Student-Made Games to Learn the History of Mathematics
Huntley, Mary Ann; Flores, Alfinio
2011-01-01
In this article, the authors describe how prospective secondary mathematics teachers designed their own adaptations of popular board and computer games to learn the history of mathematics. They begin the article by describing some of the games students designed and used, and follow this with a discussion of factors for successful use of games in…
Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics
DEFF Research Database (Denmark)
Kjeldsen, Tinne Hoff; Blomhøj, Morten
2012-01-01
In this paper, we argue that history might have a profound role to play for learning mathematics by providing a self-evident (if not indispensable) strategy for revealing meta-discursive rules in mathematics and turning them into explicit objects of reflection for students. Our argument is based...
Directory of Open Access Journals (Sweden)
Dra Nurjanah
2017-12-01
Full Text Available The research was aimed at developing learning resources for mathematics logic using the hypothetical learning trajectory designed through reflection on the history of Indonesian independence struggle. The study was carried out at the Department of Mathematics Education of the Faculty of Teacher Training and Educational Sciences Nusantara Islamic University (Uninus. The study used design research consisted of three stages: preparing the experiments, design the experiments, and retrospective analysis. Preparing the experiments stage has been completed and design the experiments stage is currently under preparation. The main activities accomplished in preparing the experiments stage consisted of: studies of Indonesian independence struggle, curriculum analysis, literature review, and early prototype design. Design the experiments phase has enabled the development of the research instruments. The learning trajectory which has been designed in the first stage involved: reflections on the history of Indonesian independence struggle; implication and bi-implication; implication, bi-implication and their truth in the context of the history of the Indonesian independence struggle; and implication, bi-implication and their truth in the context of mathematics. Based on the results of discussions with colleagues, the students’ ability in mathematical thinking can be developed by using the history of Indonesian independence struggle as the context of learning in a mathematics logics course.
DEFF Research Database (Denmark)
Hansen, Vagn Lundsgaard; Gray, Jeremy
Volume 1 in Theme on "History of Mathematics", in "Encyclopedia of Life Support Systems (EOLSS), developed under the auspices of the UNESCO.......Volume 1 in Theme on "History of Mathematics", in "Encyclopedia of Life Support Systems (EOLSS), developed under the auspices of the UNESCO....
Boyer, Carl B
1989-01-01
"Boyer and Merzbach distill thousands of years of mathematics into this fascinating chronicle. From the Greeks to Godel, the mathematics is brilliant; the cast of characters is distinguished; the ebb and flow of ideas is everywhere evident. And, while tracing the development of European mathematics, the authors do not overlook the contributions of Chinese, Indian, and Arabic civilizations. Without doubt, this is--and will long remain--a classic one-volume history of mathematics and mathematicians who create it." --William Dunham Author, Journey Through Genius, The Great Theorems of Mathematics "When we read a book like A History of Mathematics, we get the picture of a mounting structure, ever taller and broader and more beautiful and magnificent--and with a foundation, moreover, that is as untainted and as functional now as it was when Thales worked out the first geometrical theorems nearly 26 centuries ago." --From the Foreword by Isaac Asimov "One of the most useful and comprehensive general introductions t...
History of mathematics and history of science
Mann, Tony
2011-01-01
This essay argues that the diversity of the history of mathematics community in the United Kingdom has influenced the development of the subject and is a significant factor behind the different concerns often evident in work on the history of mathematics when compared with that of historians of science. The heterogeneous nature of the community, which includes many who are not specialist historians, and the limited opportunities for academic\\ud careers open to practitioners have had a profoun...
History of mathematics and history of science.
Mann, Tony
2011-09-01
This essay argues that the diversity of the history of mathematics community in the United Kingdom has influenced the development of the subject and is a significant factor behind the different concerns often evident in work on the history of mathematics when compared with that of historians of science. The heterogeneous nature of the community, which includes many who are not specialist historians, and the limited opportunities for academic careers open to practitioners have had a profound effect on the discipline, leading to a focus on elite mathematics and great mathematicians. More recently, reflecting earlier developments in the history of science, an increased interest in the context and culture of the practice of mathematics has become evident.
New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring
DEFF Research Database (Denmark)
Jankvist, U. T.; Kjeldsen, T. H.
2011-01-01
. The first scenario occurs when history is used as a ‘tool’ for the learning and teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics education. We introduce a multiple-perspective approach to history, and suggest that research on history......The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education that each gives rise to different problems...... in mathematics education follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this is described. Secondly, when...
Under Threes' Mathematical Learning
Franzén, Karin
2015-01-01
The article focuses on mathematics for toddlers in preschool, with the aim of challenging a strong learning discourse that mainly focuses on cognitive learning. By devoting more attention to other perspectives on learning, the hope is to better promote children's early mathematical development. Sweden is one of few countries to have a curriculum…
Learning Mathematics through Programming
DEFF Research Database (Denmark)
Misfeldt, Morten; Ejsing-Duun, Stine
2015-01-01
In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students...... to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics....
The Role of History and Philosophy of in University Mathematics
DEFF Research Database (Denmark)
Kjeldsen, Tinne Hoff; Carter, Jessica M H Grund
2014-01-01
uses of history and the research direction in philosophy of mathematics denoted ‘Philosophy of Mathematical Practice’. We link history and philosophy of mathematical practices to recent ideas in mathematics education in order to identify different roles history and philosophy can play in the learning...... of mathematics at university level. We present, analyse and discuss different examples of inclusions of history and philosophy in university programmes in mathematics. These presentations are divided into courses in history and philosophy, respectively, since this is the main way they are organised...... at the universities. We shall see, however, that the history courses address philosophical questions and that the philosophy courses employ historical material. The chapter ends with comments on how mathematics educations at university level can benefit from history and philosophy of mathematics...
Learning Environments in Mathematics
Turner, Vanshelle E.
2017-01-01
Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…
Almanasreh, Hasan
2017-01-01
This study concerns the use of e-learning in the educational system shedding the light on its advantages and disadvantages, and analyzing its applicability either partially or totally. From mathematical perspectives, theories are developed to test the courses tendency to online transformation. This leads to a new trend of learning, the offline-online-offline learning (fnf-learning), it merges e-learning mode with the traditional orientation of education. The derivation of the new trend is bas...
A concise history of mathematics
Struik, Dirk J
1987-01-01
This compact, well-written history - first published in 1948, and now in its fourth revised edition - describes the main trends in the development of all fields of mathematics from the first available records to the middle of the 20th century. Students, researchers, historians, specialists - in short, everyone with an interest in mathematics - will find it engrossing and stimulating.Beginning with the ancient Near East, the author traces the ideas and techniques developed in Egypt, Babylonia, China, and Arabia, looking into such manuscripts as the Egyptian Papyrus Rhind, the Ten Classics of C
An Example of Using History of Mathematics in Classes
Goktepe, Sevda; Ozdemir, Ahmet Sukru
2013-01-01
In recent years, the topic of integrating history to mathematics lessons in teaching-learning processes has been frequently discussed among researchers. The main aim of this study is to present an example activity which enriched with history of mathematics and to take the views of students about teaching course in this way. In addition, to create…
Turning points in the history of mathematics
Grant, Hardy
2015-01-01
This book explores some of the major turning points in the history of mathematics, ranging from ancient Greece to the present, demonstrating the drama that has often been a part of its evolution. Studying these breakthroughs, transitions, and revolutions, their stumbling-blocks and their triumphs, can help illuminate the importance of the history of mathematics for its teaching, learning, and appreciation. Some of the turning points considered are the rise of the axiomatic method (most famously in Euclid), and the subsequent major changes in it (for example, by David Hilbert); the “wedding,” via analytic geometry, of algebra and geometry; the “taming” of the infinitely small and the infinitely large; the passages from algebra to algebras, from geometry to geometries, and from arithmetic to arithmetics; and the revolutions in the late nineteenth and early twentieth centuries that resulted from Georg Cantor’s creation of transfinite set theory. The origin of each turning point is discussed, along with...
The History of Mathematics and Mathematical Education
Grattan-Guinness, I.
1977-01-01
Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)
A history of Chinese mathematics
Martzloff, Jean-Claude
1997-01-01
For the English language edition, this completely unique book of J.C. Martzloff has been fully revised and updated. It includes many new recent insights and illustrations, a new appendix on Chinese primary sources and a guide to the to the bibliography. From the reviews: "This book ranks with the most erudite Asian publications, and is the most informative and most broadly informed on its topic in any language." N. Sivin, China Quarterly "... crammed with insights, cautionary tales and a great deal of information about current research ... will surely become a standard reference for students, teachers, and researchers alike", J. N. Crossley, Annals of Science "... a truly scholarly and balanced exposition ... a book that the reviewer believes belongs in the library of every university or college, as well as in that of every individual seriously interested in the history of Chinese mathematics", B. L. McAllister, ZBfM "Martzloff History demonstrates clearly that while the Chinese were adept in applying their m...
A hypothetical history of Old Babylonian mathematics
DEFF Research Database (Denmark)
Høyrup, Jens
2012-01-01
Most general standard histories of mathematics speak indiscriminately of “Babylonian” mathematics, presenting together the mathematics of the Old Babylonian and the Seleucid period (respectively 2000–1600 and 300–100 BCE) and neglecting the rest. Specialist literature has always known...
Using History to Teach Mathematics: The Case of Logarithms
Panagiotou, Evangelos N.
2011-01-01
Many authors have discussed the question why we should use the history of mathematics to mathematics education. For example, Fauvel (For Learn Math, 11(2): 3-6, 1991) mentions at least fifteen arguments for applying the history of mathematics in teaching and learning mathematics. Knowing how to introduce history into mathematics lessons is a more difficult step. We found, however, that only a limited number of articles contain instructions on how to use the material, as opposed to numerous general articles suggesting the use of the history of mathematics as a didactical tool. The present article focuses on converting the history of logarithms into material appropriate for teaching students of 11th grade, without any knowledge of calculus. History uncovers that logarithms were invented prior of the exponential function and shows that the logarithms are not an arbitrary product, as is the case when we leap straight in the definition given in all modern textbooks, but they are a response to a problem. We describe step by step the historical evolution of the concept, in a way appropriate for use in class, until the definition of the logarithm as area under the hyperbola. Next, we present the formal development of the theory and define the exponential function. The teaching sequence has been successfully undertaken in two high school classrooms.
Mathematics across cultures the history of non-Western mathematics
2000-01-01
Mathematics Across Cultures: A History of Non-Western Mathematics consists of essays dealing with the mathematical knowledge and beliefs of cultures outside the United States and Europe. In addition to articles surveying Islamic, Chinese, Native American, Aboriginal Australian, Inca, Egyptian, and African mathematics, among others, the book includes essays on Rationality, Logic and Mathematics, and the transfer of knowledge from East to West. The essays address the connections between science and culture and relate the mathematical practices to the cultures which produced them. Each essay is well illustrated and contains an extensive bibliography. Because the geographic range is global, the book fills a gap in both the history of science and in cultural studies. It should find a place on the bookshelves of advanced undergraduate students, graduate students, and scholars, as well as in libraries serving those groups.
The history of mathematics a brief course
Cooke, Roger
2005-01-01
This new edition brings the fascinating and intriguing history of mathematics to life. The Second Edition of this internationally acclaimed text has been thoroughly revised, updated, and reorganized to give readers a fresh perspective on the evolution of mathematics. Written by one of the world's leading experts on the history of mathematics, the book details the key historical developments in the field, providing an understanding and appreciation of how mathematics influences today's science, art, music, literature, and society. In the first edition, each chapter was devoted to a single cultu
Perception determinants in learning mathematics
Mokhtar, Siti Fairus; Ali, Noor Rasidah; Rashid, Nurazlina Abdul
2015-05-01
This article described a statistical study of students' perception in mathematics. The objective of this study is to identify factors related to perception about learning mathematics among non mathematics' student. This study also determined the relationship between of these factors among non mathematics' student. 43 items questionnaires were distributed to one hundred students in UiTM Kedah who enrolled in the Business Mathematics course. These items were measured by using a semantic scale with the following anchors: 1 = strongly disagree to 7 = strongly agree. A factor analysis of respondents were identified into five factors that influencing the students' perception in mathematics. In my study, factors identified were attitude, interest, role of the teacher, role of peers and usefulness of mathematics that may relate to the perception about learning mathematics among non mathematics' student.
Lectures in the history of mathematics
Bos, Henk J M
1993-01-01
"[These lectures] are about themes of the history of mathematics which, for various reasons, are dear to me. The early differential and integral calculus, the work of Christiaan Huygens, and the concept of construction in seventeenth- and eighteenth-century mathematics are the three themes around which much of my research has concentrated and which continue to fascinate me by the insights they offer in the development of that special human activity called mathematics." -from the Introduction This volume contains eleven lectures ranging over a variety of topics in the history of mathematics. The lectures, presented between 1970 and 1987, were delivered in a variety of venues and appeared only in less accessible publications. Those who teach mathematics, as well as mathematics historians, will appreciate this insightful, wide-ranging book.
Handbook on the history of mathematics education
Schubring, Gert
2014-01-01
This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history...
Mathematical History: Activities, Puzzles, Stories, and Games.
Mitchell, Merle
Based on the history of mathematics, these materials have been planned to enrich the teaching of mathematics in grades four, five, and six. Puzzles and games are based on stories about topics such as famous mathematicians, numerals of ancient peoples, and numerology. The sheets are arranged by grade level and are designed for easy duplication.…
The history of mathematics a brief course
Cooke, Roger L
2012-01-01
Praise for the Second Edition ""An amazing assemblage of worldwide contributions in mathematics and, in addition to use as a course book, a valuable resource . . . essential."" -CHOICE This Third Edition of The History of Mathematics examines the elementary arithmetic, geometry, and algebra of numerous cultures, tracing their usage from Mesopotamia, Egypt, Greece, India, China, and Japan all the way to Europe during the Medieval and Renaissance periods where calculus was developed. Aimed primarily at undergraduate students studying the history of
Teacher Identification of Student Learned Helplessness in Mathematics
Yates, Shirley
2009-01-01
Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…
[Difficulties in learning mathematics].
Rebollo, M A; Rodríguez, A L
2006-02-13
To discuss our concern for some aspects of mathematics learning disorders related to the nomenclature employed and their diagnosis; these aspects refer to the term 'dyscalculia' and to its diagnosis (especially syndromatic diagnosis). We also intend to propose a classification that could help to define the terminology. Lastly we are going to consider the different aspects of diagnosis and to determine which of them are indispensable in the diagnosis of primary and secondary disorders. As far as the nomenclature is concerned, we refer to the term 'dyscalculia'. The origins of the term are analysed along with the reasons why it should not be used in children with difficulties in learning mathematics. We propose a classification and denominations for the different types that should undoubtedly be discussed. With respect to the diagnosis, several problems related to the syndromatic diagnosis are considered, since in our country there are no standardised tests with which to study performance in arithmetic and geometry. This means that criterion reference tests are conducted to try to establish current and potential performance. At this stage of the diagnosis pedagogical and psychological studies must be conducted. The important factors with regard to the topographical and aetiological diagnoses are prior knowledge, results from the studies that have been carried out and findings from imaging studies. The importance of a genetic study must be defined in the aetiological diagnosis. We propose a nomenclature to replace the term 'dyscalculia'. Standardised tests are needed for the diagnosis. The need to establish current and potential performance is hierarchized. With regard to the topographical diagnosis, we highlight the need for more information about geometry, and in aetiological studies the analyses must be conducted with greater numbers of children.
A history of Japanese mathematics
Smith, David E
2004-01-01
One of the first books to show Westerners the nature of Japanese mathematics, this survey highlights the leading features in the development of the wasan, the Japanese system of mathematics. Topics include the use of the soroban, or abacus; the application of sangi, or counting rods, to algebra; the discoveries of the 17th-century sage Seki Kowa; the yenri, or circle principle; the work of 18th-century geometer Ajima Chokuyen; and Wada Nei's contributions to the understanding of hypotrochoids. Unabridged republication of the classic 1914 edition. 74 figures. Index.
History, applications, and philosophy in mathematics education
DEFF Research Database (Denmark)
Jankvist, Uffe Thomas
2013-01-01
on the observation that a use of history, applications, and philosophy as a 'goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use......The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different 'whys' and 'hows' of including these three dimensions in mathematics education. Based...... of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics-HAPh-modules-are outlined...
Transformative Learning: Personal Empowerment in Learning Mathematics
Hassi, Marja-Liisa; Laursen, Sandra L.
2015-01-01
This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…
History of mathematics and history of science reunited?
Gray, Jeremy
2011-09-01
For some years now, the history of modern mathematics and the history of modern science have developed independently. A step toward a reunification that would benefit both disciplines could come about through a revived appreciation of mathematical practice. Detailed studies of what mathematicians actually do, whether local or broadly based, have often led in recent work to examinations of the social, cultural, and national contexts, and more can be done. Another recent approach toward a historical understanding of the abstractness of modern mathematics has been to see it as a species of modernism, and this thesis will be tested by the raft of works on the history of modern applied mathematics currently under way.
Mathematics and art a cultural history
Gamwell, Lynn
2016-01-01
This is a cultural history of mathematics and art, from antiquity to the present. Mathematicians and artists have long been on a quest to understand the physical world they see before them and the abstract objects they know by thought alone. Taking readers on a tour of the practice of mathematics and the philosophical ideas that drive the discipline, Lynn Gamwell points out the important ways mathematical concepts have been expressed by artists. Sumptuous illustrations of artworks and cogent math diagrams are featured in Gamwell’s comprehensive exploration. Gamwell begins by describing mathematics from antiquity to the Enlightenment, including Greek, Islamic, and Asian mathematics. Then focusing on modern culture, Gamwell traces mathematicians’ search for the foundations of their science, such as David Hilbert’s conception of mathematics as an arrangement of meaning-free signs, as well as artists’ search for the essence of their craft, such as Aleksandr Rodchenko’s monochrome paintings. She shows t...
