Integrating Media Literacy Into Mathematics

2019 ◽  
pp. 27-49
Author(s):  
Patricia A. Kolodnicki
Keyword(s):  
Media Literacy ◽  
Mathematics Classroom ◽  
Expert Advice ◽  
Future Research ◽  
Progressive Pedagogy ◽  
Future Success ◽  
High Standards ◽  
And Mathematics ◽  
Mathematics Research ◽  
Literacy Educators

A disconnect between the content taught in mathematics classroom and the skills young adults need for future success has created need for more diverse pedagogy. Media literacy and mathematics communities agree on similar goals for students to access media, evaluate it, and produce their own. Through the use of progressive instructional techniques, specifically involving media literacy, educators can simultaneously address overlooked equity concerns in mathematics. Research has found that these techniques can help students by holding them to high standards, support math thinking and language development, draw on students' prior knowledge, value their communities, and solve real-world problems that they will be facing in the future. Practical suggestions and expert advice for implementing more progressive pedagogy are included. Issues and solutions to infuse new methods into the classroom are outlined along with future research suggestions.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Trust and Relationship Development Among Users in Dark Web Child Sexual Exploitation and Abuse Networks: A Literature Review From a Psychological and Criminological Perspective

2021 ◽  
pp. 152483802110572
Author(s):  
Juliane A. Kloess ◽  
Madeleine van der Bruggen
Keyword(s):  
Literature Review ◽  
Current Knowledge ◽  
Research Question ◽  
Sexual Exploitation ◽  
Relationship Development ◽  
Expert Advice ◽  
Future Research ◽  
Child Sexual Exploitation ◽  
Criminological Perspective ◽  
Dark Web

The increased potential and speed of the Internet has changed the nature of sexual crimes against children. It enables individuals with a sexual interest in children to meet, interact, and engage in illegal activities. The literature review presented here aims to provide an overview of the current knowledge and understanding of trust and relationship development among users of online networks that are dedicated to the sexual exploitation and abuse of children. A systematic search using six databases was conducted to identify relevant literature from a psychological and a criminological perspective. Twenty-one studies met the inclusion criteria that centered around the key aspects of the literature review’s research question, namely, (i) child sexual exploitation and abuse, (ii) Dark Web platforms, (iii) online forums and networks, and (iv) trust and relationship development. Our findings reveal that the engagement in interpersonal communication and interactions with like-minded others serves various functions, including validation, normalization, and support, as well as access to expert advice, information, and material. Dark Web networks are high-stake and risky environments, where users have to manage a continuous flow of threats, with information about others and their trustworthiness being limited. The establishment and maintenance of trust is of social and technical relevance, and users have to navigate a number of demands and commitments. Findings are discussed in relation to theoretical and practical implications, as well as directions for future research.

Field Experience and Prospective Teachers' Mathematical Knowledge and Beliefs

2017 ◽  
Vol 48 (2) ◽  
pp. 148-190 ◽  
Author(s):  
Erik D. Jacobson
Keyword(s):  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematics Learning ◽  
Future Research ◽  
Prospective Elementary Teachers ◽  
Knowledge And Beliefs ◽  
And Mathematics ◽  
Education And Development ◽  
The Relationship

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

Twin Skin of Raza Learners: Race, Language, and Mathematics

2022 ◽  
Vol 115 (1) ◽  
pp. 45-48
Keyword(s):  
Mathematics Classroom ◽  
Fifth Grade ◽  
Language Play ◽  
Language And Mathematics ◽  
And Mathematics

Through a composite counter-story from the perspective of fifth-grade Raza learners, the authors show how race and language play a role in the mathematics classroom.

Media Literacy for Political Cognition in Higher Education

2018 ◽  
pp. 305-331
Author(s):  
Chad Woolard
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Media Literacy ◽  
Information Literacy ◽  
Civic Education ◽  
The Core ◽  
2016 Election ◽  
Values And Beliefs ◽  
Literacy Educators ◽  
Pedagogical Approaches

Civic education has long been a goal of liberal education, and many institutions are renewing their commitment to meaningful civic engagement as both a philosophical and educational goal of higher education. Civic engagement and media literacy are essential to fostering democracy. This chapter outlines the shared ideological and pedagogical approaches to civic and political engagement and its connection to media literacy education. The 2016 election cycle has presented a number of challenges for civic engagement and media literacy educators. Many of the core values and beliefs related to critical thinking and information literacy have been challenged.

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