Tan Hazel
Monash University, Education, Faculty Member
- Mathematics Education, Technology, Educational Technology, Secondary Mathematics, Mathematics Education at High Schools, Educational Research, and 19 moreQuantitative Methods, Mixed Methods, Social Research Methods and Methodology, Research Methodology, Online Media, Qualitative Research, Computer-Mediated Communication, Virtual Communities, Media theory and Research, Social Networking, Mobile and Location-Based Media, Social Sciences, Political communication, Political Identity, Education, Gender, Mathematics, Facebook, and Gender Equalityedit
- Dr Hazel Tan is an academic at the Monash University and part of the Mathematics, Science and Technology Academic Com... moreDr Hazel Tan is an academic at the Monash University and part of the Mathematics, Science and Technology Academic Community. Her areas of research and teaching interest are in secondary mathematics education, educational technology, and international comparative studies. Her research methodological expertise is in quantitative and mixed methods and her work on Facebook as a recruitment tool for research has gained academic interest.edit
It is well known that there are gender differences in students’ mathematics performances (e.g., Trends in International Mathematics and Science Study). In terms of technology use in mathematics education, males have been found to exhibit... more
It is well known that there are gender differences in students’ mathematics performances (e.g., Trends in International Mathematics and Science Study). In terms of technology use in mathematics education, males have been found to exhibit higher confidence in using technology for learning than females. However, how much of students’ confidence and attitude towards technology are influenced by their teachers’ teaching approaches remains to be explored. This study takes a step in this direction by investigating Singaporean students’ most-preferred method of learning how to use the graphing calculator (GC). Based on a large-scale survey of 964 senior secondary students, it was found that there were some gender differences in the methods that male and female students most prefer when they learn how to use calculators. Further analyses based on students’ responses as to whether the different methods helped them learn how to solve mathematics problems using the GC revealed that there may be gendered responses towards students’ perceived instructional methods used by teachers. The chapter concludes with some questions raised about gender and technology in mathematics education in the light of inclusive practices.
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Barkatsas’ chapter contributes to the discussion on gender issues in the affective aspects of learning statistics (using SATS) and learning mathematics with ICT (using MTAS). My response to the chapter has two parts: contributions of the... more
Barkatsas’ chapter contributes to the discussion on gender issues in the affective aspects of learning statistics (using SATS) and learning mathematics with ICT (using MTAS). My response to the chapter has two parts: contributions of the findings to the original theoretical basis of the instruments, and implications of the studies on equitable policy and practice.
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ABSTRACT
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Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females’ underrepresentation in higher level mathematics... more
Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females’ underrepresentation in higher level mathematics and STEM-based courses comprise learner-related and environmental variables—including societal beliefs. Using Facebook to recruit participants, we explored if mathematics, science, and computing continue to be viewed as male domains. Responses were received from 784 people in 81 countries. As well as looking at the views of the world at large, responses from nine countries with at least 30 respondents—Canada, China, Egypt, India, Israel, Singapore, UAE, UK, and Australia—were examined in more detail. The results indicated that among those who held gender-stereotyped views (and many did not), mathematics, science, and computing were considered more suitable for males than for females.
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This paper describes the development of an instrument aimed at measuring senior secondary students' ways of using graphics calculators as part of a larger study investigating the students' learning styles and their ways of... more
This paper describes the development of an instrument aimed at measuring senior secondary students' ways of using graphics calculators as part of a larger study investigating the students' learning styles and their ways of learning and using the graphics calculators. ...
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In 2009, four mathematics subjects were offered at the year 12 level in the Victorian Certificate of Education (VCE). The two subjects at the intermediate level--Mathematical Methods and Mathematical Methods CAS--run in parallel, that is,... more
In 2009, four mathematics subjects were offered at the year 12 level in the Victorian Certificate of Education (VCE). The two subjects at the intermediate level--Mathematical Methods and Mathematical Methods CAS--run in parallel, that is, a student can be enrolled in only one or the other, ...
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In a contemporary era where accountability and evidenced-based practice is critical, teacher educators must look for a balanced approach to providing informative research outcomes to influence policy and practice. Mixed methods is... more
In a contemporary era where accountability and evidenced-based practice is critical, teacher educators must look for a balanced approach to providing informative research outcomes to influence policy and practice. Mixed methods is suggested as a way to do this. An examination of 1055 empirical research articles published in two prominent teacher education journals (2010–2016) was conducted. Results showed 46.5% of the studies used qualitative methods, 27.9% used quantitative methods, and 25.6% used mixed methods. Within the proportion of mixed methods studies, it was identified that a balanced qualitative and quantitative approach (71.1%) appeared to be most prevalent. Of these, 68.5% were considered Concurrent Parallel in nature. The trend over time suggests a decline in the percentage of qualitative-only studies and an increase in mixed methods studies. This trend implies that teacher education researchers are becoming increasingly aware of the flexibility offered by mixed methods research and how it can be used to investigate complex issues within the field. This paper offers another angle to the existing discourse on the need for diversity in education studies to engage with policy and practice, from a methodological perspective.
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This paper will present a teacher research conducted by a group of Mathematics teachers at Innova Junior College, which aimed to improve students ’ ability to solve mathematical problems on the topic of Differential Equations. The... more
This paper will present a teacher research conducted by a group of Mathematics teachers at Innova Junior College, which aimed to improve students ’ ability to solve mathematical problems on the topic of Differential Equations. The teaching method being researched was inspired by the Kumon’s method of learning, which enables a child to advance step-by-step through completion of daily worksheets with accuracy and speed, leading to mastery of contents. Students completed a set of self-explanatory worksheets, which were carefully designed to guide them through one concept at a time. In this paper, the principles of the design of the worksheets, as well as the findings from the pre-test and post-test will be discussed.