Machine Learning via Mathematical Programming
National Research Council Canada - National Science Library
Mamgasarian, Olivi
1999-01-01
Mathematical programming approaches were applied to a variety of problems in machine learning in order to gain deeper understanding of the problems and to come up with new and more efficient computational algorithms...
Sriraman, Bharath, Ed.
2012-01-01
The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…
Pontrjagin, Lev Semenovič
1984-01-01
Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge ometry in the plane and 3-dimensional space. Refin...
Learning Mathematics through Games
Gough, John
2015-01-01
When considering the use of games for teaching mathematics, educators should distinguish between an "activity" and a "game". Gough (1999) states that "A 'game' needs to have two or more players, who take turns, each competing to achieve a 'winning' situation of some kind, each able to exercise some choice about how to move…
The Use of the History of Mathematics in the Teaching Pre-Service Mathematics Teachers
Galante, Dianna
2014-01-01
Many scholars have written about using the history of mathematics in the teaching of pre-service mathematics teachers. For this study, pre-service mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the…
The architecture of modern mathematics essays in history and philosophy
Ferreiros, J
2006-01-01
Aimed at both students and researchers in philosophy, mathematics and the history of science, this edited volume, authored by leading scholars, highlights foremost developments in both the philosophy and history of modern mathematics.
A brief history of mathematics in finance
Directory of Open Access Journals (Sweden)
Erdinç Akyıldırım
2014-03-01
Full Text Available In the list of possible scapegoats for the recent financial crises, mathematics, in particular mathematical finance has been ranked, without a doubt, as the first among many and quants, as mathematicians are known in the industry, have been blamed for developing and using esoteric models which are believed to have caused the deepening of the financial crisis. However, as Lo and Mueller (2010 state “Blaming quantitative models for the crisis seems particularly perverse, and akin to blaming arithmetic and the real number system for accounting fraud.” Throughout the history, mathematics and finance have always been in a close relationship. Starting from Babylonians, through Thales, and then Fibonacci, Pascal, Fermat, Bernoulli, Bachelier, Wiener, Kolmogorov, Ito, Markowitz, Black, Scholes, Merton and many others made huge contributions to the development of mathematics while trying to solve finance problems. In this paper, we present a brief historical perspective on how the development of finance theory has influenced and in turn been influenced by the development of mathematical finance theory.
Learning mathematics outside the classroom
DEFF Research Database (Denmark)
Mogensen, Arne
visits by researchers. The aim is to examine teaching forms and contents in outdoor teaching integrating mathematics, and this setting’s influence on pupils experienced learning, motivation, well-being and physical activity. Teachers’ management of outdoor education is also part of the study. Data were...
Learning Mathematics with Creative Drama
Directory of Open Access Journals (Sweden)
Baki Şahin
2018-04-01
Full Text Available In this study, a mathematics activity that used creative drama method to teach the fifth grade standard “Expresses a position with respect to another point using direction and unit” under geometry and measurement was implemented. Twenty students attending the fifth grade of a public school participated in the study. The lesson plan involved four activities in warm-up, role-play, and evaluation stages. Activities include processes that will ensure active participation of students. The activity lasted two lesson hours. Two prospective mathematics teachers and a mathematics teacher were available in the class during the activity to observe student participation and reactions. Additionally, 10 students were interviewed to learn their views about the lesson. Comments of the observers and the responses of the students to the interview questions indicate that the lesson was successful.
Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.
Suppes, Patrick
This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…
Elements of the history of mathematics
Bourbaki, Nicolas
1994-01-01
This work gathers together, without substantial modification, the major ity of the historical Notes which have appeared to date in my Elements de M atMmatique. Only the flow has been made independent of the Elements to which these Notes were attached; they are therefore, in principle, accessible to every reader who possesses a sound classical mathematical background, of undergraduate standard. Of course, the separate studies which make up this volume could not in any way pretend to sketch, even in a summary manner, a complete and con nected history of the development of Mathematics up to our day. Entire parts of classical mathematics such as differential Geometry, algebraic Geometry, the Calculus of variations, are only mentioned in passing; others, such as the theory of analytic functions, that of differential equations or partial differ ential equations, are hardly touched on; all the more do these gaps become more numerous and more important as the modern era is reached. It goes without saying that t...
Studies in the history of Indian mathematics
2010-01-01
This volume is the outcome of a seminar on the history of mathematics held at the Chennai Mathematical Institute during January-February 2008 and contains articles based on the talks of distinguished scholars both from the West and from India. The topics covered include: (1) geometry in the oulvasatras; (2) the origins of zero (which can be traced to ideas of lopa in Paoini's grammar); (3) combinatorial methods in Indian music (which were developed in the context of prosody and subsequently applied to the study of tonal and rhythmic patterns in music); (4) a cross-cultural view of the development of negative numbers (from Brahmagupta (c. 628 CE) to John Wallis (1685 CE); (5) Kunnaka, Bhavana and Cakravala (the techniques developed by Indian mathematicians for the solution of indeterminate equations); (6) the development of calculus in India (covering the millennium-long history of discoveries culminating in the work of the Kerala school giving a complete analysis of the basic calculus of polynomial and trigon...
Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics
Zengin, Yilmaz; Tatar, Enver
2017-01-01
The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the…
Dahm, Rebecca; De Angelis, Gessica
2018-01-01
The present study examines the multilingual benefit in relation to language learning and mathematical learning. The objective is to assess whether speakers of three or more languages, depending on language profile and personal histories, show significant advantages in language learning and/or mathematical learning, and whether mother tongue…
A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course
White, Diana
2014-01-01
History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led…
A categorization of the 'whys' and 'hows' of using history in mathematics education
DEFF Research Database (Denmark)
Jankvist, Uffe Thomas
2009-01-01
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using history and the approaches to doing so. The way...... history are placed into three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the metaperspective issues (meta-issues...
How Chinese learn mathematics perspectives from insiders
Ngai-Ying, Wong; Lianghuo, Fan; Shiqi, Li
2004-01-01
The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners.
E-learning materials in mathematics education
Fajfar, Tina
2012-01-01
When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...
Mobile learning to improve mathematics teachers mathematical competencies
Hendrayana, A.; Wahyudin
2018-01-01
The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.
Ju, Mi-Kyung; Moon, Jong-Eun; Song, Ryoon-Jin
2016-01-01
From a multicultural perspective, this research investigated to what extent Korean mathematics textbooks use history of mathematics. The results show even though educational use of history presented in Korean mathematics textbooks may provide a rich outlook, it does not encourage a fundamental change in the educational practice of school…
Learning the Work of Ambitious Mathematics Teaching
Anthony, Glenda; Hunter, Roberta
2013-01-01
"Learning the Work of Ambitious Mathematics" project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the "Learning in, from, and for Teaching Practice" project, we investigate new ways to make practice studyable within the university…
Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics
Bütüner, Suphi Önder
2018-01-01
This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…
Driven by History: Mathematics Education Reform
Permuth, Steve; Dalzell, Nicole
2013-01-01
The advancement of modern societies is fueled by mathematics, and mathematics education provides the foundation upon which future scientists and engineers will build. Society dictates how mathematics will be taught through the development and implementation of mathematics standards. When examining the progression of these standards, it is…
The motivation of lifelong mathematics learning
Hashim Ali, Siti Aishah
2013-04-01
As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.
Connecting mathematics learning through spatial reasoning
Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent
2018-03-01
Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.
Modelling and Optimizing Mathematics Learning in Children
Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus
2013-01-01
This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…
The Psychological Basis of Learning Mathematics.
Ruberu, J.
1982-01-01
Mathematics is a hierarchial build-up of concepts and the process of this systematic building up of concepts is of prime importance in the study of mathematics. Although discovery approaches are currently used, there are limitations. Ausubel's "meaningful learning" approach is suggested as an alternative to discovery learning in…
Observing Children Learning History.
Blake, David W.
1981-01-01
Compares the suitability of two kinds of history curricula for the varying levels of cognitive development of 9- to 11-year-olds. Fifteen British students studied the Victorian Era using transcripts of original documents, while 15 classmates used standard textbooks. The documents seemed to give students greater awareness of the evidence sources.…
Making the Learning of Mathematics More Meaningful
Ward, Robin A.
1998-01-01
In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.
Students’ mathematical learning in modelling activities
DEFF Research Database (Denmark)
Kjeldsen, Tinne Hoff; Blomhøj, Morten
2013-01-01
Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts i...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....
A history of folding in mathematics mathematizing the margins
Friedman, Michael
2018-01-01
While it is well known that the Delian problems are impossible to solve with a straightedge and compass – for example, it is impossible to construct a segment whose length is ∛2 with these instruments – the Italian mathematician Margherita Beloch Piazzolla's discovery in 1934 that one can in fact construct a segment of length ∛2 with a single paper fold was completely ignored (till the end of the 1980s). This comes as no surprise, since with few exceptions paper folding was seldom considered as a mathematical practice, let alone as a mathematical procedure of inference or proof that could prompt novel mathematical discoveries. A few question immediately arise: Why did paper folding become a non-instrument? What caused the marginalisation of this technique? And how was the mathematical knowledge, which was nevertheless transmitted and prompted by paper folding, later treated and conceptualised? Aiming to answer these questions, this volume provides, for the first time, an extensive historical study...
Mathematical statistics essays on history and methodology
Pfanzagl, Johann
2017-01-01
This book presents a detailed description of the development of statistical theory. In the mid twentieth century, the development of mathematical statistics underwent an enduring change, due to the advent of more refined mathematical tools. New concepts like sufficiency, superefficiency, adaptivity etc. motivated scholars to reflect upon the interpretation of mathematical concepts in terms of their real-world relevance. Questions concerning the optimality of estimators, for instance, had remained unanswered for decades, because a meaningful concept of optimality (based on the regularity of the estimators, the representation of their limit distribution and assertions about their concentration by means of Anderson’s Theorem) was not yet available. The rapidly developing asymptotic theory provided approximate answers to questions for which non-asymptotic theory had found no satisfying solutions. In four engaging essays, this book presents a detailed description of how the use of mathematical methods stimulated...
Kjeldsen, Tinne Hoff; Lützen, Jesper
2015-07-01
In this paper, we discuss the history of the concept of function and emphasize in particular how problems in physics have led to essential changes in its definition and application in mathematical practices. Euler defined a function as an analytic expression, whereas Dirichlet defined it as a variable that depends in an arbitrary manner on another variable. The change was required when mathematicians discovered that analytic expressions were not sufficient to represent physical phenomena such as the vibration of a string (Euler) and heat conduction (Fourier and Dirichlet). The introduction of generalized functions or distributions is shown to stem partly from the development of new theories of physics such as electrical engineering and quantum mechanics that led to the use of improper functions such as the delta function that demanded a proper foundation. We argue that the development of student understanding of mathematics and its nature is enhanced by embedding mathematical concepts and theories, within an explicit-reflective framework, into a rich historical context emphasizing its interaction with other disciplines such as physics. Students recognize and become engaged with meta-discursive rules governing mathematics. Mathematics teachers can thereby teach inquiry in mathematics as it occurs in the sciences, as mathematical practice aimed at obtaining new mathematical knowledge. We illustrate such a historical teaching and learning of mathematics within an explicit and reflective framework by two examples of student-directed, problem-oriented project work following the Roskilde Model, in which the connection to physics is explicit and provides a learning space where the nature of mathematics and mathematical practices are linked to natural science.
Building mathematics cellular phone learning communities
Directory of Open Access Journals (Sweden)
Wajeeh M. Daher
2011-04-01
Full Text Available Researchers emphasize the importance of maintaining learning communities and environments. This article describes the building and nourishment of a learning community, one comprised of middle school students who learned mathematics out-of-class using the cellular phone. The building of the learning community was led by three third year pre-service teachers majoring in mathematics and computers. The pre-service teachers selected thirty 8th grade students to learn mathematics with the cellular phone and be part of a learning community experimenting with this learning. To analyze the building and development stages of the cellular phone learning community, two models of community building stages were used; first the team development model developed by Tuckman (1965, second the life cycle model of a virtual learning community developed by Garber (2004. The research findings indicate that a learning community which is centered on a new technology has five 'life' phases of development: Pre-birth, birth, formation, performing, and maturity. Further, the research finding indicate that the norms that were encouraged by the preservice teachers who initiated the cellular phone learning community resulted in a community which developed, nourished and matured to be similar to a community of experienced applied mathematicians who use mathematical formulae to study everyday phenomena.
Keystone Method: A Learning Paradigm in Mathematics
Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram
2008-01-01
This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…
Productive Ambiguity in the Learning of Mathematics
Foster, Colin
2011-01-01
In this paper I take a positive view of ambiguity in the learning of mathematics. Following Grosholz (2007), I argue that it is not only the arts which exploit ambiguity for creative ends but science and mathematics too. By enabling the juxtaposition of multiple conflicting frames of reference, ambiguity allows novel connections to be made. I…
Connecting Mathematics Learning through Spatial Reasoning
Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent
2018-01-01
Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…
Inquiry-based Learning in Mathematics Education
DEFF Research Database (Denmark)
Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier
From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...
History of Mathematics: Three Activities to Use with Undergraduate Students and In-Service Teachers
Loats, Jim; White, Diana; Rubino, Carmen
2014-01-01
We provide in-depth information and analysis on three activities for use in History of Mathematics courses taught either in a traditional semester format for undergraduates or in a summer professional development course for middle school teachers. These activities require students to be active participants in their own learning. They also…
Battista, Michael T.
1986-01-01
Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…
School mathematical discourse in a learning landscape
DEFF Research Database (Denmark)
Valero, Paola; Meaney, Tamsin; Alrø, Helle
By bringing our research work together, we are able to discuss the potential of combining the notions of the learning landscape and school mathematical discourse. We do so in a search for concepts and methodological tools to challenge the simplification of issues in regard to mathematics learning...... in multicultural settings, when adopting restricted perspectives on issues of bilingualism. In the paper we discuss the relationship between the learning landscape and school mathematical discourse. We then use these notions to analyse two case studies in Danish and New Zealand schools. Our conclusion raises...... possibilities about how these notions can be used when researching mathematics education in multicultural settings....
The European mathematical awakening a journey through the history of mathematics from 1000 to 1800
Swetz, Frank J
2013-01-01
A global survey of the history of mathematics, this collection of 32 articles traces the subject from AD 1000 to 1800. Newly corrected and updated essays introduce fascinating studies by Fibonacci, Descartes, Cardano, Galileo, Pascal, Newton, others.
Understanding the Problems of Learning Mathematics.
Semilla-Dube, Lilia
1983-01-01
A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…
Creativity and Mathematics: Using Learning Journals
Coles, Alf; Banfield, Gemma
2012-01-01
Does the term "learning journal" readily conjure up an image of something that is part of the normal mathematics classroom? Personally, do you ever use a journal of some form to help you organise your thoughts? Or, put quite simply--what is a learning journal? It might be that you are unfamiliar with the label, but journals are one type of…
Selection of Learning Media Mathematics for Junior School Students
Widodo, Sri Adi; Wahyudin
2018-01-01
One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…
2012-01-01
D.Ed. The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activit...
Enhancing Students’ Interest through Mathematics Learning
Azmidar, A.; Darhim, D.; Dahlan, J. A.
2017-09-01
A number of previous researchers indicated that students’ mathematics interest still low because most of them have perceived that mathematics is very difficult, boring, not very practical, and have many abstract theorems that were very hard to understand. Another cause is the teaching and learning process used, which is mechanistic without considering students’ needs. Learning is more known as the process of transferring the knowledge to the students. Let students construct their own knowledge with the physical and mental reflection that is done by activity in the new knowledge. This article is literature study. The purpose of this article is to examine the Concrete-Pictorial-Abstract approach in theoretically to improve students’ mathematics interest. The conclusion of this literature study is the Concrete-Pictorial-Abstract approach can be used as an alternative to improve students’ mathematics interest.
Learning to Calculate and Learning Mathematics.
Fearnley-Sander, Desmond
1980-01-01
A calculator solution of a simple computational problem is discussed with emphasis on its ramifications for the understanding of some fundamental theorems of pure mathematics and techniques of computing. (Author/MK)
Sridharan, R; Srinivas, M
2005-01-01
This volume consists of a collection of articles based on lectures given by scholars from India, Europe and USA at the sessions on 'History of Indian Mathematics' at the AMS-India mathematics conference in Bangalore during December 2003. These articles cover a wide spectrum of themes in Indian mathematics. They begin with the mathematics of the ancient period dealing with Vedic Prosody and Buddhist Logic, move on to the work of Brahmagupta, of Bhaskara, and that of the mathematicians of the Kerala school of the classical and medieval period, and end with the work of Ramanaujan, and Indian contributions to Quantum Statistics during the modern era. The volume should be of value to those interested in the history of mathematics.
Improving History Learning through Cultural Heritage, Local History and Technology
Magro, Graça; de Carvalho, Joaquim Ramos; Marcelino, Maria José
2014-01-01
History learning is many times considered dull and demotivating by young students. Probably this is due because the learning process is disconnected from these students' reality and experience. One possible way to overcome this state of matters is to use technology like mobile devices with georeferencing software and local history and heritage…
Hipatia: a hypermedia learning environment in mathematics
Directory of Open Access Journals (Sweden)
Marisol Cueli
2016-01-01
Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.
Edmodo social learning network for elementary school mathematics learning
Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI
2017-12-01
A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.
Do mathematics learning facilitators implement metacognitive ...
African Journals Online (AJOL)
It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the ...
Picture Books Stimulate the Learning of Mathematics
van den Heuvel-Panhuizen, Marja; van den Boogaard, Sylvia; Doig, Brian
2009-01-01
In this article we describe our experiences using picture books to provide young children (five- to six-year-olds) with a learning environment where they can explore and extend preliminary notions of mathematics-related concepts, without being taught these concepts explicitly. We gained these experiences in the PICO-ma project, which aimed to…
Fractions Learning in Children with Mathematics Difficulties
Tian, Jing; Siegler, Robert S.
