The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students

Maha Abdul Kareem Fraihat; Amal Abdallah Khasawneh; Ali Ahmad Al-Barakat

doi:10.29333/ejmste/12088

Full Text (PDF)

Maha Abdul Kareem Fraihat ¹ ^* , Amal Abdallah Khasawneh ¹ , Ali Ahmad Al-Barakat ¹ ²

More Detail

¹ Department of Curricula and Teaching Methods, Yarmouk University, Irbid, JORDAN² Department of Education, University of Sharjah, Sharjah, UAE^* Corresponding Author

Abstract

This study investigated the effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. To achieve the aim of the study, a pre-post-test of mathematical reasoning and proof was used, and its validity and reliability were verified. The sample of the study consisted of 50 female students who were distributed equally into two groups; the experimental who were taught the circle unit in geometry by situated learning environment, and the control group who were taught by the traditional method. The results indicate a significant improvement in the students’ ability of reasoning and proof in favor of the experimental group. Moreover, a diversity of mathematical reasoning and proof strategies were used by the experimental group.

Keywords

situated learning environment
mathematical reasoning and proof
mathematics education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 6, Article No: em2120

https://doi.org/10.29333/ejmste/12088

Publication date: 14 May 2022

Article Views: 1800

Article Downloads: 1665

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State, Nigeria. International Journal of Emerging Sciences, 1(2), 143-152.
Al-Kilani, A., & Al-Sharifin, N. (2016). An introduction to research in educational and social sciences. Dar Al Masirah for Publishing and Distribution, Jordan.
Alzahrani, K. S. (2022). “Away from the textbook,” metacognitive strategies in mathematics: A qualitative study on Saudi students’ motivation to learn mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 18(1), em2070. https://doi.org/10.29333/ejmste/11507
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. https://doi.org/10.3102/0013189X025004005
Assefa, S., & Eshetu, F. (2019). Effects of context-based instructional approaches on students’ problem-solving skills in rotational motion. EURASIA Journal of Mathematics, Science and Technology Education, 15(2), em1665. https://doi.org/10.29333/ejmste/102283
Besar, P. H. S. N. b. P. H. (2018). Situated learning theory: The key to effective classroom teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1(1), 49-60. https://www.researchgate.net/publication/327530821
Boaler, J. (1999). Participation, knowledge and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40, 259-281. https://doi.org/10.1023/A:1003880012282
Brown, R., & Redmond, T. (2017). Privileging a contextual approach to teaching mathematics: A secondary teacher’s perspective [Paper presentation]. The Annual Meeting of the Mathematics Education Research Group of Australasia.
Cabral, A., Viau, R., & Bédard, D. (1997). Situated learning and motivation strategies to improve cognitive learning in CE [Paper presentation]. 1997 Annual Conference, Milwaukee, Wisconsin. https://doi.org/10.18260/1-2--6784
Chang, B. (2021). Situated learning–foreign sites as learning context. Journal of Comparative and International Higher Education, 13(2), 5-22. https://doi.org/10.32674/jcihe.v13i2.2615
Csíkos, C., & Hidayatullah, I. (2022). Mathematics related belief system and word problem-solving in the Indonesian context. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2094. https://doi.org/10.29333/ejmste/11902
Đokić, O. (2015). The effects of RME and innovative textbook model on 4th grade pupils’ reasoning in geometry. In Proceedings of the Developing Mathematical Language and Reasoning (pp. 107-117).
Donaldson, T., Fore, G. A., Filippelli, G. M., & Hess, J. L. (2020). A systematic review of the literature on situated learning in the geosciences: Beyond the classroom. International Journal of Science Education, 42(5), 722-743. https://doi.org/10.1080/09500693.2020.1727060
Ginting, M. S., Prahmana, R. C. I., Isa, M., & Murni, M. (2018). Improving the reasoning ability of elementary school student through the Indonesian realistic mathematics education. Journal on Mathematics Education, 9(1), 41-54. https://doi.org/10.22342/jme.9.1.5049.41-54
Habsah, F. (2017). Developing teaching material based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. Journal Riset Pendelikon Matematika [Pendelikon Mathematics Research Journal], 4(1), 43-55. https://doi.org/10.21831/jrpm.v4i1.10199
