PPS 2873

CURRENT ISSUES IN
MATHEMATICS EDUCATION
Assignment: Critiques of 4 Articles
Date of Submission: 22nd March 2016
Lee Siow Ling
MP 131195
850922-01-5032

Lecturer: Assoc. Prof. Dr. Mohini binti Mohamed

1) Title: Modeling students' interest in mathematics homework

2) Author: Jianzhong Xu, Ruiping Yuan, Brian Xu & Melinda Xu
3) Name of Journal: The Journal of Educational Research
4) Date / version: year 2015, version 0
5) Publisher: Taylor & Francis Group, LLC

Summary
This paper focused on the factors influencing mathematics homework interest for
Chinese students and compare the findings with a recent study involving U.S. students.
In the previous studies, Cooper et al.(1998) stated students interest in homework is
positively associated with homework completion. Recent literature suggests that
multiple factors influence mathematics interest, including an affective component, a
cognitive component, adult monitoring, and background variables.

The result showed that mathematics homework interest was positively related to
mathematics self-concept. Higher achievers were more attentive while doing
homework. Besides that, Chinese parents plays an important role in their children
interest in mathematics homework. Students interest in mathematics homework was
positively related to learning-oriented reasons among Chinese students but
peer-oriented reasons were positively related to homework interest with U.S students.

This paper suggested that educators need to rethink pedagogical approach on

promoting homework interest in general, with mathematics homework interest in
particular. Teachers and parents also need to make a coordinated effort to help
students to identify and schedule their own attractive after-school activities so that
they are less likely to be distracted by competing activities during homework sessions.

Critiques
In this paper, researchers focused on two different samples, that is Chinese
students, and U.S students. From the findings, we can see that different culture
background influence students interest on mathematics homework. For example,
Chinese students more focused on their homework compare with U.S students with
the reason of regard homework as an important matter in their school life. As a
teacher, I think the importance of mathematics homework should be highlighted in
classroom, as it is regard as an important after-school activities to students to practice
their curriculum.

According to the research, it is stated that mathematics self-concept is positively

related to the mathematics homework interest. Hence, teachers should apply this point
in the classroom to enhance students motivation in homework completion.
Self-concept can be defined as ones belief on specific elements, such as academic
performance (Bong et. al., 1999). From my viewpoint, students are less motivation in
homework completion mostly due to the types of homework.

Most of the students homework nowadays are exercise-based and this makes
students feel boring on homework. Hence, teachers should make varieties on
homework in order to increase their interest on homework. For example, teachers can
ask students to search some interest mathematics questions from internet which
related to the certain topic, and discuss the questions with peer in class on next day.
Such activities enable to motivate students to find higher order skills questions from
internet and share the knowledge with peer in classroom.
References
Bong, Clark, Richard E. (1999). Comparison between self-concept and self-efficacy
in academic motivation research. Educational Psychologist ,34 (3), 139153.
Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among
attitudes about homework, amount of homework assigned and completed,
and student achievement. Journal of Educational Psychology, 90, 7083.

1) Title: Prediction of Mathematics Learning Strategies on Mathematics Achievement

among 8th Grade Students in Jordan.
2) Author: Belal Sadiq Rababh & Arsaythamby Veloo
3) Name of Journal: Asian Social Science
4) Date / version: year 2015, version 11
5) Publisher: Canadian Center of Science and Education

Summary
This study focused to examine the extent of the students Mathematics Learning
Strategy factors such as mathematics attitude, mathematics motivation, mathematics
self regulation, mathematics self efficacy and mathematics anxiety contribution to
mathematics achievement.

Mathematics attitude is defined as a general emotional nature toward the school

subject of mathematics. Previous studies showed that mathematics attitude has
positive significant on mathematics achievement (McCleod, 1992; Shashaani, 1995;
Hammouri, 2004). The other learning strategy factors included motivation, self
regulation and self efficacy also showed positive effect on mathematics achievement
in previous studies.

The results of analysis showed that mathematics attitude, mathematics motivation,

mathematics self regulation, mathematics self efficacy significantly effect on
mathematics achievement, but mathematics anxiety was found to have negative
significant effect on mathematics achievement. Teaching materials used by teachers,
content knowledge and personality as well as factors from the home environment and
society also affect the relationship between attitude and mathematics achievement.

