Ali Bicer

A Meta-Analysis: Improvement of Students’ Algebraic Reasoning through Metacognitive Training

Although algebraic reasoning has been considered as an important factor influencing students’ mathematical performance, many students struggle to build concrete algebraic reasoning. Metacognitive training has been regarded as one effective method to develop students’ algebraic reasoning; however, there are no published meta-analyses that include an examination of the effects of metacognitive training on students’ algebraic reasoning. Therefore, the purpose of this meta-analysis was to examine the impact of metacognitive training on students’ algebraic reasoning. Eighteen studies with 22 effect sizes were selected for inclusion in the present meta-analysis. In the process of the analysis, one study was determined as an outlier; therefore, another meta-analysis was reconstructed without the outlier to calculate more robust results. The findings indicated that the overall effect size without an outlier equaled d=0.973 with SE=0.196. Q=20.201 (p<.05) and I2=0.997, which indicated heterogeneity of the studies. These results showed that the metacognitive training had a statistically significant positive impact on students’ algebraic reasoning.

The effects of problem-posing intervention types on elementary students’ problem-solving

ABSTRACT Abstract Problem posing is the act of creating one’s own problems, unlike the traditional practice of solving problems posed by others. Problem posing is not a commonly taught topic. Though some students have difficulties acquiring problem-posing skills, the positive effects are far reaching. A quasi-experimental research design was used to determine the growth in problem-posing and -solving skills in a low socio-economic status rural elementary school. Teachers conducted mathematics learning centres daily while researchers conducted research-based intervention activities for 3 months. A short quiz was administered to students in grades 2-5 (N = 45) pre and post measuring problem-solving and problem-posing changes. A statistically significant difference (p < .05) was noted in both problem solving and problem posing. Results indicate that explicitly teaching problem posing in elementary classrooms is a worthwhile endeavour.

Studying mathematics in high school and college: Summer bridge program student beliefs

Prospective engineering students often have difficulty with study expectations when transitioning from high school to college. Mathematics is particularly challenging for those who have been successful in high school without needing to study. Engineering mathematics college courses tend to cover twice the volume of material in 60% of the class time of high school mathematics courses. Thus, the need for outside study time is increased drastically, and the time to absorb and practice concepts and skills is reduced. Surveys from students in a summer precalculus program revealed that they understood that their strategies for success in mathematics should change as they transitioned to college. However, they often failed to begin the change while participating in the summer program designed to increase their algebra and precalculus skills in preparation for engineering calculus. The research questions for this study are: 1) For prospective engineering students in a summer precalculus bridge program, how did their expectations of college mathematics study compare with their expectations of high school mathematics study? 2) How well do prospective engineering students in a summer precalculus bridge program begin to change their study habits in preparation for engineering college mathematics?

Hispanic students’ mathematics achievement in the context of their high school types as STEM and non-STEM schools

ABSTRACT The purpose of this paper is to demonstrate Hispanic students’ mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students’ mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies and 14 of which were matched non-STEM schools, were included in this study. A hierarchical linear modelling method was conducted. The result of the present study revealed that there was no difference in Hispanic students’ mathematics achievement growth rate in T-STEM academies compared to Hispanic students’ mathematics achievement growth rate in comparison schools. However, in terms of gender, the results indicated that female Hispanic students in T-STEM academies outperformed female Hispanic students in comparison schools in their mathematics growth rate.

Egg Drop Parachute

The new egg drop project is different from previous egg drop projects because it requires a more accurate hypothesis, higher-level mathematics, and science knowledge (i.e. quadrilateral and circle’s dimensions, gravity, density of air, velocity, resistance force), and application on a real world situation. The teacher introduces a story that can give students motivation and interest in the project. By reading the story, students can follow up with what they are going to do, why they should do it, and what they need to consider while implementing the project. The story is that the parachute company wants mathematics and science researchers (students in the classroom) to develop parachute models with scientific hypotheses to apply them on practical situations.

Teksas-FeTeMM okullarının akademik performanslarının ilişkili oldukları eğitim servis merkezlerine göre İncelemesi: Boylamsal bir çalışma

Bu calismanin amaci farkli bolgelerdeki Teksas-FeTeMM (T-FeTeMM) akademilerinde egitim goren ogrencilerin akademik performanslarinin bulunduklari bolgedeki Egitim Servis Merkezlerine (ESM) gore incelemektir. ESM’lerinin hedefleri okullarin kalitesini ve bu okullarda egitim goren ogrencilerin basarisini arttirmaktir. Bu calismada, ESM’lerin bulunduklari bolgelere gore ogrenci basarilarinda farklilik olup olmadigini belirlemek amaciyla T-FeTeMM ogrencilerinin uc yillik performanslari incelenmektedir. Farkli bolgelerde bulunan ESM’lerde yer alan T-FeTeMM akademisi ogrencilerinin matematik skorlari arasinda demografik degiskenler goz onune alindiginda anlamli farklilik bulunmamistir. Dokuzuncu sinifta Afrika kokenli Amerikali ogrencilerin skorlarinin aritmetik ortalamasi Beyaz Amerikali ogrencilerinkinden istatistiksel olarak daha dusuk bulunmustur. Asya kokenli ogrencilerin matematik gelisim oranlari ise Beyaz Amerikali ogrencilerinkinden daha yuksek bulunmustur. Erkek ogrencilerin matematik gelisim orani kizlarinkinden daha yuksek bulunmustur.