Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the math...Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.展开更多
In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential rela...In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential relationship between spatial abilities and mathematical performance （focusing on non-standard problems） in mathematically-motivated students （MMS） who participated in the Kangaroo Contest. We also sought to ascertain whether the correlation between scores of SA tasks and the rest [of the] non-standard problems （RNSP） in the contest is age-dependent. A strong correlation between SA tasks and mathematical performance, together with well-known malleable spatial abilities can lead us to the conclusion that the development of spatial abilities in early childhood is necessary as a predictor of later mathematics achievement. This issue is important for students at all levels and especially for MMS, some of whom will later become mathematically promising students.展开更多
Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and p...Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide,this study examined the types of quality mathematics instructional practices that affect students’mathematics learning across five high-performing Asian education systems using the Trends in International Mathematics and Science Study(TIMSS)2011 dataset.It found that no combinations of the components of conceptual and procedural mathematics teaching practices exist consistently across the five education systems.Results from the study provide important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in these Asian education systems as well as elsewhere.展开更多
文摘Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.
文摘In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential relationship between spatial abilities and mathematical performance （focusing on non-standard problems） in mathematically-motivated students （MMS） who participated in the Kangaroo Contest. We also sought to ascertain whether the correlation between scores of SA tasks and the rest [of the] non-standard problems （RNSP） in the contest is age-dependent. A strong correlation between SA tasks and mathematical performance, together with well-known malleable spatial abilities can lead us to the conclusion that the development of spatial abilities in early childhood is necessary as a predictor of later mathematics achievement. This issue is important for students at all levels and especially for MMS, some of whom will later become mathematically promising students.
文摘Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide,this study examined the types of quality mathematics instructional practices that affect students’mathematics learning across five high-performing Asian education systems using the Trends in International Mathematics and Science Study(TIMSS)2011 dataset.It found that no combinations of the components of conceptual and procedural mathematics teaching practices exist consistently across the five education systems.Results from the study provide important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in these Asian education systems as well as elsewhere.