Critiques
This study focused on five factors of mathematics learning strategy, which are
mathematics attitude, motivation, self regulation and self efficacy contribute on
mathematics achievement. It can be concluded that students mathematics achievement
depends on many factors. In my opinion, these factors can be nurtured from many
aspects, such as parents, teachers and peers. In order to enhance students performance,
teachers should focus on these factors and highlighted these factors in students
learning activities.

For example, mathematics teachers should know accurately how students learn
mathematics in classroom. This will help them organize and plan for effective
teaching and learning of any mathematical concept. Besides it, teachers language
should be intended to enhance positive attitudes towards mathematics education while
students learn mathematics.

From the viewpoint of school, mathematics department counseling should be

undertaken regularly to assist students with negative attitudes towards learning and
performance in mathematics. The negative attitudes should be found early enough
before students utterly drop learning and performance in mathematics. School also
needed to provide adequate utility and resources to teachers in order to enhance
students positive attitude towards mathematics.
References
Hammouri, H. (2004). Attitudinal and motivational variables related to mathematics
achievement in Jordan: Findings from the Third International Mathematics and
Science Study (TIMSS). Educational Research, 46(3), 241-257.
McLeod,

D.

(1992).

Research

on

affect

in

mathematics

reconceptualization. Handbook of research on mathematics

education:
teaching

A
and

learning ,575-596. New York: Macmillan.

Shashaani, L. (1995). Gender differences in mathematics experience and attitude and
their relation to computer attitude. Educational Technology, 35(3), 32-38

1) Title: Does ICT matter for effectiveness and efficiency in mathematics education?
2) Author: Kristof De Witte, Nicky Rogge
3) Name of Journal: Computers & Education
4)Date / version: year 2014, version 75
5)Publisher: Elsevier Ltd.

Summary
The purpose of this study focus on the effectiveness and efficiency of ICT in
mathematics education. Researchers carried out the survey from two points:
effectiveness on students, efficiency in terms of reducing the time needed for
instruction and administrative process. Researchers highlighted that previous studies
on ICT is inconclusive due to small scale research and the methodology. In order to
alter it, researchers use matching approach (students, teachers, school and region) to
carried out the research.

In the part of literature, researchers found that a lot of previous studies show
positive outcome of ICT students mathematics learning. For example, Kulik and
Kulik (1991) found that computer-based instruction usually impacts the pupil
outcomes positively with computer-based teaching raising the pupils examination
scores moderately yet significantly. Moreover, it helped pupils in acquiring a more in
depth understanding of subject material, challenge pupils thinking and understanding,
and improve the pupils problem-solving skills. Previous studies also showed positive
outcome on efficiency of administration process. For example, Selwood and
Pilkington (2005) suggested that ICT does help address workload issues for some
teachers, particularly those who are confident in its use. There is also some evidence
that the use of ICT in administration allows schools to become better in
communicating with the pupils, the parents, and others within the local community.

In this paper, researchers suggests that an evaluation of the impact of ICT on

efficiency and effectiveness in school administration, teaching and learning warrants a
proper consideration of characteristics related to the student population, teaching staff,
administrative personnel and school management. Teachers with using ICT in
teaching should be also evaluate the information on teachers belief towards the use of
ICT in teaching.

Critiques
This article highlighted the positive result in teaching mathematics by using ICT.
In fact, a lot of previous studies had prove this statement and this lead to many
countries to conduct ICT teaching-learning in classroom. In 21st century, ICT become
an important parts to major fields because of its easy to access. This is also include in
education system, such as teachers can prepare teaching material more efficiency by
using computer. Besides it, students become more actively in learning when using
ICT in Mathematics.

According to the above research and previous articles, the goodness of ICT in
teaching-learning process was highlighted. Ministry of Education Malaysia decided to
focus on ICT learning according to Malaysia Education Blueprint 2013 - 2025 and
had spend around RM6 billion on ICT over the past decade in education initiatives,
but the ICT usage in schools is less expectation. For example, a 2010 Ministry study
found that around 80% of teachers spend less than one hour a week using ICT, and
only a third of students perceive their teachers to be using ICT regularly.

In this paper, researchers highlighted four variables, which are students, teachers,
school and region in evaluating the efficiency and effectiveness of ICT. Researchers
focus on this four variables since this paper found that the test outcome depends on
these four characteristics. This give a suggestion to other researchers in conducting
similar research in future. Future studies should not only focus on teachers or students,
but accounting with both students and teachers and also school characteristic.