2017-01-01
Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA…
Active Learning Strategies for the Mathematics Classroom
Kerrigan, John
2018-01-01
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith & Mark, 1999), there are actually many simple ways to make undergraduate mathematics…
Mobile phone application for mathematics learning
Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.
2018-03-01
This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.
Directory of Open Access Journals (Sweden)
Yinghui Lai
Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.
Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun
2015-01-01
Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806
Mathematical representations in science: a cognitive-historical case history.
Tweney, Ryan D
2009-10-01
The important role of mathematical representations in scientific thinking has received little attention from cognitive scientists. This study argues that neglect of this issue is unwarranted, given existing cognitive theories and laws, together with promising results from the cognitive historical analysis of several important scientists. In particular, while the mathematical wizardry of James Clerk Maxwell differed dramatically from the experimental approaches favored by Michael Faraday, Maxwell himself recognized Faraday as "in reality a mathematician of a very high order," and his own work as in some respects a re-representation of Faraday's field theory in analytic terms. The implications of the similarities and differences between the two figures open new perspectives on the cognitive role of mathematics as a learned mode of representation in science. Copyright © 2009 Cognitive Science Society, Inc.
DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING
Directory of Open Access Journals (Sweden)
Saleh Haji
2017-01-01
Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning
Learning via problem solving in mathematics education
Directory of Open Access Journals (Sweden)
Piet Human
2009-09-01
Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproﬁciency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the
Rabab'h, Belal; Veloo, Arsaythamby
2015-01-01
Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…
What do mathematics teachers and teacher trainees know about the history of mathematics?
Gazit, Avikam
2013-06-01
The aim of this study is to present the findings of a study that examined the knowledge of mathematics teachers and teacher trainees, in different tracks, about the concepts, topics and characters from the history of mathematics. The findings indicate a lack of knowledge concerning most of the topics examined. Only about 40% of the participants knew about the origin of our counting system and the only item that reached above 50% was the item relating to the man who edited the book which is the basis for the plane geometry - Euclid (about 83%). Another meaningful finding was that the group with the highest score was that of mathematics teacher trainees in the accelerated track - a unique training scheme for middle school teachers (65.7%). The group with the lowest score was that of the elementary school mathematics student teachers (19.3%). One obvious conclusion is that we need to strengthen the knowledge of the history of mathematics in teacher training and in-service teachers' advanced studies.
Mathematics Self-Related Beliefs and Online Learning
Ichinose, Cherie; Bonsangue, Martin
2016-01-01
This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…
Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions
Directory of Open Access Journals (Sweden)
Ghislain Maurice Norbert Isabwe
2014-03-01
Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.
Group investigation with scientific approach in mathematics learning
Indarti, D.; Mardiyana; Pramudya, I.
2018-03-01
The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.
Modellus: Learning Physics with Mathematical Modelling
Teodoro, Vitor
Computers are now a major tool in research and development in almost all scientific and technological fields. Despite recent developments, this is far from true for learning environments in schools and most undergraduate studies. This thesis proposes a framework for designing curricula where computers, and computer modelling in particular, are a major tool for learning. The framework, based on research on learning science and mathematics and on computer user interface, assumes that: 1) learning is an active process of creating meaning from representations; 2) learning takes place in a community of practice where students learn both from their own effort and from external guidance; 3) learning is a process of becoming familiar with concepts, with links between concepts, and with representations; 4) direct manipulation user interfaces allow students to explore concrete-abstract objects such as those of physics and can be used by students with minimal computer knowledge. Physics is the science of constructing models and explanations about the physical world. And mathematical models are an important type of models that are difficult for many students. These difficulties can be rooted in the fact that most students do not have an environment where they can explore functions, differential equations and iterations as primary objects that model physical phenomena--as objects-to-think-with, reifying the formal objects of physics. The framework proposes that students should be introduced to modelling in a very early stage of learning physics and mathematics, two scientific areas that must be taught in very closely related way, as they were developed since Galileo and Newton until the beginning of our century, before the rise of overspecialisation in science. At an early stage, functions are the main type of objects used to model real phenomena, such as motions. At a later stage, rates of change and equations with rates of change play an important role. This type of equations
5000 years of geometry mathematics in history and culture
Scriba, Christoph J
2015-01-01
The present volume provides a fascinating overview of geometrical ideas and perceptions from the earliest cultures to the mathematical and artistic concepts of the 20th century. It is the English translation of the 3rd edition of the well-received German book “5000 Jahre Geometrie,” in which geometry is presented as a chain of developments in cultural history and their interaction with architecture, the visual arts, philosophy, science, and engineering. Geometry originated in the ancient cultures along the Indus and Nile Rivers and in Mesopotamia, experiencing its first “Golden Age” in Ancient Greece. Inspired by the Greek mathematics, a new germ of geometry blossomed in the Islamic civilizations. Through the Oriental influence on Spain, this knowledge later spread to Western Europe. Here, as part of the medieval Quadrivium, the understanding of geometry was deepened, leading to a revival during the Renaissance. Together with parallel achievements in India, China, Japan and the ancient American cultur...
Fried, Michael N.
2009-01-01
The first goal of this article to show the profound difference between how equality and similarity are understood in Greek geometry and how they are presented in modern mathematics classes. It highlights that the formula "equal-and-similar" reflects the distinct character of "equal" and "similar" as signs in Greek…
Digital games and learning mathematics: Student, teacher and parent perspectives
Su Ting Yong; Peter Gates; Ian Harrison
2016-01-01
The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...
Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective
Lewis, Gareth
2015-01-01
In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…
COLLEGE STUDENTS’ PERCEPTIONS OF LEARNING MATHEMATICS AND USING COMPUTERS
Gok, Tolga
2016-01-01
Mathematics isthe key course to interpret the science and nature. A positive attitude shouldbe improved by learners to comprehend the logic of mathematics. However, mostof the research indicated that they were not interested in learning andstudying mathematics. Instead of understanding the basic principles, manystudents preferred to use sophisticated software packages or graphingcalculators for solving mathematics problems. Thus, these tools prevent theimprovement of their mathematical skills...
Khusna, H.; Heryaningsih, N. Y.
2018-01-01
The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.
A Categorization Model for Educational Values of the History of Mathematics: An Empirical Study
Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke
2017-01-01
There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the…
A Content Analysis Study about the Usage of History of Mathematics in Textbooks in Turkey
Eren, Mehmet; Bulut, Mehmet; Bulut, Neslihan
2015-01-01
The present study aimed to investigate how history of mathematics was integrated to some mathematics textbooks in Turkey. On this account, four different textbooks with different grade levels were chosen. In total, 42 cases were detected and studied by three researchers. Results indicated that the usage of history of mathematics was materialized…
The Vietnam War: History, Learning, and Leadership.
Edwards, Tricia
2002-01-01
Focuses on the curriculum entitled "Echoes from the Wall: History, Learning and Leadership through the Lens of the Vietnam War Era." Discusses the purpose of the materials. States that the curriculum incorporates primary resources into the classroom while making history more immediate to students. (CMK)
Lin, Su-Wei; Tai, Wen-Chun
2015-01-01
This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…
Creating opportunities to learn in mathematics education: a sociocultural perspective
Goos, Merrilyn
2014-09-01
The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.
Shin, Mikyung; Bryant, Diane Pedrotty
2015-01-01
The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary
Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.
2015-01-01
Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…
Adams, Thomasenia Lott
2001-01-01
Focuses on the National Council of Teachers of Mathematics 2000 process-oriented standards of problem solving, reasoning and proof, communication, connections, and representation as providing a framework for using the multiple intelligences that children bring to mathematics learning. Presents ideas for mathematics lessons and activities to…
Rhetorical ways of thinking Vygotskian theory and mathematical learning
Albert, Lillie R; Macadino, Vittoria
2012-01-01
Combining Vygotskian theory with current teaching and learning practices, this volume focuses on how the co-construction of learning models the interpretation of a mathematical situation, providing educationalists with a valuable practical methodology.
A Categorization Model for Educational Values of the History of Mathematics. An Empirical Study
Wang, Xiao-qin; Qi, Chun-yan; Wang, Ke
2017-11-01
There is not a clear consensus on the categorization framework of the educational values of the history of mathematics. By analyzing 20 Chinese teaching cases on integrating the history of mathematics into mathematics teaching based on the relevant literature, this study examined a new categorization framework of the educational values of the history of mathematics by combining the objectives of high school mathematics curriculum in China. This framework includes six dimensions: the harmony of knowledge, the beauty of ideas or methods, the pleasure of inquiries, the improvement of capabilities, the charm of cultures, and the availability of moral education. The results show that this framework better explained the all-educational values of the history of mathematics that all teaching cases showed. Therefore, the framework can guide teachers to better integrate the history of mathematics into teaching.
Affordances of Spreadsheets In Mathematical Investigation: Potentialities For Learning
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Nigel Calder
2009-10-01
Full Text Available This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the learning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. It considers the affordances of this learning environment for primary-aged students.
Paterson, Judy; Sneddon, Jamie
2011-01-01
This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…
The Role of Mathematics Learning Centres in Engineering Education.
Fuller, Milton
2002-01-01
Points out the diminishing demand for mathematics undergraduate programs and the strong trend in engineering education to make greater use of computer coursework such as Mathcad, Matlab, and other software systems for the mathematical and statistical components of engineering programs. Describes the changing role of mathematics learning centers…
Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice
Bannister, Nicole A.
2018-01-01
Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…
Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh
2016-01-01
The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...
Mathematics Anxiety: What Have We Learned in 60 Years?
Dowker, Ann; Sarkar, Amar; Looi, Chung Yen
2016-01-01
The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned. PMID:27199789
Mathematics anxiety: what have we learned in 60 years?
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Ann eDowker
2016-04-01
Full Text Available The construct of mathematics anxiety has been an important topic of study at least since the concept of 'number anxiety' was introduced by Dreger & Aiken (1957, and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities
Desoete, Annemie
2009-01-01
A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…
Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher
Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen
2016-01-01
Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…
Review of Mathematics Interventions for Secondary Students with Learning Disabilities
Marita, Samantha; Hord, Casey
2017-01-01
Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…
Focus group discussion in mathematical physics learning
Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.
2018-03-01
The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.
Student teachers’ mathematical questioning and courage in metaphorical thinking learning
Hendriana, H.; Hidayat, W.; Ristiana, M. G.
2018-01-01
This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.
Contextual Teaching and Learning Approach of Mathematics in Primary Schools
Selvianiresa, D.; Prabawanto, S.
2017-09-01
The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.
The Effect of Blended Learning in Mathematics Course
Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui
2017-01-01
With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…
Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.
2016-02-01
This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.
Learning to teach secondary mathematics using an online learning system
Cavanagh, Michael; Mitchelmore, Michael
2011-12-01
We report the results of a classroom study of three secondary mathematics teachers who had no prior experience teaching with technology as they began to use an online mathematics learning system in their lessons. We gave the teachers only basic instruction on how to operate the system and then observed them intensively over four school terms as they taught using it. We documented changes in the teachers' Pedagogical Technology Knowledge and subsequently classified their various roles as technology bystanders, adopters, adaptors and innovators. Results show that all teachers made some progress toward using the system in more sophisticated ways, but the improvements were not uniform across the teachers. We suggest possible reasons to explain the variation and discuss some implications for teacher professional development.
José Messildo Viana Nunes; Saddo Ag Almouloud; Renato Borges Guerra
2010-01-01
This article consists of a reflection on the possibility of using the History of the Mathematics as a pedagogical resource for introduction of mathematical concepts, allied to the David Ausubel’s theory of significant learning. This overlap can help us in the elaboration/organization of didactic sequences that can favor the construction of the mathematical knowledge by the pupil himself. In this case, we use some examples from Euclidean Geometry as a reference to present our conception on how...
Fractions Learning in Children With Mathematics Difficulties.
Tian, Jing; Siegler, Robert S
Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children, who like the MD children in the United States score in the bottom one third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD.
The "Legacy" Learning History: Remaking Readings Pathways
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Renilson Rosa Ribeiro
2017-01-01
Full Text Available The purpose of this article is to retake the course and discussions concerning the construction of the research field of the history of education in Brazil. The text highlights the foundational historical events of the area, its consolidation and recent divisions derived from the constitution History Education in the early twenty-first century as a research area in Brazil and its appropriation of the debate brought the Teaching of German history. Finally, it proposes a review of authors of the twentieth century, prior to establishment of the History of Education area in Brazil, with the intention to carry out a re-reading them deal with the specificity of history in the teaching-learning process.
Concept mapping learning strategy to enhance students' mathematical connection ability
Hafiz, M.; Kadir, Fatra, Maifalinda
2017-05-01
The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.
History, Applications, and Philosophy in Mathematics Education: HAPh--A Use of Primary Sources
Jankvist, Uffe Thomas
2013-01-01
The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different "whys" and "hows" of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and…
Utilizing Microsoft Mathematics In Teaching And Learning Calculus
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Rina Oktaviyanthi
2015-10-01
Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.
MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE
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N. RAZALI
2016-11-01
Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.
Digital games and learning mathematics: Student, teacher and parent perspectives
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Su Ting Yong
2016-12-01
Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy.
The role of problem solving method on the improvement of mathematical learning
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Saeed Mokhtari-Hassanabad
2012-10-01
Full Text Available In history of education, problem solving is one of the important educational goals and teachers or parents have intended that their students have capacity of problem solving. In present research, it is tried that study the problem solving method for mathematical learning. This research is implemented via quasi-experimental method on 49 boy students at high school. The results of Leven test and T-test indicated that problem solving method has more effective on the improvement of mathematical learning than traditional instruction method. Therefore it seems that teachers of mathematics must apply the problem solving method in educational systems till students became self-efficiency in mathematical problem solving.
Engaging Students in Mathematical Modeling through Service-Learning
Carducci, Olivia M.
2014-01-01
I have included a service-learning project in my mathematical modeling course for the last 6 years. This article describes my experience with service-learning in this course. The article includes a description of the course and the service-learning projects. There is a discussion of how to connect with community partners and identify…
The Effects of Self-Paced Blended Learning of Mathematics
Balentyne, Phoebe; Varga, Mary Alice
2016-01-01
As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…
Research Trends in the Use of Mobile Learning in Mathematics
Crompton, Helen; Burke, Diane
2015-01-01
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings…
Collaborative and Cooperative Learning in Malaysian Mathematics Education
Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd
2012-01-01
Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…
Jitendra, Asha K.; Lein, Amy E.; Im, Soo-hyun; Alghamdi, Ahmed A.; Hefte, Scott B.; Mouanoutoua, John
2018-01-01
This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies…
Mathematics learning on geometry for children with autism
Widayati, F. E.; Usodo, B.; Pamudya, I.
2017-12-01
The purpose of this research is to describe: (1) the mathematics learning process in an inclusion class and (2) the obstacle during the process of mathematics learning in the inclusion class. This research is a descriptive qualitative research. The subjects were a mathematics teacher, children with autism, and a teacher assistant. Method of collecting data was observation and interview. Data validation technique is triangulation technique. The results of this research are : (1) There is a modification of lesson plan for children with autism. This modification such as the indicator of success, material, time, and assessment. Lesson plan for children with autism is arranged by mathematics teacher and teacher assistant. There is no special media for children with autism used by mathematics teacher. (2) The obstacle of children with autism is that they are difficult to understand mathematics concept. Besides, children with autism are easy to lose their focus.
Utilization of Information and Communication Technologies in Mathematics Learning
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Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.
Student’s social interaction in mathematics learning
Apriliyanto, B.; Saputro, D. R. S.; Riyadi
2018-03-01
Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.
International Nuclear Information System (INIS)
Wardono; Mariani, S; Hendikawati, P; Ikayani
2017-01-01
Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are
Teachers, Equity, and Computers for Secondary Mathematics Learning
Forgasz, Helen
2006-01-01
The findings presented in this article were derived from a 3-year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on…
Equity and Computers for Mathematics Learning: Access and Attitudes
Forgasz, Helen J.
2004-01-01
Equity and computer use for secondary mathematics learning was the focus of a three year study. In 2003, a survey was administered to a large sample of grade 7-10 students. Some of the survey items were aimed at determining home access to and ownership of computers, and students' attitudes to mathematics, computers, and computer use for…
Utilizing Microsoft Mathematics in Teaching and Learning Calculus
Oktaviyanthi, Rina; Supriani, Yani
2015-01-01
The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…
Under-Threes' Mathematical Learning--Teachers' Perspectives
Franzén, Karin
2014-01-01
This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1-3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data…
Amidst Multiple Theories of Learning in Mathematics Education
Simon, Martin A.
2009-01-01
Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…
Cognitive Play and Mathematical Learning in Computer Microworlds.
Steffe, Leslie P.; Wiegel, Heide G.
1994-01-01
Uses the constructivist principle of active learning to explore the possibly essential elements in transforming a cognitive play activity into mathematical activity. Suggests that for such transformation to occur, cognitive play activity must involve operations of intelligence that, yield situations of mathematical schemes. Illustrates the…
Using Sport to Engage and Motivate Students to Learn Mathematics
Robinson, Carol L.
2012-01-01
This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning
Shield, Malcolm; Dole, Shelley
2013-01-01
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…
Mathematics in Student-Centred Inquiry Learning: Student Engagement
Calder, Nigel
2013-01-01
This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…
"Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters
Rickard, Laura N.; Wilson, Colette
2006-01-01
"Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…
Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus
Oktaviyanthi, Rina; Supriani, Yani
2015-01-01
The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…
The Impediments Encountered While Learning Mathematics by Eight Grade Students
Erbay, Hatice Nur; Yavuz, Gunes
2016-01-01
Mathematics is seen by many people as the best way to get a good life and a good career. It is also thought as an assistant to understand life and the world and to produce ideas about them. Therefore, new reform studies are being held to construct a new system that assists students to learn mathematics in a comprehensive way (Dursun & Dede,…
Using Student-Made Games to Learn Mathematics
Gallegos, Irene; Flores, Alfinio
2010-01-01
First-year university students design and play their own games, including board, computer, and other kinds of games, to learn mathematical concepts and practice procedures for their pre-calculus and calculus courses. (Contains 2 tables and 8 figures.)
