TY - JOUR
T1 - Self-efficacy and problem-solving skills in mathematics
T2 - the effect of instruction-based dynamic versus static visualization
AU - Kohen, Zehavit
AU - Amram, Meirav
AU - Dagan, Miriam
AU - Miranda, Tali
N1 - Publisher Copyright: © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - This study explores the self-efficacy and problem-solving skills of middle school mathematics students. The students–111 9th graders who were studying a unit for the analysis of function–were given mathematics instruction that was based on either dynamic or static visualization. Findings revealed a positive impact of instruction that was based on dynamic visualization that involved the use of the technological GeoGebra application, compared to instruction that was based on static visualization. The students who were exposed to dynamic visualization instruction displayed high levels of mathematics self-efficacy in real time. Improvement in the mathematics problem-solving skills of these students was shown both immediately after the intervention and three months later, demonstrating better conceptual and procedural understanding. The findings imply that exposure to instruction-based dynamic visualization contributed to closing both the affective and cognitive gaps between high and low achievers. The study offers a significant contribution to theoretical and methodological aspects, and provides practical understanding of instruction-based dynamic visualization about performance of mathematics students in both the affective and cognitive domains.
AB - This study explores the self-efficacy and problem-solving skills of middle school mathematics students. The students–111 9th graders who were studying a unit for the analysis of function–were given mathematics instruction that was based on either dynamic or static visualization. Findings revealed a positive impact of instruction that was based on dynamic visualization that involved the use of the technological GeoGebra application, compared to instruction that was based on static visualization. The students who were exposed to dynamic visualization instruction displayed high levels of mathematics self-efficacy in real time. Improvement in the mathematics problem-solving skills of these students was shown both immediately after the intervention and three months later, demonstrating better conceptual and procedural understanding. The findings imply that exposure to instruction-based dynamic visualization contributed to closing both the affective and cognitive gaps between high and low achievers. The study offers a significant contribution to theoretical and methodological aspects, and provides practical understanding of instruction-based dynamic visualization about performance of mathematics students in both the affective and cognitive domains.
KW - Dynamic visualization
KW - high and low achieving
KW - mathematics self-efficacy
KW - problem-solving skills
KW - static visualization
UR - http://www.scopus.com/inward/record.url?scp=85076456279&partnerID=8YFLogxK
U2 - https://doi.org/10.1080/10494820.2019.1683588
DO - https://doi.org/10.1080/10494820.2019.1683588
M3 - مقالة
SN - 1049-4820
VL - 30
SP - 759
EP - 778
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 4
ER -