Ma. Louise Antonette N. De Las Peñas
Mathematics Faculty Publications
In this paper we discuss various situations how color models and patterns can be used to simplify the study of abstract mathematics and serve as tools in understanding mathematical ideas. We illustrate the realization of such models through the development of advanced computer technology. In particular, we present how a computer algebra software such as Mathematica, or a dynamic geometry environment, can be utilized to facilitate the study of transformation geometry and group theory.
Undergraduate Students' Self-Reported Use Of Mathematics Textbooks, Aaron Weinberg, Emilie Wiesner, Bret Benesh, Timothy Boester
Undergraduate Students' Self-Reported Use Of Mathematics Textbooks, Aaron Weinberg, Emilie Wiesner, Bret Benesh, Timothy Boester
Mathematics Faculty Publications
Textbooks play an important role in undergraduate mathematics courses and have the potential to impact student learning. However, there have been few studies that describe students' textbook use in detail. In this study, 1156 undergraduate students in introductory mathematics classes were surveyed, and asked to describe how they used their textbook. The results indicate that students tend to use examples, instead of the expository text, to build their mathematical understanding, which instructors may view as problematic. This way of using the textbook may be the result of the textbook structure itself, as well as students' beliefs about reading and the …
Mathematical Competitions In Hungary: Promoting A Tradition Of Excellence & Creativity, Julianna Connelly Stockton
Mathematical Competitions In Hungary: Promoting A Tradition Of Excellence & Creativity, Julianna Connelly Stockton
Mathematics Faculty Publications
Hungary has long been known for its outstanding production of mathematical talent. Extracurricular programs such as camps and competitions form a strong foundation within the Hungarian tradition. New types of competitions in recent years include team competitions, multiple choice competitions, and some exclusively for students who are not in a special mathematics class. This study explores some of the recent developments in Hungarian mathematics competitions and the potential implications these changes have for the very competition-driven system that currently exists. The founding of so many new competitions reflects a possible shift in the focus and purpose of competitions away from …
Research In Mathematics Educational Technology: Current Trends And Future Demands, Shannon O. Driskell, Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Margaret L. Niess, David K. Pugalee
Research In Mathematics Educational Technology: Current Trends And Future Demands, Shannon O. Driskell, Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Margaret L. Niess, David K. Pugalee
Mathematics Faculty Publications
This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, …
Prospective Teachers' Use Of Representations In Solving Statistical Tasks With Dynamic Statistical Software, Hollylynne Lee, Shannon O. Driskell, Suzanne R. Harper, Keith R. Leatham, Gladis Kersaint, Robin L. Angotti
Prospective Teachers' Use Of Representations In Solving Statistical Tasks With Dynamic Statistical Software, Hollylynne Lee, Shannon O. Driskell, Suzanne R. Harper, Keith R. Leatham, Gladis Kersaint, Robin L. Angotti
Mathematics Faculty Publications
This study examined a random stratified sample (n=62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis.
Tilings, Patterns And Technology, Ma. Louise Antonette N. De Las Peñas, Angela Fatima H. Guzon
Tilings, Patterns And Technology, Ma. Louise Antonette N. De Las Peñas, Angela Fatima H. Guzon
Mathematics Faculty Publications
In this paper we discuss various situations where tilings and patterns, with the aid of technology, facilitate the teaching of mathematics and serve as tools in understanding and developing new mathematical ideas. We also illustrate how technology makes possible cultural connections in the study of mathematics using Islamic tilings and patterns.
Calculus Students’ Difficulties In Using Variables As Changing Quantities, Susan S. Gray, Barbara J. Loud, Carole Sokolowski
Calculus Students’ Difficulties In Using Variables As Changing Quantities, Susan S. Gray, Barbara J. Loud, Carole Sokolowski
Mathematics Faculty Publications
The study of calculus requires an ability to understand algebraic variables as generalized numbers and as functionally-related quantities. These more advanced uses of variables are indicative of algebraic thinking as opposed to arithmetic thinking. This study reports on entering Calculus I students’ responses to a selection of test questions that required the use of variables in these advanced ways. On average, students’ success rates on these questions were less than 50%. An analysis of errors revealed students’ tendencies toward arithmetic thinking when they attempted to answer questions that required an ability to think of variables as changing quantities, a characteristic …
Undergraduates' Use Of Mathematics Textbooks, Bret Benesh, Tim Boester, Aaron Weinberg, Eimilie Wiesner
Undergraduates' Use Of Mathematics Textbooks, Bret Benesh, Tim Boester, Aaron Weinberg, Eimilie Wiesner
Mathematics Faculty Publications
No abstract provided.
The Use And Influence Of Technology In Mathematics Education, Ma. Louise Antonette N. De Las Peñas, Wei-Chi Yang
The Use And Influence Of Technology In Mathematics Education, Ma. Louise Antonette N. De Las Peñas, Wei-Chi Yang
Mathematics Faculty Publications
The use of various types of technologies in the classroom and examinations is growing rapidly and is strongly influencing teaching and learning practices. In this paper, we will look at particular situations on how various technologies such as numerically capable calculators, graphics calculators, and technological tools that are CAS enabled or have CAS with Dynamic Geometry, impact students' learning. We also discuss briefly the educational opportunities that are made available by the emergence of graphics calculators with capabilities of handling electronic learning activities, such as Casio’s Class Pad (see [1]) and Casio’s 9860 graphics calculator.
Mathematics Placement Test: Helping Students Succeed, Norma Rueda, Carole Sokolowski
Mathematics Placement Test: Helping Students Succeed, Norma Rueda, Carole Sokolowski
Mathematics Faculty Publications
A study was conducted at Merrimack College in Massachusetts to compare the grades of students who took the recommended course as determined by their mathematics placement exam score and those who did not follow this recommendation. The goal was to decide whether the mathematics placement exam used at Merrimack College was effective in placing students in the appropriate mathematics class. During five years, first-year students who took a mathematics course in the fall semester were categorized into four groups: those who took the recommended course, those who took an easier course than recommended, those who took a course more difficult …