Identifying competency demands in calculus textbook examples: The case of integrals
Özgeldi, Meriç
This study investigates how three widely used calculus textbooks realise integrals as a potential to prompt mathematical competencies, adapting the rating scheme used in Boesen et al. (The Journal of Mathematical Behavior, 33:72–87, 2014), Pettersen and Braeken (International Journal of Science and Mathematics Education, 17(2):405–425, 2019) and Turner, Blum and Niss (2015). For this purpose, the study analysed examples (n = 444) about integrals—specifically, to assess the extent to which solving those examples calls for the activation of a particular set of mathematical competencies:Communication; Devising Strategies; Mathematising; Representation; Using Symbols,Operations and Formal Language [Symbols and Formalism]; Reasoning and Argument. The competency demand of the examples was ...
What’s metacognition got to do with the relationship between test anxiety and mathematics achievement?
Özgeldi, Meriç
Research examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children’s Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD = .88) and 11–13 (Mage = 12, SD = .91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indica...