Active Participation and Student Journal in Confucian Heritage Culture Mathematics Classrooms
- 10.2991/acsr.k.220202.018How to use a DOI?
- Active learning; Student journal; English medium instruction; Confucian heritage culture; Mathematics classrooms
This article discusses an eﬀort to encourage student-instructor interactive engagement through active learning activities during class time. We not only encouraged our students to speak out when an opportunity arises but also required them to record their active participation in a student journal throughout the semester. In principle, any activities which constitute active learning can and should be recorded in a student journal. These include, but not limited to, reading definition, theorem, problem, etc.; responding to questions and inquiries; asking questions; and pointing out some mistakes during class time. Despite an incentive for this participation, our experience teaching diﬀerent mathematics courses in several consecutive semesters indicates that many students resist in speaking out publicly, submitting empty journals at the end of the semester instead. Students’ feedback on teaching evaluation at the end of the semester reveals that many dislike and are against the idea of active participation and recording it in the journal. This paper discusses the reason behind this resistance and provides some potential remedies to alleviate the situation.
- © 2022 The Authors. Published by Atlantis Press International B.V.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Natanael Karjanto PY - 2022 DA - 2022/02/08 TI - Active Participation and Student Journal in Confucian Heritage Culture Mathematics Classrooms BT - Proceedings of the International Conference on Mathematics, Geometry, Statistics, and Computation (IC-MaGeStiC 2021) PB - Atlantis Press SP - 89 EP - 91 SN - 2352-538X UR - https://doi.org/10.2991/acsr.k.220202.018 DO - 10.2991/acsr.k.220202.018 ID - Karjanto2022 ER -