Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.48489/quadrante.22922 |
Resumo: | The CAMI website is a virtual community designed for francophone students from K-12 school levels in New Brunswick, Canada, and elsewhere in the world. The main purpose of this learning environment is to increase its members’ opportunities to learn mathematics by proposing rich, interesting, and challenging problems. Although few studies have been conducted on CAMI website, none explored if richness of the problems is related to how interesting and difficult the members perceived the problems to be. The present article addresses this lack by investigating the possibility of links between members’ perceptions of interest and difficulty of the mathematical problems posted, and the richness of the problems according to the creators of CAMI. Using a sequential mixed method design (Teddlie & Tashakkori, 2009) and Manuel’s (2010) model, we studied first the richness of 118 problems for which online surveys were conducted that questioned students about how interesting and difficult they found the problems to be. Then we studied how the richness is related to students’ perceptions. Although the results showed no significant relation between the richness of the problems according to the researchers and the students’ perception of interest and difficulty, some tendencies, however, prompt the need for further analysis. |
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Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI WebsiteRelating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI WebsiteArtigos The CAMI website is a virtual community designed for francophone students from K-12 school levels in New Brunswick, Canada, and elsewhere in the world. The main purpose of this learning environment is to increase its members’ opportunities to learn mathematics by proposing rich, interesting, and challenging problems. Although few studies have been conducted on CAMI website, none explored if richness of the problems is related to how interesting and difficult the members perceived the problems to be. The present article addresses this lack by investigating the possibility of links between members’ perceptions of interest and difficulty of the mathematical problems posted, and the richness of the problems according to the creators of CAMI. Using a sequential mixed method design (Teddlie & Tashakkori, 2009) and Manuel’s (2010) model, we studied first the richness of 118 problems for which online surveys were conducted that questioned students about how interesting and difficult they found the problems to be. Then we studied how the richness is related to students’ perceptions. Although the results showed no significant relation between the richness of the problems according to the researchers and the students’ perception of interest and difficulty, some tendencies, however, prompt the need for further analysis.O CAMI constitui uma comunidade virtual concebida para alunos francófonos, do pré-escolar ao 12.º ano, em particular de New Brunswick, Canadá, mas também do resto do mundo. O principal objetivo deste ambiente de aprendizagem é alargar as oportunidades de aprendizagem da Matemática dos seus membros, propondo-lhes problemas ricos, interessantes e desafiadores. Embora já tenham sido realizados vários estudos sobre o website CAMI, nenhum deles explorou a questão de como a riqueza dos problemas está relacionada com as perceções dos membros relativamente ao seu interesse e dificuldade. O presente artigo responde a essa falta, investigando a possibilidade de ligações entre as percepções dos membros acerca do interesse e dificuldade dos problemas matemáticos propostos e a riqueza desses problemas segundo os criadores do CAMI. Usando uma metodologia mista sequencial (Teddlie & Tashakkori, 2009) e o modelo proposto por Manuel (2010), começámos por estudar a riqueza de 118 problemas relativamente aos quais conduzimos questionários online que interrogaram os alunos sobre o interesse e dificuldade que encontraram nos problemas. Em seguida, estudámos o modo como a riqueza dos problemas se relaciona com as perceções dos alunos. Embora os resultados não tenham revelado qualquer relação significativa entre a riqueza dos problemas, segundo os investigadores, e as perceções de interesse e dificuldade manifestadas pelos alunos, o aparecimento de algumas tendências sugere a necessidade de aprofundar este estudo.APM - Associação de Professores de Matemática2015-12-30T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.22922eng2183-28380872-3915Freiman, VictorManuel, Dominicinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-22T17:07:00Zoai:ojs.revistas.rcaap.pt:article/22922Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:01:27.687228Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
title |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
spellingShingle |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website Freiman, Victor Artigos |
title_short |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
title_full |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
title_fullStr |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
title_full_unstemmed |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
title_sort |
Relating Students' Perceptions of Interest and Difficulty to the Richness of Mathematical Problems Posted on the CAMI Website |
author |
Freiman, Victor |
author_facet |
Freiman, Victor Manuel, Dominic |
author_role |
author |
author2 |
Manuel, Dominic |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freiman, Victor Manuel, Dominic |
dc.subject.por.fl_str_mv |
Artigos |
topic |
Artigos |
description |
The CAMI website is a virtual community designed for francophone students from K-12 school levels in New Brunswick, Canada, and elsewhere in the world. The main purpose of this learning environment is to increase its members’ opportunities to learn mathematics by proposing rich, interesting, and challenging problems. Although few studies have been conducted on CAMI website, none explored if richness of the problems is related to how interesting and difficult the members perceived the problems to be. The present article addresses this lack by investigating the possibility of links between members’ perceptions of interest and difficulty of the mathematical problems posted, and the richness of the problems according to the creators of CAMI. Using a sequential mixed method design (Teddlie & Tashakkori, 2009) and Manuel’s (2010) model, we studied first the richness of 118 problems for which online surveys were conducted that questioned students about how interesting and difficult they found the problems to be. Then we studied how the richness is related to students’ perceptions. Although the results showed no significant relation between the richness of the problems according to the researchers and the students’ perception of interest and difficulty, some tendencies, however, prompt the need for further analysis. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-30T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.48489/quadrante.22922 |
url |
https://doi.org/10.48489/quadrante.22922 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-2838 0872-3915 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130479675310080 |