Hasanah, S. I., Tafrilyanto, C. F., & Aini, A. (2019). Mathematical reasoning: The characteristics of students’ mathematical abilities in problem solving. Journal of Physics: Conference Series, 1188, 012057. https://doi.org/10.1088/1742-6596/1188/1/012057
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. https://www.researchgate.net/publication/228591409
Hodgen, J. (2007). The situated nature of mathematics teacher knowledge [Paper presentation]. Mathematical Knowledge in Teaching Seminar, Cambridge, UK.
Illeris, K. (2009). Contemporary theories of learning: Learning theorists … in their own words. Routledge. https://doi.org/10.4324/9780203870426
Kadioglu, M., Tacgin, Z., & Sahin, N. (2020). Instructional design and material development progress to elearning environments: A sample of obstetrical nursing education. Contemporary Educational Technology, 12(1), ep265. https://doi.org/10.30935/cedtech/7631
Kennedy, M., & Dunn, T. (2018). Improving the use of technology enhanced learning environments in higher education in the UK: A qualitative visualization of students’ views. Contemporary Educational Technology, 9(1), 76-89. https://doi.org/10.30935/cedtech/6212
Klein, S., & Leikin, R. (2020). Opening mathematical problems for posing open mathematical tasks: What do teachers do and feel? Educational Studies in Mathematics, 105, 349-365. https://doi.org/10.1007/s10649-020-09983-y
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful learning in mathematics: A research synthesis of teaching approaches. International Electronic Journal of Mathematics Education, 17(2), emo679. https://doi.org/10.29333/iejme/11715
Kumar, B. (2021). Strategies and implication of situated learning: An overview. Learning Community, 12(01), 13-18. https://doi.org/10.30954/2231-458X.01.2021.2
Kurniawan, M., Rahayu, S., Fajaroh, F., & Almuntasheri, S. (2020). Effectiveness of dual situated learning model in improving high school students’ conceptions of chemistry equilibrium and preventing their misconceptions. Journal of Science Learning, 3(2), 99-105. https://doi.org/10.17509/jsl.v3i2.22277
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Leonardo, A., Molle, J., & Gaspersz, M. (2021). Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts. International Journal of Evaluation and Research in Education, 10(2), 522-534. https://doi.org/10.11591/ijere.v10i2.20640
Li, Y., & Schoenfeld, A. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6, 44. https://doi.org/10.1186/s40594-019-0197-9
Ling, L.-S. B., & Choo, T. B. (2005). Connecting theory to practice–Using technology to support situated learning in vocational education. https://static.aminer.org/pdf/PDF/000/269/861/a_situated_learning_perspective_on_learning_object_design.pdf
Malcolm, S. A. (2010). Situated learning and communities of practice: The challenges of applying situated learning to a South African school context. https://www.researchgate.net/publication/276881584_Situated_Learning_and_Communities_of_Practice_The_Challenges_of_Applying_Situated_Learning_to_a_South_African_School_Context
Malik, R. H., & Rizvi, A. A. (2018). Effect of classroom learning environment on students’ academic achievement in mathematics at secondary level. Bulletin of Education and Research, 40(2), 207-218.
Mohamed, M. M., Paoletti, T., Vishnubhotla, M., Greenstein, S., & Lim, S. S. (2020). Working group: Supporting students’ meanings for quadratics: Integrating RME, quantitative reasoning and designing for abstraction. In Proceedings of the 42^nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. https://doi.org/10.51272/pmena.42.2020-20
Mousley, J. A. (2003). Mathematical and pedagogical understanding as situated cognition. https://files.eric.ed.gov/fulltext/ED501036.pdf
NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics. https://www.nctm.org/standards/
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Situated learning. Instructional guide for university faculty and teaching assistants. https://www.niu.edu/citl/resources/guides/instructional-guide/
Odeh, A. (2010). Measurement and evaluation in the teaching process. Dar Al-Amal for Publishing and Distribution.
Oliver, R., & Herrington. J. (2014). Using situated learning as an assign strategy for web-based learning. ResearchGate, 11, 178-191. https://doi.org/10.4018/978-1-878289-59-9.ch011
