4th Issue, April 2017

menon_issue_1st_special_2014_001.jpgThe Faculty Of Education announces the publication of the 4th issue of MENON: Journal Of Educational Research
 

The scope of the MENON is broad, both in terms of topics covered and disciplinary perspective, since the journal attempts to make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to MENON regularly appear as special issues (thematic issues).

This open access journal welcomes papers in English, as well in German and French. Allsubmitted manuscripts undergo a peer-review process. Based on initial screening by the editorial board, each paper is anonymized and reviewed by at least two referees.  Referees are reputed within their academic or professional setting, and come from Greece and other European countries. In case one of the reports is negative, the editor decides on its publication.

MENON © is published at UNIVERSITY OF WESTERN MACEDONIAFACULTY OF EDUCATION

 

Download the 4th issue from here.

 
 
 
 
 

USING ADDITION TO SOLVE SUBTRACTION PROBLEMS IN THE NUMBER DOMAIN UP TO 20 AND 100

ABSTRACT

Over the past 4 decades, a lot of research has been done on the strategies that are used to mentally solve subtraction problems. In the present manuscript, 2 types of strategies are distinguished: (1) direct subtraction, in which the smaller number is directly subtracted from the larger one (e.g., 75 − 43 = . by doing 75 − 40 = 35, 35 − 3 = 32), and (2) subtraction by addition, in which one determines how much needs to be added to the smaller number to get to the larger one (e.g., 75 − 43 = . by doing 43 + 30 = 73 and 73 + 2 = 75, so the answer is 30 + 2 = 32). We set up a series of 5 related studies using non-verbal methods to investigate the flexible use of these strategies in both single- and multi-digit subtraction, first in adults and then in both typically developing children and children with mathematical learning disabilities. The present article provides an overview of the results of these 5 studies.

Authors: Greet Peters, Bert De Smedt, Joke Torbeyns, Pol Ghesquière, Lieven Verschaffel
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 

COMPUTATIONAL ESTIMATION IN AN ADULT SECONDARY SCHOOL: A TEACHING EXPERIMENT

ABSTRACT

The purpose of this study is to investigate the computational estimation ability of adult learners and to implement a teaching intervention about computational estimation in an Adult Junior High School. Adults’ estimation skill is measured through interview, before and after the intervention, with a researcher-designed tool. A questionnaire is also used to evaluate their attitudes towards mathematics. The math teacher who implemented the teaching experimental is interviewed too. The results suggest that, although adults could estimate to some extent, their estimation skill was significantly improved due to the teaching intervention. Factors that may affect estimation skill, such as prior knowledge of strategies and involvement in everyday activities with measurements or mental calculations, are also investigated. Furthermore, math teacher’s participation in this research may have led to a PCK expansion, even though her attitude towards estimation was neutral. Finally, educational implications are discussed too.

Authors: Petros Anestakis, Charalambos Lemonidis
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

STUDENTS’ BEHAVIORS IN COMPUTATIONAL ESTIMATION CORRELATED WITH THEIR PROBLEM-SOLVING ABILITY

ABSTRACT

The present study examined the behaviors in number sense and especially in computational estimation problems, of 5th and 6th grade students of Greek Primary schools, who participated in a mathematical competition. These students have not received any training in relation to computational estimation strategies nor have they been trained in expressing themselves verbally or in writing as to their way of thought while performing the set tasks. Therefore, it was examined whether these students know how to perform computational estimation, which strategies they use, and what errors they make. It was also examined whether they can write down their explanations in computational estimation problems and this ability was compared with their problem solving ability. Many researchers (Buchanan 1978; Reys 1986; Reys and Reys 1989; Dowker 2003) state that estimation plays an important role in problem solving and is very similar to it, however, no experiments have been conducted specifically on this issue.

Authors: Charalampos Lemonidis, Eleni Nolka, Konstantinos Nikolantonakis
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

FIFTH AND SIXTH GRADE STUDENTS' NUMBER SENSE IN RATIONAL NUMBERS AND ITS RELATION WITH PROBLEM SOLVING ABILITY

ABSTRACT

Problem solving and number sense are two of the core subjects on which strong emphasis is given in contemporary mathematics curricula of compulsory education. In this study, we examined fifth and sixth grade Greek students’ number sense concerning the mental calculation with rational numbers and specifically fractions and percents. We attempt to analyze the behaviors of fifth and sixth graders in mental calculations with fractions and percent examining the performance of students, categorizing the mental strategies used by them. Despite of the educational importance of these two mathematical areas – problem solving and number sense in mental calculations with rational number – there are not studies which examine directly the relation of students' performance in these two areas. This study has shown that the majority of students use rule-based strategies in operations with fractions and percents. Another result is that the students’ strategy choice (number sense or rule based) relates to their performance in problem solving. 

Authors: Charalambos Lemonidis, Ioanna Kaiafa
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

COMPUTATIONAL ESTIMATION IN THE GREEK PRIMARY SCHOOL: TASKS PROPOSED FOR ITS TEACHING

ABSTRACT

The goal of this study was to examine prospective primary school teachers’ views of computational estimation and its teaching in primary school. Data was gathered through questionnaires administrated to 113 Greek pre-service teachers regarding the value they accredit to computational estimation and their suggestions for teaching it followed by interviews of 10 pre-service teachers regarding their understanding about computational estimation and skills needed to be developed. Results revealed that the majority of prospective teachers believe in the importance of computational estimation for both daily life and school. In the tasks they propose for teaching computational estimation, they incorporate context that relies on children’s out-of-school experiences, indicating their willingness to relate these experiences to computational estimation and, in general, to mathematics. Educational implications are discussed with regards to the need for computation estimation to be further acknowledged and implemented in the classroom as well as instruction to be provided to teachers.