Using Digital Games to Learn Mathematics – What students think?
Su Ting Yong; Ian Harrison; Peter Gates
2016-01-01
The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study. The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games. It was found that most of the university foundation students liked to play different types of digital games. ...
Inquiry based learning: a student centered learning to develop mathematical habits of mind
Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.
2018-05-01
Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.
Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar
2017-08-01
This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.
A Study on the Role of Drama in Learning Mathematics
Elahe Masoum; Mohsen Rostamy-Malkhalifeh; Zahra Kalantarnia
2013-01-01
Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, r...
Chinese Number Words, Culture, and Mathematics Learning
Ng, Sharon Sui Ngan; Rao, Nirmala
2010-01-01
This review evaluates the role of language--specifically, the Chinese-based system of number words and the simplicity of Chinese mathematical terms--in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. Relevant research is critically reviewed focusing on…
Using Two Languages when Learning Mathematics
Moschkovich, Judit
2007-01-01
This article reviews two sets of research studies from outside of mathematics education to consider how they may be relevant to the study of bilingual mathematics learners using two languages. The first set of studies is psycholinguistics experiments comparing monolinguals and bilinguals using two languages during arithmetic computation (language…
Effectiveness of discovery learning model on mathematical problem solving
Herdiana, Yunita; Wahyudin, Sispiyati, Ririn
2017-08-01
This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.
Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics
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Amalija Zakelj
2014-06-01
Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.
Problem Posing with Realistic Mathematics Education Approach in Geometry Learning
Mahendra, R.; Slamet, I.; Budiyono
2017-09-01
One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.
Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction
Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey
2016-01-01
In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he…
Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity
Crisan, Cosette; Rodd, Melissa
2017-01-01
A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…
Learned Helplessness in Mathematics: What Educators Should Know.
Gentile, J. Ronald; Monaco, Nanci M.
1986-01-01
The range of problems associated with learned helplessness in mathematics is introduced through three hypothetical case studies. Then the basic theory of, the evidence for, and variables affecting learned helplessness are described. Issues of cure and prevention are discussed, and some suggestions are offered for teachers. (MNS)
Embedding Diagnostic Mechanisms in a Digital Game for Learning Mathematics
Huang, Yueh-Min; Huang, Shu-Hsien; Wu, Ting-Ting
2014-01-01
Mathematics is closely related to daily life, but it is also one of the lessons which often cause anxiety to primary school students. Digital game-based learning (DGBL) has been regarded as a sound learning strategy in raising learner willingness and interest in many disciplines. Thus, ways of designing a DGBL system to mitigate anxiety are well…
The skeleton in the closet: should historians of science care about the history of mathematics?
Alexander, Amir
2011-09-01
Up until the 1950s, the history of mathematics was an integral part of the history of science. To George Sarton and his contemporaries, mathematics was the rational skeleton that organized science and held it together, and its history was a fundamental component of the broader history of science. But when historians began focusing on the cultural roots of science rather than its rational structure, the study of mathematics was marginalized and ultimately excluded from the history of science. The alienation between the two fields is detrimental to both, and in recent years there has been a sustained effort to reestablish meaningful communication between the two. This time, however, mathematics is seen not as the static skeleton of science but, instead, as a dynamic and historically evolving field in its own right-just like science itself. The new approach allows for a culturally sensitive study of mathematics, as well as a new and fruitful relationship between the history of science and the history of mathematics. The essays in this Focus section offer a sampling of the new approaches, opening the way to a rapprochement between fields that have gone their separate ways but should by rights be closely interconnected.
Learning mathematics from hierarchies to networks
Burton, Prof Leone
2012-01-01
How and why is mathematics taught? This book seeks to improve on our current answers. The contributors provide various perspectives in this richly cross-referenced work. Relevant to policy makers, practitioners and researchers.
God created the integers the mathematical breakthroughs that changed history
2007-01-01
Bestselling author and physicist Stephen Hawking explores the "masterpieces" of mathematics, 25 landmarks spanning 2,500 years and representing the work of 15 mathematicians, including Augustin Cauchy, Bernard Riemann, and Alan Turing. This extensive anthology allows readers to peer into the mind of genius by providing them with excerpts from the original mathematical proofs and results. It also helps them understand the progression of mathematical thought, and the very foundations of our present-day technologies. Each chapter begins with a biography of the featured mathematician, clearly explaining the significance of the result, followed by the full proof of the work, reproduced from the original publication.
Organizational learning in a college of nursing: A learning history.
Lyman, Bret; Cowan, Lisa A; Hoyt, Hannah C
2018-02-01
College of nursing leaders can foster organizational learning as a means of achieving their desired organizational outcomes. Organizational learning has not previously been studied in colleges of nursing, leaving college administrators and faculty little guidance as they strive to improve outcomes in their own colleges. The purpose of this study was to discover new insights related to organizational learning in a college of nursing. The learning history method was used to document and describe organizational learning in a college of nursing. This study was conducted with a college of nursing situated in a private, religious-based university in the western United States. Six stakeholders and 16 individuals familiar with the college's history were purposively recruited for this study. Participants included college administrators, faculty, students, alumni, and individuals with university-level responsibilities related to the college. Semi-structured interviews and college artifacts were used to gather data. Data was reviewed and themes identified through a process called "distillation." The college's vision, "Learning the Healer's Art" provides purpose and motivation within the college. Four themes provide additional insight into how the college established a learning culture and fosters behavior conducive to organizational learning: (1) Character and Quality, (2) Long-Term Perspective, (3) Collaborative Leadership and Adaptation, and (4) Mentoring. College of nursing leaders can foster organizational learning and pursue improvement within their colleges. Recommended actions include developing a shared vision for the college, building a cadre of qualified faculty and students who have strong personal character, maintaining a long-term perspective, using a collaborative approach to leadership and adaptation, and facilitating mentoring. Copyright © 2017 Elsevier Ltd. All rights reserved.
Handayani, I.; Januar, R. L.; Purwanto, S. E.
2018-01-01
This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.
Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics
Wang, Youjun
2009-01-01
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…
UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING
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Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-147
Kjeldsen, Tinne Hoff; Lützen, Jesper
2015-01-01
In this paper, we discuss the history of the concept of function and emphasize in particular how problems in physics have led to essential changes in its definition and application in mathematical practices. Euler defined a function as an analytic expression, whereas Dirichlet defined it as a variable that depends in an arbitrary manner on another…
Directory of Open Access Journals (Sweden)
Hafizh Nizham
2017-12-01
Full Text Available This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1 The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2 The self-efficacy of students who learning with the Treffinger model learning is better than the student that is learning by conventional. (3 The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4 There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5 Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.
Mathematic anxiety, help seeking behavior and cooperative learning
Masoud Gholamali Lavasani; Farah Khandan
2011-01-01
Present project assess the effectiveness of cooperative learning over the mathematic anxiety and review the behavior of help seeking in first grade high school girl students. The experimental research procedure was in the form of pre-post tests after a period of 8 sessions of teaching. To measure the variables, the questionnaire of mathematic anxiety (Shokrani, 2002) and the questionnaire of help seeking technique (Ghadampour, 1998) were practiced (accepting or avoiding help seeking).To perfo...
The development of mathematics throughout the centuries a brief history in a cultural context
Evans, Brian
2014-01-01
Throughout the book, readers take a journey throughout time and observe how people around the world have understood these patterns of quantity, structure, and dimension around them. The Development of Mathematics Throughout the Centuries: A Brief History in a Cultural Contex provides a brief overview of the history of mathematics in a very straightforward and understandable manner and also addresses major findings that influenced the development of mathematics as a coherent discipline. This book: Highlights the contributions made by various world cultures including African, Egyptian, Babyloni
Talking about teaching and learning mathematics in indigenous schools
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Lucélida de Fátima Maia da Costa
2012-09-01
Full Text Available To teach and to learn mathematics are not always conjugated concomitantly, particularly in the context of formal indigenous schools. This article puts in discussion some facts about the role of schools in indigenous communities, often mistakenly called Indian schools, as well as questions about the meaning of teaching mathematics in those contexts. Based on the concepts of ethnomathematics, it shows that a dialogue is possible between the traditional mathematical knowledge of various ethnic groups of the Amazon and the knowledge disseminated by formal school teaching practice.
GRADE AS THE MOTIVATIONAL FACTOR IN LEARNING MATHEMATICS
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Sead Rešić
2017-09-01
Full Text Available In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students
Students’ Perceptions of Learning Mathematics With Cellular Phones and Applets
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Wajeeh M. Daher
2009-03-01
Full Text Available This paper describes the perceptions of middle school students regarding learning mathematics with cellular phones and web applets, their perceptions regarding the differences between these two electronic devices and their preferences regarding using the devices in learning mathematics. To analyze these perceptions I used the grounded theory approach which involves: open coding, axial coding, and selective coding, where the unit of analysis was the sentence in each of the interviews. The research findings imply that the participants perceived different aspects of both of the electronic devices: the availability of the device, the collaboration aspect, the communication aspect, the size of the device, and the swiftness of working with the device. These aspects influenced the participants’ decisions when, where and how to use each of the devices for the learning of mathematics. More participants preferred the cellular phone over the applet primarily for its small size which makes easy its portability as well as for its communication facilities.
Brain based learning with contextual approach to mathematics achievement
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V Kartikaningtyas
2017-12-01
Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.
The philosophical aspect of learning inverse problems of mathematical physics
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Виктор Семенович Корнилов
2018-12-01
Full Text Available The article describes specific questions student learning inverse problems of mathematical physics. When teaching inverse problems of mathematical physics to the understanding of the students brought the information that the inverse problems of mathematical physics with a philosophical point of view are the problems of determining the unknown causes of known consequences, and the search for their solutions have great scientific and educational potential. The reasons are specified in the form of unknown coefficients, right side, initial conditions of the mathematical model of inverse problems, and as a consequence are functionals of the solution of this mathematical model. In the process of learning the inverse problems of mathematical physics focuses on the philosophical aspects of the phenomenon of information and identify cause-effect relations. It is emphasized that in the process of logical analysis applied and humanitarian character, students realize that information is always related to the fundamental philosophical questions that the analysis applied and the humanitarian aspects of the obtained results the inverse problem of mathematical physics allows students to make appropriate inferences about the studied process and to, ultimately, new information, to study its properties and understand its value. Philosophical understanding of the notion of information opens up to students a new methodological opportunities to comprehend the world and helps us to reinterpret existing science and philosophy of the theory related to the disclosure of the interrelationship of all phenomena of reality.
Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.
2018-04-01
One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.
Using Digital Games to Learn Mathematics – What students think?
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Su Ting Yong
2016-06-01
Full Text Available The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study. The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games. It was found that most of the university foundation students liked to play different types of digital games. Males preferred playing digital games in more traditional male genres namely sport, racing, shooter, action adventure, role play and strategy games. As for females, they generally preferred playing puzzle and simulation games. Astonishingly, the foundation students were not very positive towards the use of digital games in learning mathematics, and their attitude was essentially influenced by their mathematics interest. Students with greater interest in mathematics were more likely to support the use of digital games in learning.
Mathematics and Science Learning Opportunities in Preschool Classrooms
Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine
2014-01-01
Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205
Employing Genetic "Moments" in the History of Mathematics in Classroom Activities
Farmaki, Vassiliki; Paschos, Theodorus
2007-01-01
The integration of history into educational practice can lead to the development of activities through the use of genetic "moments" in the history of mathematics. In the present paper, we utilize Oresme's genetic ideas--developed during the fourteenth century, including ideas on the velocity-time graphical representation as well as geometric…
Using Writing in Mathematics to Deepen Student Learning
Urquhart, Vicki
2009-01-01
Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that…
A Study on the Role of Drama in Learning Mathematics
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Elahe Masoum
2013-08-01
Full Text Available Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, recommendations and strength-weakness points through the different drama. This study is looking to investigate the role of drama so that have a better understanding of mathematical concepts in Zahedan's girly elementary students (2011-12. This research is used on 36 three grade students through quasi-experiment method. The emerging results clearly showed that using drama in mathematics education has been better results against the traditional teaching. Then it seems that cited method is suitable for elementary students to learn mathematical concepts.
Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers
Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto
2017-04-01
Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively
CAN INFOGRAPHICS FACILITATE THE LEARNING OF INDIVIDUALS WITH MATHEMATICAL LEARNING DIFFICULTIES?
Directory of Open Access Journals (Sweden)
Basak Baglama
2017-12-01
Full Text Available Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.
Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning
Mathematics Education Research Group of Australasia, 2010
2010-01-01
Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and…
Reflection on Cuboid Net with Mathematical Learning Quality
Sari, Atikah; Suryadi, Didi; Syaodih, Ernawulan
2017-09-01
This research aims to formulate an alternative to the reflection in mathematics learning activities related to the activities of the professionalism of teachers motivated by a desire to improve the quality of learning. This study is a qualitative study using the Didactical Design research. This study was conducted in one of the elementary schools. The data collection techniques are triangulation with the research subject is teacher 5th grade. The results of this study indicate that through deep reflection, teachers can design learning design in accordance with the conditions of the class. Also revealed that teachers have difficulty in choosing methods of learning and contextual learning media. Based on the implementation of activities of reflection and make the learning design based on the results of reflection can be concluded that the quality of learning in the class will develop.
Representations of Mathematics, their teaching and learning: an exploratory study
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Maria Margarida Graça
2004-03-01
Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.
[Mathematical models of decision making and learning].
Ito, Makoto; Doya, Kenji
2008-07-01
Computational models of reinforcement learning have recently been applied to analysis of brain imaging and neural recording data to identity neural correlates of specific processes of decision making, such as valuation of action candidates and parameters of value learning. However, for such model-based analysis paradigms, selecting an appropriate model is crucial. In this study we analyze the process of choice learning in rats using stochastic rewards. We show that "Q-learning," which is a standard reinforcement learning algorithm, does not adequately reflect the features of choice behaviors. Thus, we propose a generalized reinforcement learning (GRL) algorithm that incorporates the negative reward effect of reward loss and forgetting of values of actions not chosen. Using the Bayesian estimation method for time-varying parameters, we demonstrated that the GRL algorithm can predict an animal's choice behaviors as efficiently as the best Markov model. The results suggest the usefulness of the GRL for the model-based analysis of neural processes involved in decision making.
Ho Younghusband, Alice Christine
2017-01-01
Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...
Learning mathematics in students of Mechanical Engineering
Directory of Open Access Journals (Sweden)
Raquel Ramírez-Pedroso
2016-07-01
Full Text Available Mathematical discipline contributes to the development of logical and algorithmic thinking and provides the basics of a specialist in Technical Sciences, as every engineer considers technical and scientific representations in mathematical terms, with which reflects the quantitative and qualitative features of the phenomena studied . His goal is to make the engineer master the mathematical apparatus to do so able to model and analyze the technical, economic, productive and scientific processes using both, analytical methods and numerical. Interdisciplinarity is a current educational trend that puts in the center the comprehensive treatment of the complex processes of reality from the contribution of different disciplines and meet common objectives. It is necessary to address the issue of interdisciplinarity, from different points of view. Normal 0 21 false false false ES X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}
Active Learning to Improve Fifth Grade Mathematics Achievement in Banten
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Andri Suherman
2011-12-01
Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten
Student talk and opportunities for mathematical learning in small group interactions
Wood, M.; Kalinec, C.
2012-01-01
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...
Amongst mathematicians teaching and learning mathematics at university level
Nardi, Elena
2008-01-01
"Amongst Mathematicians" offers a unique perspective on the ways in which mathematicians perceive their students' learning, the way they teach and reflect on those teaching practices. Elena Nardi employs fictional characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focus groups comprised of mathematicians and mathematics education.This book further develops analyses of the data and demonstrates the pedagogical potential that lies in collaborative research that engages educators, researchers, and students in undergraduate mathematics education. Nardi also addresses the need for action in undergraduate mathematics education by creating discourse for reform and demonstrating the feasibility and potential of collaboration between mathematicians and researchers. "Amongst Mathematicians" is of interest to the entire mathematics community including teacher educators, undergraduate and ...
Mathematical beauty in service of deep approach to learning
DEFF Research Database (Denmark)
Karamehmedovic, Mirza
2015-01-01
was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...
Using Generative Routines to Support Learning of Ambitious Mathematics Teaching
Ghousseini, Hala; Beasley, Heather; Lord, Sarah
2017-01-01
In this paper, we integrate a set of theoretical considerations that together serve as a model for investigating how high-leverage practices could be generative of teacher learning. We use the context of rehearsals to investigate how the use of a specified question sequence aimed at eliciting student mathematical thinking can afford opportunities…
Cooperative learning and Mathematics Education: A happy Marriage?
Terwel, J.; Stéphan Vincent-Lancrin, S.; Kiira Kärkkäinen, K.; Francesco Avvisati, F.
2011-01-01
One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a
Learning mathematics through inquiry; a large scale evaluation
de Jong, Anthonius J.M.; Hendrikse, Petra; van der Meij, Hans; Jacobson, M.J.; Reiman, P.
2010-01-01
Mathematics education is changing from a procedure-oriented approach to one in which concepts and their relations take a central place. Inquiry environments offer students the opportunity to investigate a domain and to focus on conceptual aspects. In this chapter, we describe a learning arrangement
Designing Opportunities to Learn Mathematics Theory-Building Practices
Bass, Hyman
2017-01-01
Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…
Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers
Howard, Peter; Perry, Bob
2005-01-01
Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…
Effects of Game Technology on Elementary Student Learning in Mathematics
Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot
2012-01-01
This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…
Differential Effects of Learning Games on Mathematics Proficiency
Chang, Mido; Evans, Michael A.; Kim, Sunha; Norton, Anderson; Samur, Yavuz
2015-01-01
This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6-8, from two schools in rural southwest Virginia. Over a nine-week period, [The Math App] was deployed as an intervention for investigation. Students were assigned…
Developing Critical Thinking Skills of Students in Mathematics Learning
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Firdaus Firdaus
2015-08-01
Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts; the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.
Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse
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Hamdani Hamdani
2017-10-01
Full Text Available In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.
Implementing CRA with Secondary Students with Learning Disabilities in Mathematics
Witzel, Bradley S.; Riccomini, Paul J.; Schneider, Elke
2008-01-01
Students with learning disabilities struggle to acquire essential mathematical concepts and skills, especially at the secondary level. One effective approach to improving secondary math performance supported by research is the concrete-to-representational-to-abstract (CRA) sequence of instruction. Although CRA is an evidenced-based instructional…
Children's mathematics 4-15 learning from errors and misconceptions
Ryan, Julie
2007-01-01
Develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics. This book offers guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. It transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching.
Opportunity to learn English and mathematics in Ghanaian primary ...
African Journals Online (AJOL)
Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...
Teaching and Learning Mathematics from Primary Historical Sources
Barnett, Janet Heine; Lodder, Jerry; Pengelley, David
2016-01-01
Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…
The New Technologies in Mathematics: A Personal History of 30 Years
de la Villa, Agustín; García, Alfonsa; García, Francisco; Rodríguez, Gerardo
2017-01-01
A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education.…
Self-Regulated Learning: A Motivational Approach for Learning Mathematics
K., Abdul Gafoor; Kurukkan, Abidha
2016-01-01
Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect…
Barton, James M.
2016-01-01
Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…
Jao, Limin
2012-01-01
The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and…
Spreadsheets as a Transparent Resource for Learning the Mathematics of Annuities
Pournara, Craig
2009-01-01
The ability of mathematics teachers to decompress mathematics and to move between representations are two key features of mathematical knowledge that is usable for teaching. This article reports on four pre-service secondary mathematics teachers learning the mathematics of annuities. In working with spreadsheets students began to make sense of…
Collateral Learning and Mathematical Education of Teachers
Abramovich, Sergei
2012-01-01
This article explores the notion of collateral learning in the context of classic ideas about the summation of powers of the first "n" counting numbers. Proceeding from the well-known legend about young Gauss, this article demonstrates the value of reflection under the guidance of "the more knowledgeable other" as a pedagogical method of making…
Students' Perceptions of Learning Mode in Mathematics
Krishnan, Saras
2016-01-01
Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the…
Robiansyah, S. T. U.; Nanang, F.; Hidayat
2018-01-01
The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.
Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.
2014-01-01
This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…
Mekarina, M.; Ningsih, Y. P.
2017-09-01
This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.
Investigating students' perceptions of graduate learning outcomes in mathematics
King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly
2017-11-01
The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students' agreement that these outcomes are important, but evidence a startling gap when compared to students' perceptions of the extent to which many of these - communication, writing, teamwork and ethical thinking - are actually included and assessed in the curriculum, and their confidence in using such learning.
Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri
2017-08-01
SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.
Deleuze and the history of mathematics in defence of the 'new'
Duffy, Simon
2013-01-01
Gilles Deleuze's engagements with mathematics, replete in his work, rely upon the construction of alternative lineages in the history of mathematics, which challenge some of the self imposed limits that regulate the canonical concepts of the discipline. For Deleuze, these challenges are an opportunity to reconfigure particular philosophical problems - for example, the problem of individuation - and to develop new concepts in response to them. The highly original research presented in this book explores the mathematical construction of Deleuze's philosophy, as well as addressing the undervalued
Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style
Indraswari, N. F.; Budayasa, I. K.; Ekawati, R.
2018-01-01
This study aimed to describe algebraic reasoning of secondary school’s pupils with different learning styles in solving mathematical problem. This study begins by giving the questionnaire to find out the learning styles and followed by mathematical ability test to get three subjects of 8th-grade whereas the learning styles of each pupil is visual, auditory, kinesthetic and had similar mathematical abilities. Then it continued with given algebraic problems and interviews. The data is validated using triangulation of time. The result showed that in the pattern of seeking indicator, subjects identified the things that were known and asked based on them observations. The visual and kinesthetic learners represented the known information in a chart, whereas the auditory learner in a table. In addition, they found the elements which makes the pattern and made a relationship between two quantities. In the pattern recognition indicator, they created conjectures on the relationship between two quantities and proved it. In the generalization indicator, they were determining the general rule of pattern found on each element of pattern using algebraic symbols and created a mathematical model. Visual and kinesthetic learners determined the general rule of equations which was used to solve problems using algebraic symbols, but auditory learner in a sentence.
Gamification of Learning: Can Games Motivate Me to Learn History?
Directory of Open Access Journals (Sweden)
Andry Chowanda
2016-09-01
Full Text Available This article presented empirical finding of the effect of gamification for learning. Evidence in the findings of the empirical study that explores two education games that were developed earlier with a total of 64 participants was presented. The first game was a computer game with historical themes of Ken Arok and Ken Dedes of Singhasari Kingdom. The second game was an Android-based mobile game with Historicity of the Bible themes of Moses. Prior research showed that more than 50 percent of junior and senior high school students in Jakarta demonstrated their apathy to several subjects in their school. They also disclosed that they were having difficulty in following their class in particular with a difficult subject such as History subject. With the popularity of games, the gamification of learning was investigatd to enhance the interest of the students to master a particular subject. The results show that there is a statistical significance increase of the students score and interest in history subject in a group that was using the games to help them in the subject compared to a group that reading books about the particular subject alone 0.001. Furthermore, the participants also reported that playing games was helping them to remember difficult names and event timeline in the historical events
What's Luck Got to Do with It? The History, Mathematics, and Psychology of the Gambler's Illusion
Mazur, Joseph
2010-01-01
Why do so many gamblers risk it all when they know the odds of winning are against them? Why do they believe dice are "hot" in a winning streak? Why do we expect heads on a coin toss after several flips have turned up tails? What's Luck Got to Do with It? takes a lively and eye-opening look at the mathematics, history, and psychology of gambling to reveal the most widely held misconceptions about luck. It exposes the hazards of feeling lucky, and uses the mathematics of predictable outcomes to show when our chances of winning are actually good. Mathematician Joseph Mazur traces the history of
Directory of Open Access Journals (Sweden)
Nancy Chitera
2016-11-01
Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages. We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.
Babb, Jeff
2005-01-01
This paper examines the mathematical work of the French bishop, Nicole Oresme (c. 1323-1382), and his contributions towards the development of the concept of graphing functions and approaches to investigating infinite series. The historical importance and pedagogical value of his work will be considered in the context of an undergraduate course on…
Mathematical disposition of junior high school students viewed from learning styles
Putra, Arief Karunia; Budiyono, Slamet, Isnandar
2017-08-01
The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.
A Game for Learning History on Mobile Devices
Cruz, Sónia; Carvalho, Ana Amélia A.; Araújo, Inês
2017-01-01
This paper presents a game designed to support teaching and learning of Portuguese History to 6th grade students. Firstly, a state of the art of mobile game-based learning for History is presented. Then we describe shortly the research carried out which aimed at the analysis of the games most played by students, followed by the identification of…
Using Weblog in Cooperative Learning to Improve the Achievement of History Learning
Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel
2013-01-01
This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…
The history of the priority di∫pute between Newton and Leibniz mathematics in history and culture
Sonar, Thomas
2018-01-01
This book provides a thrilling history of the famous priority dispute between Gottfried Wilhelm Leibniz and Isaac Newton, presenting the episode for the first time in the context of cultural history. It introduces readers to the background of the dispute, details its escalation, and discusses the aftermath of the big divide, which extended well into recent times. One of the unique features of the book is that the mathematics behind the story is very intelligibly explained – an approach that offers general readers interested in the history of sciences and mathematics a window into the world of these two giants in their field. From the epilogue to the German edition by Eberhard Knobloch: Thomas Sonar has traced the emergence and the escalation of this conflict, which was heightened by Leibniz’s rejection of Newton’s gravitation theory, in a grandiose, excitingly written monograph. With absolute competence, he also explains the mathematical context so that non-mathematicians will also profit from the book....
The history of mathematics in the Krakow University of Technology (1945–2015 (in Polish
Directory of Open Access Journals (Sweden)
Jan Koroński
2015-12-01
Full Text Available The subject of the paper is the history of Mathematics at the Krakow University of Technology since 1945 up to 2015. It presents profiles of the most famous mathematicians in the history of the Krakow University of Technology (M. Krzyżański, J. Bochenek, F. Barański, I. Łojczyk-Królikiewicz and some information about their scientific achievements.
COMPUTER MATHEMATICS SYSTEMS IN STUDENTS’ LEARNING OF "INFORMATIСS"
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Taras P. Kobylnyk
2014-04-01
Full Text Available The article describes the general characteristics of the most popular computer mathematics systems such as commercial (Maple, Mathematica, Matlab and open source (Scilab, Maxima, GRAN, Sage, as well as the conditions of use of these systems as means of fundamentalization of the educational process of bachelor of informatics. It is considered the role of CMS in bachelor of informatics training. It is identified the approaches of CMS pedagogical use while learning information and physics and mathematics disciplines. There are presented some tasks, in which we must carefully use the «responses» have been received using CMS. It is identified the promising directions of development of computer mathematics systems in high-tech environment.
The zone of proximal development in the learning of mathematics
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Sibawu Siyepu
2013-01-01
Full Text Available South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in mathematics is shocking. This article highlights the high failure rate of mathematics in a South African context. It suggests possible causes of learners' poor performance based on the literature. The article brings a socio-cultural theory of learning focusing on the zone ofproximal development as a possible solution in the development of instructional practices. It makes recommendations on what should be done to tackle anticipated problems as suggested in the discussion.
Learning from a contemporary history of immunology.
Cohn, Melvin
2017-06-01
This essay is a selected aspect of the history of contemporary immunology seen from a "what can we learn" point of view. It is limited to the ideas and experiments from which we might draw a take-home message. The emphasis is on the convoluted pathway that was actually used by immunologists to arrive at understanding compared to the direct pathway that could have been used given the knowledge at that time. It takes the reader through the instructionist era of the 1940s to the present by stressing the elements of thinking most conducive to the arrival at a default understanding of the intact immune system. It is a personalized account because the author participated directly in the debates that led eventually to agreed-upon or default conceptualizations. Given this, a peek at the future is attempted as a test of the validity of a Cartesian or reductionist approach to arriving at simplification of complexity and at the maximizing of generalization. A reasoned guess (i.e., a theory) is the only way we have to understand the world around us.
A brief history of the most remarkable numbers e, i and γ in mathematical sciences with applications
Debnath, Lokenath
2015-08-01
This paper deals with a brief history of the most remarkable Euler numbers e, i and γ in mathematical sciences. Included are many properties of the constants e, i and γ and their applications in algebra, geometry, physics, chemistry, ecology, business and industry. Special attention is given to the growth and decay phenomena in many real-world problems including stability and instability of their solutions. Some specific and modern applications of logarithms, complex numbers and complex exponential functions to electrical circuits and mechanical systems are presented with examples. Included are the use of complex numbers and complex functions in the description and analysis of chaos and fractals with the aid of modern computer technology. In addition, the phasor method is described with examples of applications in engineering science. The major focus of this paper is to provide basic information through historical approach to mathematics teaching and learning of the fundamental knowledge and skills required for students and teachers at all levels so that they can understand the concepts of mathematics, and mathematics education in science and technology.
The `M' in SMEC: a short history of the mathematics education presence
Malone, John A.
2011-09-01
In this paper I examine the history of the integration of mathematics education into the Science Education Centre, which had been established by physicist, John de Laeter, within the School of Science and Engineering at Curtin University in Perth, Australia. De Laeter's vision for science education was that teachers should have access to professional education that allowed them to extend their discipline and pedagogical knowledge using strategies that brought together theory and practice in ways that were meaningful for teachers. This model was expanded when mathematics education was also included, paving the way also for technology education. I present the history of this integration laying out the themes that are important for the continued educational effectiveness of the Science and Mathematics Education Centre (SMEC) and the role that mathematics education has played in this process. As the title suggests, this article focuses on the activities of the group of mathematics educators who have worked within the Science and Mathematics Education Centre of Curtin University since it was established 30 or so years ago and who have contributed to its reputation. The two streams operated then and now more-or-less independently in matters of student thesis topic choice but offered students opportunities for interaction that might not have been available if the "M" had not been incorporated into the Science Education Centre (SEC). This article's focus is on the mathematics educators who contributed to the Centre's success and reputation, highlighting the synergistic relationship between mathematics and science that helped to make SMEC a leading center for mathematics and science education.
2016 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics
Schlimm, Dirk
2017-01-01
This volume contains fourteen papers that were presented at the 2016 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics/La Société Canadienne d’Histoire et de Philosophie des Mathématiques, held at the University of Calgary in Alberta, Canada. In addition to showcasing rigorously reviewed modern scholarship on an interesting variety of topics in the history and philosophy of mathematics, this meeting also honored the life and work of the logician and philosopher of mathematics Aldo Antonelli (1962-2015). The first four papers in this book are part of that remembrance and have a philosophical focus. Included in these are a discussion of Bolzano’s objections to Kant’s philosophy of mathematics and an examination of the influence of rhetorical and poetic aesthetics on the development of symbols in the 16th and 17thCenturies. The remaining papers deal with the history of mathematics and cover such subjects as Early schemes for polar ordinates in the work of L’Hôpital, bas...
Students’ Mathematical Creative Thinking through Problem Posing Learning
Ulfah, U.; Prabawanto, S.; Jupri, A.
2017-09-01
The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story
The use of mobile technologies for mathematical engagement in informal learning environments
2014-01-01
M.Ed. (Ict in Education) South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to ...
An Overview of the History of Learning Theory
Illeris, Knud
2018-01-01
This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his well known books on "How We Learn" and a lot of other…
Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan
2017-01-01
With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether…
Debnath, Lokenath
2015-01-01
This paper deals with a brief history of the most remarkable Euler numbers "e,"?"i"?and?"?" in mathematical sciences. Included are many properties of the constants "e,"?"i"?and?"?" and their applications in algebra, geometry, physics, chemistry, ecology, business and industry. Special…
SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS
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Sead Rešić
2011-12-01
Full Text Available It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child’s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons. Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only difficult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defined age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete difficulty level or to notice mathematical laws.
Learning by experience on the example of mathematic pendulum
Horváth, Peter
2017-01-01
The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.
Reviving ancient Chinese mathematics mathematics, history and politics in the work of Wu Wen-Tsun
Hudecek, Jiri
2014-01-01
Twentieth-century China has been caught between a desire to increase its wealth and power in line with other advanced nations, which, by implication, means copying their institutions, practices and values, whilst simultaneously seeking to preserve China's independence and historically formed identity. Over time, Chinese philosophers, writers, artists and politicians have all sought to reconcile these goals and this book shows how this search for a Chinese way penetrated even the most central, least contested area of modernity: science.Reviving Ancient Chinese Mathematics is a study of the life
Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy
2018-01-01
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…
The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education
Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin
2017-01-01
This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…
Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro
2014-01-01
In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…
Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses
Boggs, Stacey; Shore, Mark; Shore, JoAnna
2004-01-01
Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…
The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes
Sumantri, Mohamad Syarif; Satriani, Retni
2016-01-01
The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…
The development of mathematics courseware for learning line and angle
Halim, Noor Dayana Abd; Han, Ong Boon; Abdullah, Zaleha; Yusup, Junaidah
2015-05-01
Learning software is a teaching aid which is often used in schools to increase students' motivation, attract students' attention and also improve the quality of teaching and learning process. However, the development of learning software should be followed the phases in Instructional Design (ID) Model, therefore the process can be carried out systematic and orderly. Thus, this concept paper describes the application of ADDIE model in the development of mathematics learning courseware for learning Line and Angle named CBL-Math. ADDIE model consists of five consecutive phases which are Analysis, Design, Development, Implementation and Evaluation. Each phase must be properly planned in order to achieve the objectives stated. Other than to describe the processes occurring in each phase, this paper also demonstrating how cognitive theory of multimedia learning principles are integrated in the developed courseware. The principles that applied in the courseware reduce the students' cognitive load while learning the topic of line and angle. With well prepared development process and the integration of appropriate principles, it is expected that the developed software can help students learn effectively and also increase students' achievement in the topic of Line and Angle.
Flevares, Lucia M; Schiff, Jamie R
2014-01-01
In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.
History and Evolution of Active Learning Spaces
Beichner, Robert J.
2014-01-01
This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.
Kim, Sun Hee; Kim, Soojin
2010-01-01
What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply mathematical modeling. One of the objectives of the gifted education in Korea is cultivating…
What Is the Long-Run Impact of Learning Mathematics during Preschool?
Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie
2018-01-01
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change…
The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions
Narli, Serkan; Baser, Nes'e
2010-01-01
To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…
Developing a learning environment on realistic mathematics education for Indonesian student teachers
Zulkardi, Z.
2002-01-01
The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated
Fuson, Karen C.
2009-01-01
This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…
2015 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics
Landry, Elaine
2016-01-01
This volume contains seventeen papers that were presented at the 2015 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics/La Société Canadienne d’Histoire et de Philosophie des Mathématiques, held in Washington, D.C. In addition to showcasing rigorously reviewed modern scholarship on an interesting variety of general topics in the history and philosophy of mathematics, this meeting also honored the memories of Jacqueline (Jackie) Stedall and Ivor Grattan-Guinness; celebrated the Centennial of the Mathematical Association of America; and considered the importance of mathematical communities in a special session. These themes and many others are explored in these collected papers, which cover subjects such as New evidence that the Latin translation of Euclid’s Elements was based on the Arabic version attributed to al-Ḥajjāj Work done on the arc rampant in the seventeenth century The history of numerical methods for finding roots of nonlinear equations An original play feat...
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Farkhatu Sikhah
2017-03-01
Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive
Learning to observe mathematical learning in lesson studies
DEFF Research Database (Denmark)
Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes
2016-01-01
This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which ena...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....
