Research Articles (Science, Mathematics and Technology Education)http://hdl.handle.net/2263/17502024-03-29T12:26:50Z2024-03-29T12:26:50ZMathematics teachers’ use of textbooks for instructional decision-making in lesson studySekao, Davidhttp://hdl.handle.net/2263/953612024-03-26T22:47:55Z2023-01-01T00:00:00ZMathematics teachers’ use of textbooks for instructional decision-making in lesson study
Sekao, David
This paper draws from a broad study that explored mathematics teachers’ engagement with textbooks within the Lesson Study context. In the current paper, we report on teachers’ use of mathematics textbook activities to inform their instructional decisions during collaborative lesson planning of numeric and geometric patterns. The study took place within the Lesson Study (LS) context – a teacher development practice that emphasises, inter alia, collaborative lesson planning. Data was collected by observing teachers during collaborative lesson planning and through interviews. Data analysis was informed by the Mathematics Knowledge for Teaching (MKT) framework and Modes of teacher engagement with the textbook. Findings suggest that teachers’ instructional decisions are mainly stimulated by the textbooks, teachers use textbook activities with fidelity, and they seldom adapt the activities drawn from the textbooks. However, where adaptation occurs teachers do it superficially. We contend that the capacity to conduct in-depth interrogation of the text is a derivative of mathematics subject matter knowledge (SMK) as well as pedagogical content knowledge (PCK). Therefore, the widespread adoption of text without interrogation could be indicative of the lack of requisite content knowledge and pedagogical skills.
2023-01-01T00:00:00ZEffectiveness of an over-the-counter self-fitting hearing aid compared with an audiologist-fitted hearing aid : a randomized clinical trialDe Sousa, K.C. (Karina)Manchaiah, VinayaMoore, David R.Graham, Marien AletSwanepoel, De Wethttp://hdl.handle.net/2263/953502024-03-26T22:46:44Z2023-06-01T00:00:00ZEffectiveness of an over-the-counter self-fitting hearing aid compared with an audiologist-fitted hearing aid : a randomized clinical trial
De Sousa, K.C. (Karina); Manchaiah, Vinaya; Moore, David R.; Graham, Marien Alet; Swanepoel, De Wet
IMPORTANCE : Hearing loss is a highly prevalent condition, with numerous debilitating consequences when left untreated. However, less than 20% of US adults with hearing loss use hearing aids. Over-the-counter (OTC) hearing aids became available in October 2022 to improve access and affordability. However, clinical effectiveness studies of available OTC hearing aids using the existing devices in the market are limited.
OBJECTIVE : To compare the clinical effectiveness of a self-fitting OTC hearing aid with remote support and a hearing aid fitted using audiologist-fitted best practices.
DESIGN, SETTING AND PARTICIPANTS : Setting, and Participants This randomized clinical effectiveness trial was conducted between April 14 and August 29, 2022. Sixty-eight adults with self-perceived mild to moderate hearing loss were recruited and randomly assigned to either the self-fitting or the audiologist-fitted group. Following bilateral hearing aid fitting, participants first completed a 2-week, take-home field trial without any support. Access to fine-tuning for both groups was only available after the 2-week trial. Support and adjustment were provided remotely for the self-fitting group per request and by the audiologist for the audiologist-fitted group. Participants were then reassessed after an additional 4-week take-home trial.
INTERVENTIONS : A commercially available self-fitting OTC hearing aid was provided to participants in the self-fitting group who were expected to set up the hearing aids using the commercially supplied instructional material and accompanying smartphone application. In the audiologist-fitted group, audiologists fitted the same hearing aid according to the National Acoustics Laboratories nonlinear version 2 algorithm for prescriptive gain target using real-ear verification with hearing aid use instruction.