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In this paper, the relationships between students’ beliefs about knowing and learning mathematics, and how they engage with calculators, are investigated. An online survey was conducted for 964 Singaporean and 176 Victorian senior... more
In this paper, the relationships between students’ beliefs about knowing and learning mathematics, and how they engage with calculators, are investigated. An online survey was conducted for 964 Singaporean and 176 Victorian senior secondary students. Students’ connected knowing–deep approach conception of mathematics was found to be associated with their use of calculators as collaborator, and their separate knowing–surface approach conception of mathematics was associated with use of calculators as master. Gender differences in students’ beliefs were also found.
Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were... more
Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly Englishspeaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents’ views were more strongly gendered than were females’.
Lecturers and teachers teaching in blended learning courses have myriad teaching strategies to employ and various online and face-to-face content at their disposal. There is still much we can find out about what and when to blend online... more
Lecturers and teachers teaching in blended learning courses have myriad teaching strategies to employ and various online and face-to-face content at their disposal. There is still much we can find out about what and when to blend online and face-to-face components. In this study, we investigated the effects of the lecturer’s synchronous use of online content in the physical class on the subsequent asynchronous online participation and performance of higher education students. We found that the teacher’s use of the online content in the physical class has a positive effect on students’ subsequent online participation out-of-class. The results illustrate that intentional and integrated online and face-to-face components have positive impact on students’ engagement and online participation. The results have implications for teachers, course designers, learners, and researchers of higher education blended courses.
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This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of... more
This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.
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ABSTRACT This chapter considers the research undertaken by Australasian researchers in the broader area of digital technology in mathematics education.
One of the learning styles models used for investigating students’ preferences is based on the Visual, Aural, Read-Write or Kinesthetic (VARK) modalities for receiving information. This paper presents the research findings of a survey... more
One of the learning styles models used for investigating students’ preferences is based on the Visual, Aural, Read-Write or Kinesthetic (VARK) modalities for receiving information. This paper presents the research findings of a survey study on Singaporean and Australian students, contrasting students’ VARK preferences with their instructional learning preferences when using graphing calculators and calculators with computer algebra systems (advanced calculators). Students filled in an adapted 7-item instrument about their VARK preferences, and were also asked to indicate their most preferred instructional method of learning how to use the calculators to solve mathematics problems. It was found that students generally preferred visual and kinesthetic instructional methods when learning how to use calculators, regardless of their VARK preferences. Results also show that there were regional differences in students’ VARK preferences. Overall, the results suggest that students adapt their learning preferences to different contexts, and that advanced calculators lend themselves to visual and kinesthetic modalities of learning.
Tan, H. (2016). Are mathematics students' learning styles related to their preferred method of learning how to use advanced calculators? In W-C Yang, D. B. Meade, & K. Khairiree (Eds.) Proceedings of the 21st Asian Technology Conference in Mathematics, 14-18 December 2016, Pattaya, Thailand. (pp. 250-259). Thailand: Mathematics and Technology LLC. http://atcm.mathandtech.org/EP2016/contributed/4052016_21216.pdf
Tan, H. (2016). Are mathematics students' learning styles related to their preferred method of learning how to use advanced calculators? In W-C Yang, D. B. Meade, & K. Khairiree (Eds.) Proceedings of the 21st Asian Technology Conference in Mathematics, 14-18 December 2016, Pattaya, Thailand. (pp. 250-259). Thailand: Mathematics and Technology LLC. http://atcm.mathandtech.org/EP2016/contributed/4052016_21216.pdf
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Students’ ways of using handheld calculators were investigated and compared on a sample of 964 Singaporean and 176 Victorian (Australia) senior secondary students. A survey instrument was developed based on four metaphors of technology... more
Students’ ways of using handheld calculators were investigated and compared on a sample of 964 Singaporean and 176 Victorian (Australia) senior secondary students. A survey instrument was developed based on four metaphors of technology use proposed by Geiger (2005): Master, Servant, Partner, and Extension of Self. Factor analysis found three factors: Master, Servant, and combined Partner and Extension of Self. Victorian students were found to have significantly lower scores on calculator as Master and as Servant, compared to Singaporean students. Males in both regions exhibited higher fluency of calculator use, compared to females.
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Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were... more
Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly English-speaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents’ views were more strongly gendered than were females,
Research Interests:
This paper describes the development of an instrument aimed at measuring senior secondary students’ ways of using graphics calculators as part of a larger study investigating the students’ learning styles and their ways of learning and... more
This paper describes the development of an instrument aimed at measuring senior secondary students’ ways of using graphics calculators as part of a larger study investigating the students’ learning styles and their ways of learning and using the graphics calculators. The instrument uses the framework of four metaphors of technology use (Geiger, 2005): Master, Servant, Partner and Extension of Self. Preliminary findings of a pilot study involving 178 senior secondary students from Singapore are discussed.
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Research Interests:
Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from a sample of the general public in Australia and elsewhere in the world. Views on the gendering of mathematics, science, and ICT were... more
Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from a sample of the general public in Australia and elsewhere in the world. Views on the gendering of mathematics, science, and ICT were garnered. In this paper we report the findings from ...
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In this presentation, the process of recruitment of survey participants through the social networking site, Facebook, is presented. It is part of a PhD study in which mathematics students' learning preferences and their ways of using... more
In this presentation, the process of recruitment of survey participants through the social networking site, Facebook, is presented. It is part of a PhD study in which mathematics students' learning preferences and their ways of using graphics calculators and calculators with computer algebra systems are investigated. The participants were senior secondary students taking mathematics at years 11 and 12 level in Victoria, Australia. The issues, administrative procedures and success rates involved with this method of recruitment used in the study will be highlighted.