Think3d!: Improving mathematics learning through embodied spatial training.
Burte, Heather; Gardony, Aaron L; Hutton, Allyson; Taylor, Holly A
2017-01-01
Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.
Adaptation of mathematical educational content in e-learning resources
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Yuliya V. Vainshtein
2017-01-01
Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive
Concrete and abstract visualizations in history learning tasks
Prangsma, Maaike; Van Boxtel, Carla; Kanselaar, Gellof; Kirschner, Paul A.
2010-01-01
Prangsma, M. E., Van Boxtel, C. A. M., Kanselaar, G., & Kirschner, P. A. (2009). Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology, 79, 371-387.
Concrete and abstract visualizations in history learning tasks
Prangsma, M.E.; van Boxtel, C.A.M.; Kanselaar, G.; Kirschner, P.A.
2009-01-01
Background: History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures. Aims: A study was conducted to determine the effects of tasks
History and Future of Technology-Enhanced Learning
Westera, Wim
2009-01-01
Westera, W. (2009). History and Future of Technology-Enhanced Learning. Keynote Presentation at the First International Conference on Software, Services & Semantic Technologies (3ST). October, 28, 2009, Sofia, Bulgaria.
SRMS History, Evolution and Lessons Learned
Jorgensen, Glenn; Bains, Elizabeth
2011-01-01
. Evolution of the simulations, guided by the Math Model Working Group, showed the utility of input from multiple modeling groups with a structured forum for discussion.There were many unique development challenges in the areas of hardware, software, certification, modeling and simulation. Over the years, upgrades and enhancements were implemented to increase the capability, performance and safety of the SRMS. The history and evolution of the SRMS program provided many lessons learned that can be used for future space robotic systems.
Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning
Afthina, H.; Mardiyana; Pramudya, I.
2017-09-01
This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.
Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian
2018-01-01
In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…
Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin
2011-01-01
The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…
DEFF Research Database (Denmark)
Triantafyllou, Evangelia; Misfeldt, Morten; Timcenko, Olga
2016-01-01
This article explores student attitudes and preferences in learning and teaching of mathematics in engineering studies that transcend the division between technical, scientific and artistic disciplines. For observing such attitudes, we have developed a model that relates the attitude towards...... by a teacher. We propose that these findings inspire reforming mathematical education for such engineering students....
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Karlimah
2018-01-01
Full Text Available Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high contribution to the mathematical intelligence of fifth grade elementary school students. The student's mathematical intelligence can be seen in the cognitive abilities which were at the high level in the knowledge up to analysis, and at the low level in the synthesis and evaluation. Low mathematical intelligence was shown by students in calculating amount and difference of time, and projecting word problem into the form of mathematical problems. High mathematical intelligence arose in reading and writing integers in words and numbers. Thus, the mathematical intelligence of fifth grade Elementary School students will be better if classical music of Baroque era is used as the backsound in mathematics learning about solving math problems.
Andriani, Ade; Dewi, Izwita; Halomoan, Budi
2018-03-01
In general, this research is conducted to improve the quality of lectures on mathematics learning strategy in Mathematics Department. The specific objective of this research is to develop learning instrument of mathematics learning strategy based on Higher Order Thinking Skill (HOTS) that can be used to improve mathematical communication and self efficacy of mathematics education students. The type of research is development research (Research & Development), where this research aims to develop a new product or improve the product that has been made. This development research refers to the four-D Model, which consists of four stages: defining, designing, developing, and disseminating. The instrument of this research is the validation sheet and the student response sheet of the instrument.
The roles of games in teaching and learning of mathematics in junior ...
African Journals Online (AJOL)
The roles of games in teaching and learning of mathematics in junior secondary schools. ... The research seeks to enhance the status of games in teaching mathematics in junior secondary schools curriculum ... AJOL African Journals Online.
Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.
Geary, David C
2013-02-01
Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.
Misnasanti; Dien, C. A.; Azizah, F.
2018-03-01
This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.
Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model
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Avelino G. Ignacio Jr.
2017-02-01
Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.
Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties
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Steve Chinn
2016-04-01
Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10
Karlimah
2018-01-01
Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high co...
E-Learning and Affective Student’s Profile in Mathematics
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Giovannina Albano
2008-12-01
Full Text Available This paper is concerned with the personalisation of teaching/learning paths in mathematics education. Such personalisation would exploit the research results on the connection between the affective experience of the student learning mathematics and his/her success or failure in mathematics, which produces the learner’s attitude towards mathematics. We present a model for the learner’s affective profile in mathematics, which would extend the current user profile in an e-learning platform taking into account the learner’s attitude, to be used in order to offer and manage a Unit of Learning in mathematics better tailored on the global student’ needs. Tools for the implementation of the model in an e-learning platform have been devised. Activities templates suitable to various attitudes towards mathematics have been designed and their experimentation is in progress.
Learning Histories to YouTube: Learners' Lives as Curriculum
Murphey, Tim
2013-01-01
The article describes the agentive development of a group of first-year Japanese university students. They first individually wrote their language learning histories to grasp what they had been through in their junior and senior high school English education. They then analyzed the histories in small groups, discussing what motivated and…
Mathematics and metacognition in adolescents and adults with learning disabilities
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Annemie Desoete
2009-10-01
Full Text Available A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n=101 and adults with combined mathematical and reading disabilities (n=130 solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings and to avoid imposing the researcher’s structures and assumptions. In our dataset the isolated group (MD did worse than the comorbid group (M+RD on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.
Randahl, Mira
2016-01-01
Doktorgradsavhandling It is usually assumed that the students at tertiary level work intensively and individually with the new mathematical concepts (Wood, 2001). In this context the mathematics textbook might be an important learning tool. This thesis addresses the issue of what factors might influence the role of the mathematics textbook as a learning tool. The study is situated in the context of the basic mathematics course taken by first-year engineering students. A b...
İNAN, CEMİL
2014-01-01
In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...
A Reflective Journey through Theory and Research in Mathematical Learning and Development
Belbase, Shashidhar
2010-01-01
This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…
Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers
Ritter, Kristy L.
2010-01-01
The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study…
Asri, Dahlia Novarianing; Setyosari, Punaji; Hitipeuw, Imanuel; Chusniyah, Tutut
2017-01-01
Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research…
Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities
Magen-Nagar, Noga
2016-01-01
Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…
Safety of nuclear reactors - Part A - unsteady state temperature history mathematical model
International Nuclear Information System (INIS)
El-Shayeb, M.; Yusoff, M.Z.; Boosroh, M.H.; Ideris, F.; Hasmady Abu Hassan, S.; Bondok, A.
2004-01-01
A nuclear reactor structure under abnormal operations of near meltdown will be exposed to a tremendous amount of heat flux in addition to the stress field applied under normal operation. Temperature encountered in such case is assumed to be beyond 1000 Celsius degrees. A 2-dimensional mathematical model based on finite difference methods, has been developed for the fire resistance calculation of a concrete-filled square steel column with respect to its temperature history. Effects due to nuclear radiation and mechanical vibrations will be explored in a later future model. The temperature rise in each element can be derived from its heat balance by applying the parabolic unsteady state, partial differential equation and numerical solution into the steel region. Calculation of the temperature of the elementary regions needs to satisfy the symmetry conditions and the relevant material properties. The developed mathematical model is capable to predict the temperature history in the column and on the surface with respect to time. (authors)
Active learning increases student performance in science, engineering, and mathematics.
Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-06-10
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.
2018-05-01
As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.
Teaching and Learning of Knot Theory in School Mathematics
Kawauchi, Akio
2012-01-01
This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching
2014 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics
Landry, Elaine
2015-01-01
This volume contains thirteen papers that were presented at the 2014 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics/La Société Canadienne d’Histoire et de Philosophie des Mathématiques, held on the campus of Brock University in St. Catharines, Ontario, Canada. It contains rigorously reviewed modern scholarship on general topics in the history and philosophy of mathematics, as well as on the meeting’s special topic, Early Scientific Computation. These papers cover subjects such as •Physical tools used by mathematicians in the seventeenth century •The first historical appearance of the game-theoretical concept of mixed-strategy equilibrium •George Washington’s mathematical cyphering books •The development of the Venn diagram •The role of Euler and other mathematicians in the development of algebraic analysis •Arthur Cayley and Alfred Kempe’s influence on Charles Peirce's diagrammatic logic •The influence publishers had on the development of mathematical...
The Among System in the Senior High School History Learning
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Nugraha Nugraha
2018-05-01
Full Text Available This study describes the theoretical and practical aspect of the Among - system in the modern historical learning. As a preliminary research, this article formulates a conceptual framework of the Among- system in the contemporary learning, especially modern history learning. This research used library research method that conducted in Dewantara Kirti Griya Library Yogyakarta. Data analysis was done by the descriptive method of collecting data, compiling or classifying, and interpreting.
Игорь Николаевич Макарьев
2013-01-01
In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...
Visual technology for the autonomous learning of mathematics
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Helmut Linneweber‐Lammerskitten
2010-09-01
Full Text Available This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
Teachers’ interactions and mathematics learning within a virtual environment
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Aline Terra Salles
2012-09-01
Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.
Communitarian education and mathematics learning: A way of value diversity
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Adamuz-Povedano Natividad
2016-01-01
Full Text Available In our society there is high diversity so we need educational methodologies that promote equal opportunities for personal success inside the difference. It is necessary to explore the role of non-formal educational practices in multicultural contexts and to implement a model of communitarian education that allows the practices of other cultures to become valued by and visible to the broader society. Nowadays there are not doubts about the importance of the developing of number sense in the early mathematics learning, however, the entrance to the scholar arithmetic is, in most cases, through the teaching of the four rules using the traditional algorithms. Here we show how to use open calculations based on numbers (ABN as an inclusive methodological alternative, based on the meaningful learning of the decimal system, the operations and their properties. We think the method fits very well with people from other ethnics as Romanian people.
Wójcik, Wiesław
2014-01-01
In this presentation of the activities of Zespół Historii Matematyki (the Team of the History of Mathematics), an undertaking is made to synthesise the most important projects and events that have taken place during the eight years since its founding in 2007. The main directions of the research of the Team are outlined, which include: the exploration of the development of Polish mathematics in the late 19TH and early 20th century in relation to the major discoveries of the European mathematics of that period; the presentation of the most important achievements in the history of the study of the foundations of mathematics; the history of the Riemann zeta function and the history of the emergence of computer methods in mathematics and the study on the relationship between physics and mathematics in the historical perspective. This presentation also introduces important research projects, which emerged during the discussions at the meetings of the Team--it is particularly important to offer an analysis of the speeches of the Polish scholars at the first international congresses of mathematicians and to underline the importance of the new ideas presented there for the development of the mathematical environment in Poland. Additionally, four papers on the history of mathematics, presented in this Kwartalnik, representative for the researches conducted by the Team, are also briefly discussed here.
Perception of mathematics teachers on cooperative learning method in the 21st century
Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima
2017-05-01
Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.
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Runisah Runisah
2017-02-01
Full Text Available This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students’ mathematical critical thinking skills.
Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics
Widakdo, W. A.
2017-09-01
Seeing the importance of the role of mathematics in everyday life, mastery of the subject areas of mathematics is a must. Representation ability is one of the fundamental ability that used in mathematics to make connection between abstract idea with logical thinking to understanding mathematics. Researcher see the lack of mathematical representation and try to find alternative solution to dolve it by using project based learning. This research use literature study from some books and articles in journals to see the importance of mathematical representation abiliy in mathemtics learning and how project based learning able to increase this mathematical representation ability on the topic of Statistics. The indicators for mathematical representation ability in this research classifies namely visual representation (picture, diagram, graph, or table); symbolize representation (mathematical statement. Mathematical notation, numerical/algebra symbol) and verbal representation (written text). This article explain about why project based learning able to influence student’s mathematical representation by using some theories in cognitive psychology, also showing the example of project based learning that able to use in teaching statistics, one of mathematics topic that very useful to analyze data.
Memory and cognitive control circuits in mathematical cognition and learning.
Menon, V
2016-01-01
Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal-frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal-frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. © 2016 Elsevier B.V. All rights reserved.
Memory and cognitive control circuits in mathematical cognition and learning
Menon, V.
2018-01-01
Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal–frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal–frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. PMID:27339012
McLoughlin, M. Padraig M. M.
2008-01-01
The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory…
Esa, Suraya; Mohamed, Nurul Akmal
2017-05-01
This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.
Socioeconomic variation, number competence, and mathematics learning difficulties in young children.
Jordan, Nancy C; Levine, Susan C
2009-01-01
As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning.
Digital game based learning: A new method in teaching and learning mathematics
Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin
2017-05-01
Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.
The changing role of continuity and discontinuity in the history of philosophy and mathematics
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Danie F.M. Strauss
2017-01-01
Full Text Available The aim of this article is to highlight the inevitability of employing discreteness and continuity as primitive (indefinable modes of explanation in the history of philosophy and mathematics. It embodies the general challenge to account for the coherence of what is unique. Gödel emphasises the coherence of ‘primitive concepts’. Greek philosophy already discovered the spatial whole and/or parts relation with its infinite divisibility. During and after the medieval era philosophers toggled between an atomistic appreciation of the continuum and its opposite, for example found in the thought of Leibniz who postulated his law of continuity (lex continui. The discovery of incommensurability (irrational numbers by the Greeks caused the first foundational crisis of mathematics, as well as its geometrisation. Leibniz and Newton did not resolve the problems surrounding the limit concept and soon it induced the third foundational crisis of mathematics. It caused Frege and the ‘continuum theoreticians’ to assign priority to the continuum – discreteness is a catastrophe. Recently Smooth Infinitesimal Analysis appreciated what is ‘continuous’ as constituting ‘an unbroken or uninterrupted whole’. Intuitionistic mathematics once more proceeded from an emphasis on the whole and/or parts relation. In spite of alternating attempts to understand continuity exclusively, either in arithmetical or in spatial terms, the history of philosophy and mathematics undeniably confirms that the co-conditioning role of these two modes of explanation remains a constant element in reflections on continuity and discontinuity. (The role of continuity and discontinuity within the disciplines of physics and biology will be discussed in a separate article.
HISTORY OF THE ENGINEERING PHYSICS AND MATHEMATICS DIVISION 1955-1993
Energy Technology Data Exchange (ETDEWEB)
Maskewitz, B.F.
2001-09-14
A review of division progress reports noting significant events and findings of the Applied Nuclear Physics, Neutron Physics, Engineering Physics, and then Engineering Physics and Mathematics divisions from 1955 to 1993 was prepared for use in developing a history of the Oak Ridge National Laboratory in celebration of its 50th year. The research resulted in an accumulation of historic material and photographs covering 38 years of effort, and the decision was made to publish a brief history of the division. The history begins with a detailed account of the founding of the Applied Nuclear Physics Division in 1955 and continues through the name change to the Neutron Physics Division in the late 1950s. The material thereafter is presented in decades--the sixties, seventies, and eighties--and ends as we enter the nineties.
Multimodal representations in collaborative history learning
Prangsma, M.E.
2007-01-01
This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of a chronological frame of reference in 12 to 14-year olds in pre vocational education? A chronological frame of
21st Century Learning Design og Historie
DEFF Research Database (Denmark)
Arnov, Lars Due
2014-01-01
ITs rolle i gymnasiet er stadig omdiskuteret og i nogen grad uklar. Nu vender et nyt koncept for inddragelse af it i undervisningen it-didaktikken ”på hovedet” og lader elevernes læring komme først – uden at det går ud over elevernes it-kompetencer. Konceptet kan også bruges i historie, og histor...
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Mario Mandrone
2015-06-01
Full Text Available The creation of the calculation (differential, in the terminology of Leibniz, bending in that of Newton is the event that, in the second half of the seventeenth century, marked, in a sense, the transition from classical to modern mathematics. The aim of this work is a historical analysis of the rigor and epistemological question and the "metaphysics" of calculus that takes account of the methods of the ancient (eg. Of Archimedes' method of exhaustion, as well as interpretations of Leibniz and Newton and their successors. The problem of searching for a sure foundation on which to base the calculus, glimpsed by D'Alembert in the theory of limits and taken up by Lagrange to the theory of infinite series, and that the derivative functions, found in Cachy the pioneer of a new way to seek rigor in analysis. The Cauchy setting will be tightened by Weierstrass in the second half of the 800 with the definition of limit, with the epsilon-delta method, which in turn is based on definitions concerning the real numbers. In this sense we speak of "arithmetisation" analysis. Matematica e storia: storia ed epistemologia dell’analisi: dal metodo di esaustione all’integrale definito La creazione del calcolo (differenziale, nella terminologia leibniziana flessionale in quella di Newton è l’evento che, nella seconda metà del seicento, ha segnato, in un certo senso, il passaggio dalla matematica classica a quella moderna. Obiettivo del presente lavoro è una analisi storica ed epistemologica della questione del rigore e della “metafisica” del calcolo infinitesimale che tenga conto dei metodi degli antichi (ad es. del metodo di esaustione di Archimede, nonché delle interpretazioni di Leibniz e Newton e dei loro successori. Il problema della ricerca di un fondamento sicuro su cui basare il calcolo infinitesimale, intravisto da D’Alembert nella teoria dei limiti e ripreso da Lagrange con la teoria delle serie infinite e quella delle
What is the problem in problem-based learning in higher education mathematics
Dahl, Bettina
2018-01-01
Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.
Mathematics for the liberal arts
Bindner, Donald; Hemmeter, Joe
2014-01-01
Presents a clear bridge between mathematics and the liberal arts Mathematics for the Liberal Arts provides a comprehensible and precise introduction to modern mathematics intertwined with the history of mathematical discoveries. The book discusses mathematical ideas in the context of the unfolding story of human thought and highlights the application of mathematics in everyday life. Divided into two parts, Mathematics for the Liberal Arts first traces the history of mathematics from the ancient world to the Middle Ages, then moves on to the Renaissance and finishes with the development of modern mathematics. In the second part, the book explores major topics of calculus and number theory, including problem-solving techniques and real-world applications. This book emphasizes learning through doing, presents a practical approach, and features: A detailed explanation of why mathematical principles are true and how the mathematical processes workNumerous figures and diagrams as well as hundreds of worked example...