Ozudogru, M., & Ozudogru, F. (2017). The effect of situated learning on students’ vocational English learning. Universal Journal of Educational Research, 5(11), 2037-2044. https://doi.org/10.13189/ujer.2017.051120
Peng, A., Li, M., Lin, L., Cao, L., & Cai, J. (2022). Problem posing and its relationship with teaching experience of elementary school mathematics teachers from ethnic minority area in Southwest China. EURASIA Journal of Mathematics, Science and Technology Education, 18(2), em2076. https://doi.org/10.29333/ejmste/11534
Persky, A. M., & Robinson, J. D. (2017). Moving from novice to expertise and its implications for instruction. American Journal of Pharmaceutical Education, 81(9), 6065. https://doi.org/10.5688/ajpe6065
Polizzi, S. J., Zhu, Y., Reid, J. W., Ofem, B., Salisbury, S., Beeth, M., Roehrig, G., Mohr-Schroeder, M., Sheppard, K., & Rushton, G. T. (2021). Science and mathematics teacher communities of practice: Social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education, 8, 30. https://doi.org/10.1186/s40594-021-002752
Reyes, J. D., Insorio, A. O., Ingreso, V., Hilario, F. F., & Gutierrez, C. R. (2019). Conception and application of contextualization in mathematics education. International Journal of Educational Studies in Mathematics, 6(1), 1-18.
Rocha, M. (2020). Investigating of the effects of a situated learning digital game on mathematics education at the primary school level [Doctoral thesis, Technological University Dublin]
Stefanowicz, A. (2014). Proofs and mathematical reasoning. University of Birmingham.
Stein, D. (1998). Situated learning in adult education. http://www.ericdigests.org/1998-3/adult-education.html
Voskoglou, M. G. (2019). Communities of practice for teaching and learning mathematics. American Journal of Educational Research, 7(6), 386-391. https://doi.org/10.12691/education-7-6-2
Wang, W., Coutras, C., & Zhu, M. (2021). Empowering computing students with proficiency in robotics via situated learning. Smart Learning Environment, 8, 24. https://doi.org/10.1186/540561-021-00167-6
Watson, A. (Ed.). (1998). Situated cognition and the learning of mathematics. Wolsey Hall Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and Identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Widjaja, W. (2013). The use of contextual problems to support mathematical learning. IndoMS-JME, 4(2), 151-159. https://doi.org/10.22342/jme.4.2.413.151-159
Xie, S., & Cai, J. (2020). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: Perspectives from Chinese high school inservice mathematics teachers. International Journal of Science and Mathematics Education, 19, 747-769. https://doi.org/10.1007/s10763-020-10074-w
Xin, R., Li, L., Qiaoli, S., & Xingyue, W. (2021). Real work load-situated training in COVID-19 prevention of general practice residents in China: A situated cognition study. Frontiers in Public Health, 9, 765402. https://doi.org/10.3389/fpubh.2021.765402
Yaro, K., Amoah, E., & Wanger, D. (2020). Situated perspectives on creating math tasks for peace and sustainability. Canadian Journal of Science, Mathematics &Technology Education, 20(2), 218-229. https://doi.org/10.1007/s42330-020-00083-w
Zahner, W., Calleros, E., & Pelaez, K. (2021). Designing learning environments to promote academic literacy in mathematics in multilingual secondary mathematics classrooms. Mathematics Education, 53, 359-373. https://doi.org/10.1007/s11858-021-01239-0
Zeitoun, K. (2008). Designing educational programs based on constructivism: intellectual rooting and empirical research. The World of Books.

How to cite this article

APA

Fraihat, M. A. K., Khasawneh, A. A., & Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2120. https://doi.org/10.29333/ejmste/12088

Vancouver

Fraihat MAK, Khasawneh AA, Al-Barakat AA. The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. EURASIA J Math Sci Tech Ed. 2022;18(6):em2120. https://doi.org/10.29333/ejmste/12088

AMA

Fraihat MAK, Khasawneh AA, Al-Barakat AA. The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. EURASIA J Math Sci Tech Ed. 2022;18(6), em2120. https://doi.org/10.29333/ejmste/12088

Chicago

Fraihat, Maha Abdul Kareem, Amal Abdallah Khasawneh, and Ali Ahmad Al-Barakat. "The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2120. https://doi.org/10.29333/ejmste/12088

Harvard

Fraihat, M. A. K., Khasawneh, A. A., and Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2120. https://doi.org/10.29333/ejmste/12088

MLA

Fraihat, Maha Abdul Kareem et al. "The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2120. https://doi.org/10.29333/ejmste/12088