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All Journal Al-Jabar : Jurnal Pendidikan Matematika International Journal on Emerging Mathematics Education
Elbehary, Samah Gamal Ahmed
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Education Mathematics

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Contextualizing Probability Tasks: The Case of Egyptian School Curriculum Elbehary, Samah Gamal Ahmed
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.25575

Abstract

This paper clarifies contexts of probability in Egyptian primary and lower-secondary school textbooks and how the students prioritize them. Through a preliminary general inductive analysis, it was apparent that the Egyptian curriculum emphasized the conventional activities that require calculations and are suitable to employ theoretical probability. On the other hand, students highlighted the environmental circumstances, such as predicting the weather, to be the most practical context for the probability. Accordingly, refinement of the curriculum is needed to be consistent with students’ viewpoints. 
Training Egyptian undergraduate mathematics students to implement REACT strategies: An approach to strengthen their conceptual and procedural knowledge of rational numbers and capability to create contextual situations Elbehary, Samah Gamal Ahmed
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.21420

Abstract

Background: The quality of instruction significantly influences students' understanding of school mathematics, highlighting the importance of initial teacher education. Concerns about how to enhance prospective teachers' pedagogical skills remain significant. This study addresses the scarcity of national investigations on employing REACT strategies in preparing pre-service mathematics teachers.Aim: This study aims to strengthen the conceptual and procedural knowledge of rational numbers among undergraduate mathematics students and develop their abilities to create contextual situations that align with the five interpretations of rational numbers: part-whole, operator, quotient, ratio, and measure.Method: An embedded design was employed, selecting a convenient sample of thirty undergraduates from the mathematics teacher preparation program at the Faculty of Education, Tanta University in Egypt, during the academic year 2022-2023. Data collection involved administering a test to assess participants' conceptual and procedural knowledge and a survey to explore their capabilities in creating contextual situations. The data were analyzed using descriptive and inferential statistics, coupled with qualitative analysis of participants' answers.Results: The adapted training significantly enhanced participants' knowledge of rational numbers, evidenced by a large effect size (Cohen’s d = 2.71). Furthermore, participants' ability to generate contextual scenarios improved, demonstrated by the diversity of contexts and the inclusion of all interpretations of rational numbers in their scenarios.Conclusion: The study demonstrates the effectiveness of REACT strategies in improving prospective mathematics teachers' knowledge and skills. Future research should evaluate the quality of contextual scenarios proposed by prospective teachers across various domains of mathematics.
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