Enlightening symbols a short history of mathematical notation and its hidden powers
Mazur, Joseph
2014-01-01
While all of us regularly use basic math symbols such as those for plus, minus, and equals, few of us know that many of these symbols weren't available before the sixteenth century. What did mathematicians rely on for their work before then? And how did mathematical notations evolve into what we know today? In Enlightening Symbols, popular math writer Joseph Mazur explains the fascinating history behind the development of our mathematical notation system. He shows how symbols were used initially, how one symbol replaced another over time, and how written math was conveyed before and after symbols became widely adopted. Traversing mathematical history and the foundations of numerals in different cultures, Mazur looks at how historians have disagreed over the origins of the numerical system for the past two centuries. He follows the transfigurations of algebra from a rhetorical style to a symbolic one, demonstrating that most algebra before the sixteenth century was written in prose or in verse employing the wr...
Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers
Wang, Ting-Ying; Tang, Shu-Jyh
2013-01-01
This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…
Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study
Hjalmarson, Margret A.
2017-01-01
This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…
How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills
Marchis, Iuliana
2011-01-01
Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…
What Is the Problem in Problem-Based Learning in Higher Education Mathematics
Dahl, Bettina
2018-01-01
Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge…
Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students
Remijan, Kelly W.
2017-01-01
This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing…
Murray, Diane R.
2011-01-01
A history is given of the Educational Museum of Teachers College, which began in 1886, and David Eugene Smith's extensive collection of mathematical tools used in the Museum's exhibits is discussed. Historic mathematical instruments including, the astrolabe, abacus and counting rods, and the slide rule are examined. The author uses digitized…
Open access web technology for mathematics learning in higher education
Directory of Open Access Journals (Sweden)
Mari Carmen González-Videgaray
2016-05-01
Full Text Available Problems with mathematics learning, “math anxiety” or “statistics anxiety” among university students can be avoided by using teaching strategies and technological tools. Besides personal suffering, low achievement in mathematics reduces terminal efficiency and decreases enrollment in careers related to science, technology and mathematics. This paper has two main goals: 1 to offer an organized inventory of open access web resources for math learning in higher education, and 2 to explore to what extent these resources are currently known and used by students and teachers. The first goal was accomplished by running a search in Google and then classifying resources. For the second, we conducted a survey among a sample of students (n=487 and teachers (n=60 from mathematics and engineering within the largest public university in Mexico. We categorized 15 high-quality web resources. Most of them are interactive simulations and computer algebra systems. ResumenLos problemas en el aprendizaje de las matemáticas, como “ansiedad matemática” y “ansiedad estadística” pueden evitarse si se usan estrategias de enseñanza y herramientas tecnológicas. Además de un sufrimiento personal, el bajo rendimiento en matemáticas reduce la eficiencia terminal y decrementa la matrícula en carreras relacionadas con ciencia, tecnología y matemáticas. Este artículo tiene dos objetivos: 1 ofrecer un inventario organizado de recursos web de acceso abierto para aprender matemáticas en la universidad, y 2 explorar en qué medida estos recursos se usan actualmente entre alumnos y profesores. El primer objetivo se logró con un perfil de búsqueda en Google y una clasificación. Para el segundo, se condujo una encuesta en una muestra de estudiantes (n=487 y maestros (n=60 de matemáticas e ingeniería de la universidad más grande de México. Categorizamos 15 recursos web de alta calidad. La mayoría son simulaciones interactivas y
The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education
松島, 充
2014-01-01
In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...
Platas, Linda M.
2015-01-01
The Mathematical Development Beliefs Survey was developed to measure early childhood teachers' beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriateness of mathematics instruction, (b) classroom locus of generation of mathematical knowledge…
Directory of Open Access Journals (Sweden)
José Messildo Viana Nunes
2010-06-01
Full Text Available This article consists of a reflection on the possibility of using the History of the Mathematics as a pedagogical resource for introduction of mathematical concepts, allied to the David Ausubel’s theory of significant learning. This overlap can help us in the elaboration/organization of didactic sequences that can favor the construction of the mathematical knowledge by the pupil himself. In this case, we use some examples from Euclidean Geometry as a reference to present our conception on how and why we conceive the context of the history of the mathematics as a legitimate previous organizer. Keywords: History of Mathematics. Significant Learning. Previous Organizer.Este artigo consiste em uma reflexão sobre a possibilidade de uso da História da Matemática como recurso pedagógico, para introdução de conceitos matemáticos, aliada à teoria da aprendizagem significativa de David Ausubel. Tal imbricação pode nos auxiliar na elaboração/organização de sequências didáticas que possam favorecer a construção do conhecimento matemático pelo próprio aluno. Nesse caso utilizamos alguns exemplos da Geometria Euclidiana como referência para apresentar nossa concepção sobre como e por que concebemos o contexto da história da matemática como um legítimo organizador prévio. Palavras-chave: História da Matemática. Aprendizagem significativa. Organizador Prévio.
The Emergence of Mathematical Structures
Hegedus, Stephen John; Moreno-Armella, Luis
2011-01-01
We present epistemological ruptures that have occurred in mathematical history and in the transformation of using technology in mathematics education in the twenty-first century. We describe how such changes establish a new form of digital semiotics that challenges learning paradigms and mathematical inquiry for learners today. We focus on drawing…
Framing discourse for optimal learning in science and mathematics
Megowan, Mary Colleen
2007-12-01
This study explored the collaborative thinking and learning that occurred in physics and mathematics classes where teachers practiced Modeling Instruction. Four different classes were videotaped---a middle school mathematics resource class, a 9th grade physical science class, a high school honors physics class and a community college engineering physics course. Videotapes and transcripts were analyzed to discover connections between the conceptual structures and spatial representations that shaped students' conversations about space and time. Along the way, it became apparent that students' and teachers' cultural models of schooling were a significant influence, sometimes positive and sometimes negative, in students' engagement and metaphor selection. A growing number of researchers are exploring the importance of semiotics in physics and mathematics, but typically their unit of analysis is the individual student. To examine the distributed cognition that occurred in this unique learning setting, not just among students but also in connection with their tools, artifacts and representations, I extended the unit of analysis for my research to include small groups and their collaborative work with whiteboarded representations of contextual problems and laboratory exercises. My data revealed a number of interesting insights. Students who constructed spatial representations and used them to assist their reasoning, were more apt to demonstrate a coherent grasp of the elements, operations, relations and rules that govern the model under investigation than those who relied on propositional algebraic representations of the model. In classrooms where teachers permitted and encouraged students to take and hold the floor during whole-group discussions, students learned to probe one another more deeply and conceptually. Shared representations (whether spatial or propositional/algebraic), such as those that naturally occurred when students worked together in small groups to
Karlimah
2018-05-01
This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.
Analysis of students’ self-determination in learning mathematics
Wilujeng, H.
2018-01-01
Self-determination (SDT) is the ability in identifying and achieving the purpose based on knowledge and the assessment of the individual against himself. Three aspects in the SDT includes autonomy, competence and relationships become an important part for students to be able to understand the capabilities of themselves, having a positive competitiveness to other students and can interact well between friends. Therefore, teachers need to know the ability of students SDT after making the learning process. This research was conducted to improve the process of learning mathematics by knowing the ability of students SDT. The researcher gave the question form to 38 students and analyzed the ability of SDT. The Results of the study showed that the student SDT ability is still poor. Students were lack of confidence to solve math problems. In addition, the competitiveness of students was low that have made them looked lazy. This can be resolved by making learning more interesting for students so that it can increase the student SDT ability.
Demitra; Sarjoko
2018-01-01
Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called "handep." The cultural context has an influence on students mathematics learning. The "handep" system might be suitable for modern learning situations to develop mathematical problem-solving skill. The…
Apps for Mathematics Learning: A Review of "Educational" Apps from the iTunes App Store
Highfield, Kate; Goodwin, Kristy
2013-01-01
Increasingly iPads™ are being used in schools and prior-to-school settings, with a plethora of Apps available for mathematics learning. Despite the growing number of Apps available in the iTunes App Store, there has been limited systematic analysis of the pedagogic design of Apps designed for mathematics learning. This paper describes a content…
Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans
2008-01-01
The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…
Harper, Frances Kay
2017-01-01
This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…
Learning fraction comparison by using a dynamic mathematics software - GeoGebra
Poon, Kin Keung
2018-04-01
GeoGebra is a mathematics software system that can serve as a tool for inquiry-based learning. This paper deals with the application of a fraction comparison software, which is constructed by GeoGebra, for use in a dynamic mathematics environment. The corresponding teaching and learning issues have also been discussed.
Student Talk and Opportunities for Mathematical Learning in Small Group Interactions
Wood, Marcy B.; Kalinec, Crystal A.
2012-01-01
Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…
CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia
Zulkardi, Z.; Nieveen, N.M.
2001-01-01
This paper reports on the second phase of a four-year study which aims to develop a learning environment that supports prospective mathematics teachers learning realistic mathematics education (RME) in teacher education in Indonesia. The results suggest that by giving student teachers experiences in
Zulkardi, Z.; Nieveen, N.M.
2001-01-01
CASCADE-IMEI is a learning environment in the form of a face-to-face course and a web site (www.cascadeimei.com) which aims to support student teachers in Indonesia to learn Realistic Mathematics Education (RME). RME is an instructional theory in mathematics education that was originally developed
Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics
Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park
2013-01-01
We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…
Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi
2017-01-01
This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…
Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista
2016-01-01
This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…
Learning Fraction Comparison by Using a Dynamic Mathematics Software--GeoGebra
Poon, Kin Keung
2018-01-01
GeoGebra is a mathematics software system that can serve as a tool for inquiry-based learning. This paper deals with the application of a fraction comparison software, which is constructed by GeoGebra, for use in a dynamic mathematics environment. The corresponding teaching and learning issues have also been discussed.
Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics
Iori, Maura
2018-01-01
While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…
Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities
Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook
2017-01-01
Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…
Siegmund-Schultze, Reinhard
2001-01-01
Philanthropies funded by the Rockefeller family have been prominent in the social history of the twentieth century for their involvement in medicine and applied science. This book provides the first detailed study of their relatively brief but nonetheless influential foray into the field of mathematics. The careers of a generation of pathbreakers in modern mathematics, such as S.Banach, B.L.van der Waerden and André Weil, were decisively affected by their becoming fellows of the Rockefeller-funded International Education Board in the 1920s. To help promote cooperation between physics and mathematics Rockefeller funds supported the erection of the new Mathematical Institute in Göttingen between 1926 and 1929, while the rise of probability and mathematical statistics owes much to the creation of the Institut Henri Poincaré in Paris by American philanthropy at about the same time. This account draws upon the documented evaluation processes behind these personal and institutional involvements of philanthropies...
The SAMPLE experience: The development of a rich media online mathematics learning environment
Chang, Jen
2006-01-01
This report documents the development of Sample Architecture for Mathematically Productive Learning Experiences (SAMPLE), a rich media, online, mathematics learning environment created to meet the needs of middle school educators. It explores some of the current pedagogical challenges in mathematics education, and their amplified impacts when coupled with under-prepared teachers, a decidedly wide-spread phenomenon. The SAMPLE publishing experience is discussed in terms of its instructional de...
Adeneye Olarewaju Awofala
2016-01-01
This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasi-experimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students’ personal preferences into their mathematics wo...
Cho, Moon-Heum; Heron, Michele L.
2015-01-01
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
Bhagat, Kaushal Kumar; Chang, Cheng-Nan; Chang, Chun-Yen
2016-01-01
The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the…
Desoete, Annemie; De Weerdt, Frauke
2013-01-01
Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…
Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program
Kleden, Maria Agustina
2015-01-01
Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…
Ratnaningsih, N.; El Akbar, R. R.; Hidayat, E.
2018-05-01
One of ways to improve students' learning ability is conduct a research, with purpose to obtain a method to improve students' ability. Research often carried out on the modification of teaching methods, uses of teaching media, motivation, interests and talents of students. Research related to the internal condition of students becomes very interesting to studied, including research on circadian rhythms. Every person in circadian rhythms has its own Chronotype, which divided into two types namely early type and night late type. Chronotype affects the comfort in activity, for example a person with Chronotype category of early type tends to be more comfort in daytime activities. The purpose of this study is to examine the conditions of students, related Chronotype suitable or appropriate for student learning time. This suitability then studied in relation to the ability of learning mathematics with self- regulated learning approach. This study consists of three stages; (i) student Chronotype measurement, (ii) data retrieval, and (iii) analysis of research results. The results show the relationship between the students' learning ability in mathematics to learning time corresponding to Chronotype.
Directory of Open Access Journals (Sweden)
Nadine Adams
2012-08-01
Full Text Available Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001. Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners.
Chotimah, Siti; Bernard, M.; Wulandari, S. M.
2018-01-01
The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got
Wardono; Mariani, S.
2018-03-01
Indonesia as a developing country in the future will have high competitiveness if its students have high mathematics literacy ability. The current reality from year to year rankings of PISA mathematics literacy Indonesian students are still not good. This research is motivated by the importance and low ability of the mathematics literacy. The purpose of this study is to: (1) analyze the effectiveness of PMRI learning with media Schoology, (2) describe the ability of students' mathematics literacy on PMRI learning with media Schoology which is reviewed based on seven components of mathematics literacy, namely communication, mathematizing, representation, reasoning, devising strategies, using symbols, and using mathematics tool. The method used in this research is the method of sequential design method mix. Techniques of data collection using observation, interviews, tests, and documentation. Data analysis techniques use proportion test, appellate test, and use descriptive analysis. Based on the data analysis, it can be concluded; (1) PMRI learning with media Schoology effectively improve the ability of mathematics literacy because of the achievement of classical completeness, students' mathematics literacy ability in PMRI learning with media Schoology is higher than expository learning, and there is increasing ability of mathematics literacy in PMRI learning with media Schoology of 30%. (2) Highly capable students attain excellent mathematics literacy skills, can work using broad thinking with appropriate resolution strategies. Students who are capable of achieving good mathematics literacy skills can summarize information, present problem-solving processes, and interpret solutions. low-ability students have reached the level of ability of mathematics literacy good enough that can solve the problem in a simple way.
Comparison of learning models based on mathematics logical intelligence in affective domain
Widayanto, Arif; Pratiwi, Hasih; Mardiyana
2018-04-01
The purpose of this study was to examine the presence or absence of different effects of multiple treatments (used learning models and logical-mathematical intelligence) on the dependent variable (affective domain of mathematics). This research was quasi experimental using 3x3 of factorial design. The population of this research was VIII grade students of junior high school in Karanganyar under the academic year 2017/2018. Data collected in this research was analyzed by two ways analysis of variance with unequal cells using 5% of significance level. The result of the research were as follows: (1) Teaching and learning with model TS lead to better achievement in affective domain than QSH, teaching and learning with model QSH lead to better achievement in affective domain than using DI; (2) Students with high mathematics logical intelligence have better achievement in affective domain than students with low mathematics logical intelligence have; (3) In teaching and learning mathematics using learning model TS, students with moderate mathematics logical intelligence have better achievement in affective domain than using DI; and (4) In teaching and learning mathematics using learning model TS, students with low mathematics logical intelligence have better achievement in affective domain than using QSH and DI.
Theorizing Learning in Life History - a psycho-societal approach
DEFF Research Database (Denmark)
Olesen, Henning Salling
2007-01-01
to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use....... Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning, this article presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts...
CREATING CRITICAL THINKING FROM AFFECTIVE DOMAIN IN SUCCESSFUL LEARNING OF MATHEMATICS.
Kholidah Sitanggang; Herman Mawengkang; Tulus.
2018-01-01
The success of the learning process can be seen from the results of learning that is visible from the change in behavior on students, both the attitude and skills which are better than before. Mathematics learning success is not only determined by cognitive abilities but also affective abilities. Successful learning in terms of cognitive and psychomotor is affected by the affective condition of the students. Students who have interest in learning and a positive attitude toward learning will b...
The History of Language Learning and Teaching in Britain
McLelland, Nicola
2018-01-01
This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how…
Exploring the Intersections of Science and History Learning
Hughes, Catherine; Cosbey, Allison
2016-01-01
How can history museums incorporate Science, Technology, Engineering and Math (STEM) activities while preserving their missions and identities? How do interdisciplinary experiences lead to learning? A cross-institutional exhibit development and evaluation team wrestled with these ideas as they developed "Create.Connect," an National…
Democracy Denied: Learning to Teach History in Elementary School
Slekar, Timothy D.
2009-01-01
Although "No Child Left Behind" (NCLB) appears to disregard the teaching of social studies, it should not be assumed that teaching and learning in these content areas is of little importance. Prior to NCLB, discussions over social studies and history standards dominated the political and cultural landscapes. The eventual conclusion from…
Huscroft-D'Angelo, Jacqueline; Higgins, Kristina N.; Crawford, Lindy L.
2014-01-01
Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments…
Didactic trajectory of research in mathematics education using research-based learning
Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim
2017-10-01
This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.
E-learning support for Economic-mathematical methods
Directory of Open Access Journals (Sweden)
Pavel Kolman
2009-01-01
Full Text Available Article is describing process of creating and using of e-learning program for graphical solution of linear programming problems that is used in the Economic mathematical methods course on Faculty of Business and Economics, MZLU. The program was created within FRVŠ 788/2008 grant and is intended for practicing of graphical solution of LP problems and allows better understanding of the linear programming problems. In the article is on one hand described the way, how does the program work, it means how were the algorithms implemented, and on the other hand there is described way of use of that program. The program is constructed for working with integer and rational numbers. At the end of the article are shown basic statistics of programs use of students in the present form and the part-time form of study. It is mainly the number of programs downloads and comparison to another programs and students opinion on the e-learning support.
Yeh, Cathery
2016-01-01
Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...