MAIN OUTCOMES AND MEASURES : The primary outcome measure was self-reported hearing aid benefit, measured using the Abbreviated Profile of Hearing Aid Benefit (APHAB). Secondary measures included the International Outcome Inventory for Hearing Aids (IOI-HA) and speech recognition in noise measured using an abbreviated speech-in-noise test and a digits-in-noise test. All measures were completed at baseline and at 2 intervals following hearing aid fitting (2 and 6 weeks).
RESULTS : Sixty-four participants were included in the analytic sample (33 men [51.6%]; mean [SD] age, 63.6 [14.1] years), with equal numbers of participants (n = 32) randomized into each group. The groups did not differ significantly in age (effect size r = −0.2 [95% CI, −0.3 to 0.2]) or 4-frequency pure-tone average (effect size r = 0.2 [95% CI, −0.1 to 0.4]). After the 2-week field trial, the self-fitting group had an initial advantage compared with the audiologist-fitted group on the self-reported APHAB (Cohen d = −0.5 [95% CI, −1.0 to 0]) and IOI-HA (effect size r = 0.3 [95% CI, 0.0-0.5]) but not speech recognition in noise. At the end of the 6-week trial, no meaningful differences were evident between the groups on any outcome measures.
CONCLUSION AND RELEVANCE : In this randomized clinical effectiveness trial, self-fitting OTC hearing aids with remote support yielded outcomes at 6 weeks post fitting comparable to those of hearing aids fitted using audiologist best practices. These findings suggest that self-fitting OTC hearing aids may provide an effective intervention for mild to moderate hearing loss.
TRIAL REGISTRATION : ClinicalTrials.gov Identifier: NCT05337748
DATA SHARING STATEMENT : See Supplement 3.; SUPPLEMENTARY MATERIAL 1 : Trial protocol and statistical analysis plan.; SUPPLEMENTARY MATERIAL 2 : eMETHODS. Probe Tube Verification Using Speech Mapping for the Self-fit (SF) vs Audiologist-Fit (AF) Groups.
eFIGURE 1. Comparison of Prescribed NAL-NL2 Real-Ear Targets and Measured Real-Ear Levels in dB SPL (Blue) for Left and Right Ears Combined.
eFIGURE 2. Distribution of Conventional Pure Tone Audiometric Frequencies Combined Left and Right.
eREFERENCES.; SUPPLEMENTARY MATERIAL 3 : Data Sharing Statement
2023-06-01T00:00:00ZFirst-year undergraduate students' statistical problem-solving skillsMakwakwa, Eva G.Mogari, DavidOgbonnaya, Ugorji Iheanachorhttp://hdl.handle.net/2263/949152024-02-23T22:46:11Z2024-01-01T00:00:00ZFirst-year undergraduate students' statistical problem-solving skills
Makwakwa, Eva G.; Mogari, David; Ogbonnaya, Ugorji Iheanachor
This study investigated first-year undergraduate statistics students’ statistical problem-solving skills on the probability of the union of two events, conditional probability, binomial probability distribution, probabilities for x-limits using the z-distribution, x-limit associated with a given probability for a normal distribution, estimating the y-value using a regression equation, and hypothesis testing for a single population mean when a population standard deviation is unknown. The study was a descriptive case study and employed a mixed-method research approach. Data were collected through content analysis of a statistics course examination script of 120 first-year undergraduate students of statistics in an open distance-learning university in South Africa. Polya's Model of Problem Solving was used as the framework of analysis. The study revealed that the students, in general, had poor statistical problem-solving skills.
2024-01-01T00:00:00ZStudent teachers’ perceptions of mentoring as an influencer of their professional teacher identity developmentVan Putten, SonjaVan Putten, Jessica K.De Jager, Lizette J.http://hdl.handle.net/2263/947652024-02-21T22:46:33Z2023-01-01T00:00:00ZStudent teachers’ perceptions of mentoring as an influencer of their professional teacher identity development
Van Putten, Sonja; Van Putten, Jessica K.; De Jager, Lizette J.
This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students’ PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique.
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