Authors: Petros Anestakis, Despina Desli
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 
 

FACTORS CONTRIBUTING TO COMPUTATIONAL ESTIMATION ABILITY OF PRESERVICE PRIMARY SCHOOL TEACHERS

ABSTRACT

This study focuses on the investigation of the factors that are related and contribute to computational estimation ability. We interviewed 69 students of the Department of Primary Education of the University of Crete. Moreover, these students had filled in a test. According to the analysis of the results, the factors that contribute to success at computational estimation are: a) good mathematical background and mainly good performance at exact mental computation and proportion problems, b) preference to mathematics at school, c) positive self-concept of computational estimation ability, d) positive self-concept of acquiring exact mental computation ability from the first grades of primary school, e) positive self-concept of memory ability and particularly numerical data memory ability

Authors: Georgia Chalepaki, Michael Kourkoulos
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

PROSPECTIVE TEACHER’S EFFICIENCY AND FLEXIBILITY IN PREP AND MENTAL CALCULATION OF TWO-DIGIT MULTIPLICATIONS

ABSTRACT

Students’ and adults’ knowledge of prep (Campbell & Xue, 2001, LeFevre, & Liu, 1997, LeFevre et al., 1996, Metcalfe & Campbell, 2008) has been studied extensively. However, a few studies have analyzed students’ strategies in mental calculations of multi digit multiplications (Baek Jae-Meen, 1998; Heirdsfield, A. et al. 1999; Murray, H., et al. 1994; Lemonidis, 2013). In addition, there are no studies analyzing adults’ strategies or examining their mental flexibility in two-digit multiplications, as well as comparing this flexibility with their knowledge of multiplication tables. The main research questions in this paper are (a) which strategies are used by prospective teachers, (b) how flexible they are in mental calculations  of two-digit multiplications and (c) how this flexibility is associated with their knowledge of the multiplication tables. Their flexibility in strategies employed to multiply two-digit numbers was examined by using the method choice / no-choice by Lemaire & Siegler, (1995). The results showed that prospective teachers are not flexible in two-digit multiplications and they mostly use the written algorithms mentally in order to calculate. Moreover, their flexibility to mentally calculate two-digit multiplications is associated with their knowledge in prep and their prep response time.

Authors: Charalambos Lemonidis, Helen Tsakiridou, Fani Panou, Helen Griva
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

 

INVESTIGATING PROSPECTIVE ELEMENTARY TEACHERS’ NUMBER SENSE, THROUGH MENTAL COMPUTATION STRATEGIES

ABSTRACT

The purpose of this study was to explore the number sense of prospective elementary teachers, through a test demanding mental computations and estimation strategies. Eighty seven pre-service teachers from the Department of Primary Education participated in this study. Findings were analysed with quantitative methods. At the end of the research, prospective teachers’ number sense was found to be very low, not only in what concerns rational numbers, but even about the basics of decimal system and elementary numerical properties.

Authors: Eugenia Koleza, Maria Koleli
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

ELEMENTARY TEACHERS’ EFFICIENCY IN COMPUTATIONAL ESTIMATION PROBLEMS

ABSTRACT

The aim of this study was to explore in-service teachers’ performance and strategies in computational estimation and possible individual difference. Additionally, the study looked for possible individual difference in terms of age and work experience, their attitude towards mathematics and their prior performance in mathematics during high school years. Eighty Greek in-service teachers participated in the study. Results showed that in-service teachers performed quite well, in most of the computational estimations and used a variety of strategies. Individual differences were captured only in terms of in-service attitude towards mathematics. 

Authors: Charalambos Lemonidis, Anastasia Mouratoglou, Dimitris Pnevmatikos
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

 

EXPLORING NUMBER SENSE IN SIXTH GRADE IN GREECE: AN INSTRUCTIONAL PROPOSAL AND ITS LEARNING RESULTS

ABSTRACT

Surveys show that the majority of Greek students use procedural strategies in regards to mental calculations with rational numbers, ie, they are just trying to apply rules without having the adequate understanding (Lemonidis, 2013, Lemonidis & Kaiafa in this issue). This study proposes a teaching intervention which aims to advance students understanding about mental calculations and enrich their conceptual strategies repertoire. For this purpose, three teachers of 6th grade were first trained and, later, asked to teach mental calculations operations with rational numbers for a period of three months. The post training understanding and skills of 66 students were compared with the answers of 462 5th and 6th grade students who participated in mathematics competition by using the same instrument (Lemonidis and Kaiafa in this issue). The results showed that students of the experimental group, exploited a larger pool of strategies and, especially, more conceptual strategies. It is interesting that teachers were not familiar enough with the strategies for executing mental operations with rational numbers. After the intervention, positive changes in their attitudes and knowledge were identified.

Authors: Charalambos Lemonidis, Alexadra Kermeli, George Palaigeorgiou
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]