References
Kulik, C.L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: an
updated analysis. Computers in Human Behavior, 7, 7594.
Selwood, I., & Pilkington, R. (2005). Teacher workload: using ICT to release time to
teach. Educational Review, 57(2), 163174.

1)Title: Factors that Explains Student Anxiety toward Mathematics.

2)Author: Arturo Garca-Santilln, Milka Elena Escalera-Chvez, Elena
Moreno-Garca, Josefina del Carmen Santana-Villegas
3) Name of Journal: Eurasia Journal of Mathematics, Science & Technology
Education
4)Date / version: year 2016, version 12
5)Publisher: iSER publications

Summary
This research focused on the anxiety toward mathematics which made up of a
five-factor structure: anxiety toward evaluation, anxiety toward temporality, anxiety
toward understanding of mathematical problems, anxiety toward numbers and
operations, and anxiety toward mathematical situations in real life. The previous
researches done by Mc Leod & Adams (1989) have shown that poor academic
performance in mathematics is an emotional problem. The analysis done by Muoz
and Mato (2007) identifies that anxiety is a factor which prevents achieving good
performance from students in the learning process, even students from different
cultures.

The analysis from this research showed that students most anxiety toward
evaluation and temporality and less anxiety toward real life situation. The results
show that squared multiple correlation of factor anxiety toward real life situation is
low 27%; that is, mathematical situations in real life cause little anxiety in students.
The remaining 73% of the variance are the factors anxiety toward evaluation and
anxiety toward temporality. The results are consistent with those obtained by other
authors which have shown that anxiety is a factor which prevents students from
achieving a good performance in the learning process. The results of Akey (2006) also
demonstrated that, at the secondary level of education, attitudes toward mathematics
are related to performance.

Critiques
In this research, researchers focused on five types of anxiety towards
mathematics, that is anxiety toward evaluation, anxiety toward temporality, anxiety
toward understanding of mathematical problems, anxiety toward numbers and
operations, and anxiety toward mathematical situations in real life. The analysis
showed that students most anxiety toward mathematics evaluation. As a mathematics
teacher, I agree with this since students always feel stress when conducting the
evaluation, such as minor test or standard-based examination.

In order to eliminate students anxiety toward evaluation, mathematics teachers

should be always encourage students in mathematics learning, rather than focus
teaching mathematics skills. Sometimes students are understand the mathematics
concepts and skills, but only lack of confidence in completing the mathematics
problems, especially in examination. Hence, teachers should be reconstructed students
confidence and their belief in classroom to enhance their mathematics performance.

Besides it, teachers should be emphasized the importance of mathematics in

teaching classroom. Previous studies showed that when students avoid taking courses
related to mathematics and later, when they are deciding on a field of studies at the
university, they discover their options are limited because they have been avoiding
numeric subjects (Fennema & Sherman, 1976; Ho et al. ,2000). This point can be
highlighted in classroom when teaching mathematics, especially when teaching those
mathematics depth-concept which made students tend to avoid in learning. Teachers
positive guide can lead students to have positive thinking in learning mathematics and
also enable to rebuild their belief in learning mathematics. These positive attitudes on
students able to enhance their performance in mathematics.

References
Akey, T. (2006). School context, student attitudes and behavior, and academic
achievement: An exploratory analysis. Retrieved from:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage
Fennema, E. & Sherman, J. (1976). Mathematics Attitudes Scales: Instruments
Designed to Measure Attitudes toward the Learning of Mathematics by Females
and Males. Journal for Research in Mathematics Education, 7(5), 324-326.
Ho, H., Senturk, D., Lam, A.G., Zimmer, J.M., Hong, S., Okamoto, Y., Chiu, S.,
Nakazawa, Y. & Wang, C. (2000). The affective and cognitive dimensions of
math anxiety: A cross-national study. Journal for Research in Mathematics
Education, 31(3), 362-379.
Mcleod, D. & Adams V. (1989). Affect and Mathematical Problem-Solving: A new
perspective. New York: Springer Verlac.
Muoz-Cantero, J. & Mato, M. (2007). Elaboracin y estructura factorial de un
cuestionario para medir la ansiedad hacia las matemticas en alumnos de
educacin secundaria obligatoria. Revista Galego-Portuguesa de psicoloxa e
educacin, 14(1) ,221-231