SIMC 2017

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Now showing 1 - 5 of 85
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    Effect of collaborative peer learning on learner attitude and performance in Mathematics in Kenya
    (Strathmore University, 2017) Amukohe, Gabriel
    Learners learn best when they are actively engaged in the processing of learning information. One method of involving them in active learning is to have them learn from each other in small groups or teams. Research shows that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented exclusively by the teacher, and to an extent, appear more satisfied with their classes (Davis 1993, Barkley, 2005). Proof of this has not been done in Kenya and Africa as a whole. There is need to do so scientifically and that is what this paper entails. A model of study will involve purposeful selection of a heterogeneous high school that incorporates the sets of mixed gender boarding and day school to widen the applicability in all the types of schools in the country. These are: • Boarding Girls High School. • Boarding Boys High School • Day School Girls High School • Day School Boys High School • Day School Gender Mixed High • Boarding Gender Mixed High The treatment group shall closely be guided and monitored to make group learning effective. After instruction the mid-term and end term exam results in all the classes shall be compared. A higher mean score of the treatment group shall mean we advocate for peer learning while a lower comparative mean would imply that peer collaborative learning is not practical in Kenya and Africa as a continent. Pre-project and post instruction survey tools shall also be analyzed to get the attitude and ability change in the learner as a result of the collaborative peer teacher guided instruction.
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    Exploring students' solution: a semiotic approach to assessment
    (Strathmore University, 2017) Olande, Oduor
    The present research study explores students’ solutions for a test item from the Swedish national test (a standardized test) in mathematics. Students’ solution for 115 grade 9 students’ is closely analysed using a theory driven analytical construct founded on what is considered as “identification” as well as a “critical-analytical” approach to problem solving. Based on this construct it is observed that a sizable number of students’ solutions follow a visual strategy with a strong reliance on everyday forms of expression. The analysis used in this study problematizes the assessment of mathematics competency from high stake tests, as well as in the mathematics classroom.
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    Initial reflections on teaching and learning Mathematics using tablets in a Prison Education Centre
    (Strathmore University, 2017) Njurai, Evelyn
    The reflections reported in this paper involve an intervention using a tablet as a tool for enhancing teaching and learning of mathematics in a Prison Education Centre in Kenya. The tablet is connected wirelessly to a server running the tutor-web mathematics software, installed at the Centre. The prison staff-teachers first duty is security and then teaching. With these priorities, the teachers sometimes do not attend to their mathematics lessons for hours or days and hence inmate-students miss continued mathematical instructions. To address the challenge, the use of tablet was implemented as a tool to facilitate continued instructions times and subsequent learning. The participants were Form 1 students in the secondary section of the Centre. Findings show that the use of technology did not only facilitate continued learning, but also changed the inmate-students’ negative attitude towards mathematics, motivated them and signs of improved mathematics performance. Challenges of using the tablet as a tool were noted. In general, the project continues to facilitate achievement of the mission of Kenya Prison Service (KPS) of containment and rehabilitation of offenders, responsive administration of justice, social reintegration and community protection. Future improvements on the project have been suggested. The findings inform the government’s implementation of digital learning of mathematics which is key for the development of the country.
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    From smileys to Smiley coins -using a crypto currency in education
    (Strathmore University, 2017) Lentin, Jamie; Stefansson, Gunnar
    This paper describes a crypto currency to reward students for their studies. The currency bears the apt name Smiley coin or SMLY and is used within the tutor-web online learning platform. In order to make the SMLY more attractive several approaches have been used, including support from companies whose services can be purchased for SMLY. The paper describes the use of the SMLY as a reward mechanism in a large undergraduate calculus course, including student adoption, student use of SMLY and abuse tracking.
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    Identifying important Mathematics underlying student thinking
    (Strathmore University, 2017) Ochieng, Mary
    Research in mathematics teacher education suggests the benefits of instructional practices that use student mathematical thinking (e.g., Fennema, et al., 1996; Stein & Lane, 1996), but such practices are complex and difficult both to understand and to enact (Ball & Cohen, 1999; Feiman-Nemser, 2001; Sherin, 2002; Silver, Ghousseini, Gosen, Charalambous, & Font Strawhun, 2005). Preliminary efforts to investigate the practice of using student thinking suggest that productive use requires engaging the class in making sense of mathematical ideas that have originated with students (Leatham, Peterson, Stockero & Van Zoest, 2015). In order to facilitate students’ engagement in making sense of these mathematical ideas, the teacher needs to be able to identify the mathematics to which the idea relates. In this session we will talk about the teaching practice of identifying mathematical points in student thinking, including how this practice may be used to foster understanding of important mathematical ideas and how to support teachers to develop the practice.