Directory of Open Access Journals (Sweden)
Abdul Qohar
2013-01-01
Full Text Available This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74
Rahayu, D. V.; Kusumah, Y. S.; Darhim
2018-05-01
This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.
Yuliana, Yuliana; Tasari, Tasari; Wijayanti, Septiana
2017-01-01
The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model a...
Directory of Open Access Journals (Sweden)
Blaženka Divjak
2011-06-01
Full Text Available Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.
Opportunity to learn first year mathematics in teacher training ...
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences ... topics in the first year teacher training mathematics syllabus were not taught by the end ... that the teacher training college tutors make efforts to complete the PS1 syllabus.
Directory of Open Access Journals (Sweden)
Edi Nurcahyo
2018-03-01
Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking Keywords: discovery learning, scientific, critical thinking
Directory of Open Access Journals (Sweden)
Delsika Pramata Sari
2017-06-01
Full Text Available The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation. In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation.
Reflective Awareness in Mathematics Teachers' Learning and Teaching
Chapman, Olive
2015-01-01
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…
Towards Understanding the Origins of Children's Difficulties in Mathematics Learning
Mulligan, Joanne
2011-01-01
Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…
Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher
Hodgen, Jeremy; Askew, Mike
2007-01-01
Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…
Learning in Life History - psycho-societal interpretation of biographies
DEFF Research Database (Denmark)
Olesen, Henning Salling
2008-01-01
Taking its point of departure from some critical remarks about some of the most important recent theorizing of learning, this article presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based on life history research. The key concepts...... of subjectivity and experience, derived from European critical theory, are briefly introduced with respect to their intellectual background. Based on examples from the author’s research into the professional learning, the article outlines the implications of these concepts in relation to an understanding...... of emotional aspects of learning in everyday life and to an understanding of knowledge. The pivotal role of language use and language socialisation is explained in brief, and a psychodynamic complement to a language game concept of language use is developed....
Directory of Open Access Journals (Sweden)
Wannaree Pansiri
2016-12-01
Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.
Constructing mathematical knowledge
Ernest, Paul
2012-01-01
This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its te
Monaco, Nanci M.; Gentile, J. Ronald
1987-01-01
This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…
Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load
Yung, Hsin I.; Paas, Fred
2015-01-01
Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…
Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning
Takeuchi, Miwa Aoki
2018-01-01
This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…
Sumarna, Nana; Sentryo, Izlan
2017-08-01
This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.
Blended Learning, E-Learning and Mobile Learning in Mathematics Education
Borba, Marcelo C.; Askar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez
2016-01-01
In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in…
Bailey, Judy
2013-01-01
Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…
Mathematics, the Computer, and the Impact on Mathematics Education.
Tooke, D. James
2001-01-01
Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)
Pagliaro, Claudia M.; Kritzer, Karen L.
2010-01-01
Using a multiple case-study design, this study compares the early learning behaviours of young deaf/hard-of-hearing (d/hh) children with high/low mathematics ability (as defined by test score on the Test of Early Mathematics Ability-3). Children's simultaneous use of multiple learning behaviours was also examined as were contributing adult…
Pegg, John; Panizzon, Debra
2011-06-01
When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.
2014-01-01
This collection of 23 articles is the output of lectures in special sessions on “The History of Theoretical, Material and Computational Mechanics” within the yearly conferences of the GAMM in the years 2010 in Karlsruhe, Germany, 2011 in Graz, Austria, and in 2012 in Darmstadt, Germany; GAMM is the “Association for Applied Mathematics and Mechanics”, founded in 1922 by Ludwig Prandtl and Richard von Mises. The contributions in this volume discuss different aspects of mechanics. They are related to solid and fluid mechanics in general and to specific problems in these areas including the development of numerical solution techniques. In the first part the origins and developments of conservation principles in mechanics and related variational methods are treated together with challenging applications from the 17th to the 20th century. Part II treats general and more specific aspects of material theories of deforming solid continua and porous soils. and Part III presents important theoretical and enginee...
Energy Technology Data Exchange (ETDEWEB)
1994-01-01
The report with collected proceedings from a conference, deals with mathematics of oil recovery with the focus on history match and recovery optimization. Topics of proceedings are as follow: Calculating optimal parameters for history matching; new technique to improve the efficiency of history matching of full-field models; flow constrained reservoir characterization using Bayesian inversion; analysis of multi-well pressure transient data; new approach combining neural networks and simulated annealing for solving petroleum inverse problems; automatic history matching by use of response surfaces and experimental design; determining the optimum location of a production well in oil reservoirs. Seven papers are prepared. 108 refs., 45 figs., 12 tabs.
Huxley, Michael
2012-01-01
This paper considers student perspectives on the learning of dance history in a British University. The investigation focuses on the student experience. Recent researches into student learning and the idea of history provide a context for the study. A pedagogic research project in a British University sought, captured and analysed the views of…
Stultz, Sherry L.
2017-01-01
This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…
Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education
Ozgen, Kemal; Bindak, Recep
2012-01-01
The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…
Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools
Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.
2010-01-01
This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…
Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability
Saragih, Sahat; Napitupulu, Elvis
2015-01-01
The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…
Marshall, Neil; Buteau, Chantal
2014-01-01
As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…
Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning
Bishara, Saied
2016-01-01
This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…
Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics
Nasser-Abu Alhija, Fadia; Amasha, Marcel
2012-01-01
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…
Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes
Toles, Ann
2010-01-01
To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…
Opolot-Okurut, Charles
2010-01-01
This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…
Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context
Nazemi, Mahtab
2017-01-01
There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in…
Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.
2018-03-01
Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.
Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources
Drijvers, P.H.M.; Faggiano, Eleonora; Geraniou, Eirini; Weigand, Hans-Georg
2017-01-01
The use of technology and other resources for mathematical learning is a current issue in the field of mathematics education and lags behind the rapid advances in Information and Communication Technology. Technological developments offer opportunities, which are not straightforward to exploit in
Geiger, Vince; Anderson, Judy; Hurrell, Derek
2017-01-01
The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated "best practice" in mathematics teaching and learning across all Australian…
Junsay, Merle L.
2016-01-01
This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…
Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms
Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe
2013-01-01
We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…
Investigating Students' Perceptions of Graduate Learning Outcomes in Mathematics
King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly
2017-01-01
The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for…
Grant, Melva R.
2014-01-01
The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics…
Profiling Student Use of Calculators in the Learning of High School Mathematics
Crowe, Cheryll E.; Ma, Xin
2010-01-01
Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied…
Mathematical E-Learning: State of the Art and Experiences at the Open University of Catalonia
Juan, A.; Huertas, A.; Steegmann, C.; Corcoles, C.; Serrat, C.
2008-01-01
In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in…
Capar, Gulfer; Tarim, Kamuran
2015-01-01
This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…
Adults Learning Mathematics: What We Should Know about Betting and Bookkeeping?
Maasz, Juergen; Siller, Hans-Stefan
2010-01-01
A lot of people risk money with bets on sport events or other events. Bookkeepers that offer such bets earn a lot of money. We are making a proposal (more exactly: a concept for a part of a basic mathematics course) for learning mathematics behind the screen (internet bets are very popular). Learners should organize a "sports event"…
Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability
Rajagukguk, Waminton
2016-01-01
This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 +…
Fong, Carlton J.; Zientek, Linda Reichwein; Yetkiner Ozel, Zeynep Ebrar; Phelps, Julie M.
2015-01-01
The present study investigated developmental mathematics students' efficacy beliefs for motivational, self-regulated learning, resource management, and cognitive strategies and which of these beliefs most differentiated European American, African American and Hispanic students in terms of their mathematics achievement. The diverse sample consisted…
Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta
Setyaningrum, Wahyu
2017-08-01
This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.
The Challenge of Learning Physics before Mathematics: A Case Study of Curriculum Change in Taiwan
Chiu, Mei-Shiu
2016-01-01
The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without…
Makar, Katie; Fielding-Wells, Jill
2018-03-01
The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, "How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?" The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers' progressive development of classroom norms of mathematical inquiry and how they facilitate learning.
Steele, Marcee M.
2010-01-01
This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.
Batchelder, William H
2010-09-01
Mathematical psychology is a sub-field of psychology that started in the 1950s and has continued to grow as an important contributor to formal psychological theory, especially in the cognitive areas of psychology such as learning, memory, classification, choice response time, decision making, attention, and problem solving. In addition, there are several scientific sub-areas that were originated by mathematical psychologists such as the foundations of measurement, stochastic memory models, and psychologically motivated reformulations of expected utility theory. Mathematical psychology does not include all uses of mathematics and statistics in psychology, and indeed there is a long history of such uses especially in the areas of perception and psychometrics. What is most unique about mathematical psychology is its approach to theory construction. While accepting the behaviorist dictum that the data in psychology must be observable and replicable, mathematical models are specified in terms of unobservable formal constructs that can predict detailed aspects of data across multiple experimental and natural settings. By now almost all the substantive areas of cognitive and experimental psychology have formal mathematical models and theories, and many of these are due to researchers that identify with mathematical psychology. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.
González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios
2016-01-01
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…
Directory of Open Access Journals (Sweden)
Satsope Maoto
2018-03-01
Full Text Available This article focuses mainly on two key mathematical processes (representation, and reasoning and proof. Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher’s attempt to facilitate the learning of the processes in his classroom. Two interrelated questions were pursued: ‘what are the teachers’ challenges in learning mathematical processes?’ and ‘in what ways are teachers’ approaches to learning mathematical processes influencing how they assess their learners on the same processes?’ A case study was undertaken involving 10 high school mathematics teachers who enrolled for an assessment module towards a Bachelor in Education Honours degree in mathematics education. We present an interpretive analysis of two sets of data. The first set consisted of the teachers’ written responses to a pattern searching activity. The second set consisted of a mathematical discourse on matchstick patterns in a Grade 9 class. The overall finding was that teachers rush through forms of representation and focus more on manipulation of numerical representations with a view to deriving symbolic representation. Subsequently, this unidirectional approach limits the scope of assessment of mathematical processes. Interventions with regard to the enhancement of these complex processes should involve teachers’ actual engagements in and reflections on similar learning.
Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment
Karatas, Ilhan
2011-01-01
Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…
Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education
Siller, Hans-Stefan; MaaB, Jurgen
2012-01-01
No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge…
The relationship between learning mathematics and general cognitive ability in primary school.
Cowan, Richard; Hurry, Jane; Midouhas, Emily
2018-06-01
Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.
Ibrahim Rajab Abbas Ibrahim
2017-01-01
The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual disability (SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi Arabia. The sample of the study was divided randomly into two equal groups control and experimental. The students in the experimental group have studied the mathematical concepts by using cooperative learning; however the students in the contr...
On the use of history of mathematics: an introduction to Galileo's study of free fall motion
Ponce Campuzano, Juan Carlos; Matthews, Kelly E.; Adams, Peter
2018-05-01
In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.
Directory of Open Access Journals (Sweden)
Yamila Medina-Sánchez
2017-04-01
Full Text Available The pedagogical universities in their different denominations, whether as Pedagogical Higher Institutes, Pedagogical Sciences Universities or Eastern University, have had in their center, the training of the teacher in their different specialties. The Mathematics teacher has been the result of training models and curricula in correspondence with the historical moment to which they have responded, all with the purpose of preparing them to impart the mathematical content in the educations that constitute action scenarios. The objective of this paper is to analyze the historical behavior of the learning process of the basic mathematical contents in the training process, because it is understood as the fundamental basis for achieving the objectives. For its development were taken into account the logical historical method, the interview, the survey and the documentary analysis.
Ku, Oskar; Chen, Sherry Y.; Wu, Denise H.; Lao, Andrew C. C.; Chan, Tak-Wai
2014-01-01
Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition,…
Yang, Xinrong
2015-01-01
This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…
Lin, Kuan-Cheng; Wei, Yu Che; Hung, Jason C.
2012-01-01
Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan's History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an…
Widuri, S. Y. S.; Almash, L.; Zuzano, F.
2018-04-01
The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.
Role of Mathematics Learning Development Centres in HEIs
Nzekwe-Excel, C.
2010-01-01
Background and Rationale: Student withdrawal and non-completion in institutions have been an issue of considerable concern. The lack of mathematical ability has been identified as a factor resulting to non-completion in higher institutions. Several students in higher education approach mathematics with a lot of anxiety. This has created the need…
LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION
Nelissen, J.; Tomic, W.
2008-01-01
This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article
Effect of Using Scientific Calculators in Learning Mathematics by ...
African Journals Online (AJOL)
Mathematics plays a crucial role in technological development of any country; attainment in the subject determines the rate of adoption of appropriate technology and industrialization. In Kenya mathematics is compulsory in primary and at secondary school level. Use of scientific calculators was introduced in Kenya ...
Opportunity to Learn First Year Mathematics in Teacher Training ...
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kofimereku
first year teacher training mathematics syllabus were not taught by the end of the year and which ones were ... In the teacher training colleges in Ghana, Mathematics is studied as a compulsory subject in the first and .... as well as provide a 'search device', when an inquiry is beginning (Babbie,. 1990). The main focus in this ...
Technology-Enhanced Learning in College Mathematics Remediation
Foshee, Cecile M.; Elliott, Stephen N.; Atkinson, Robert K.
2016-01-01
US colleges presently face an academic plight; thousands of high school graduates are performing below the expected ability for college-level mathematics. This paper describes an innovative approach intended to improve the mathematics performance of first-year college students, at a large US university. The innovation involved the integration of…
How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?
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Annemie Desoete
2012-01-01
Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.
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Sarah Bansilal
2015-11-01
Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.
The role of technology in fostering creativity in the teaching and learning of mathematics
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Balarabe Yushau
2005-10-01
Full Text Available The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.
Eringen, A Cemal
2013-01-01
Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th
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Graciela Aluizio Reali
2013-07-01
Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.
"My math and me": Nursing students' previous experiences in learning mathematics.
Røykenes, Kari
2016-01-01
In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.
The body and playfulness: promising tools for teaching and learning mathematics
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Yolanda Rodríguez Manosalva
2017-06-01
Full Text Available This paper will analyze the importance of playfulness as an instrument for learning mathematics, taking into account that the body allows to develop not only motor skills but also intellectual faculties involving high levels of abstraction, such as mathematical operations like addition, subtraction, multiplication and division. The methodology used was action research, through interviews to students, parents and teachers, as well as the systematization of experiences in the classroom by means of a field diary. It was found that traditional –tedious- teaching does not allow students to realize the importance of learning mathematics. It is concluded that it is necessary for the teachers to implement strategies that link playfulness and the body, in order to improve teaching-learning processes, which allows that mathematics do not be considered as something far from reality, but that be granted the status of a knowledge that improves the processes of understanding and reflection, facilitating the solution of practical problems.
Attitudes towards using mobile applications for teaching mathematics in open learning systems
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Bahjat Hamid Altakhyneh
2018-05-01
Full Text Available This study investigated attitudes towards teaching mathematics via mobile learning in open learning systems. The sample of the study consisted of 57 male and female students enrolled in the mathematics course in the department of educational studies at the Arab Open University/ Jordan for the academic year 2016/2017. Results of the study showed that positive student attitudes toward using mobile applications reached 80%. Each of the following scores is ranked as ascending: mathematical thinking (75%, achievement motivation (76%, developing social and emotional skills (77%, and application technology (96%. There was no statistical significance difference (α ≤0.01 between the variable type of general secondary certificate (scientific / arts stream as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, the researcher recommends using mobile applications in teaching courses of mathematics in open learning systems.
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Ai Sadidah
2016-11-01
Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness. The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.
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Silvio Henrique Fiscarelli
2016-05-01
Full Text Available The current conditions of the classroom learning tend to be a one-way process based in teacher exposition, this make a negative impact on learning make it a mechanical and not meaningful activity. One possibility to improve the quality of teaching is to innovate methodologies and varying forms of presenting information to students, such as the use of technology in the teaching process. The Interactive Whiteboard (IBW is one of the technologies that are being implemented in Brazilian schools. One of the promising possibilities to add value to the use of LDI in classroom are "learning objects" (LO. However, one problem is that often the LO are not fully suited to the dynamics of IWB, whether functional or pedagogical point of view. The objective of this study is to analyze and propose a set of indicators that evaluate the learning objects for use in conjunction with Interactive Whiteboards. The selection and definition of evaluation indicators was carried from the literature review on the subject and based on LDI experiences of use in Municipal Elementary School. After defining the set of indicators was conducted a evaluation of a sample of 30 OA utilized to teaching mathematics in 3rd grade of elementary school. The results of the evaluation indicate that the proposed indicators are suitable for a pre-analysis of OA and assisting in the process of selection of these.
Simple and Intuitive Mathematics for Learning Elementary Physics
Kobayashi, Yukio
Mathematics is the language of physics and simple and intuitive mathematics is effective for imaging physical pictures of phenomena. This is important because geometrical viewpoints inspire ideas in physics. For example, some problems on the motion of a particle in a uniform gravitational field can be well illustrated by simple diagrams. Calculus is not only a way of calculating but is also closely related to the law of inertia through slope on a position-time graph. As such, cross-curricular study between mathematics and physics is effective for broadly developing thinking power at the high school and college levels.
The Effects of Remedial Mathematics on the Learning of Economics
DEFF Research Database (Denmark)
Lagerlöf, Johan N. M.; Seltzer, Andrew J.
2009-01-01
The authors examined the effects of remedial mathematics on performance in university-level economics courses using a natural experiment. They studied exam results prior and subsequent to the implementation of a remedial mathematics course that was compulsory for a subset of students...... and unavailable for the others, controlling for background variables. They found that, consistent with previous studies, the level of and performance in secondary school mathematics have strong predictive power on students' performances at university-level economics. However, they found relatively little evidence...
Learning the Relationship between Galaxy Spectra and Star Formation Histories
Lovell, Christopher; Acquaviva, Viviana; Iyer, Kartheik; Gawiser, Eric
2018-01-01
We explore novel approaches to the problem of predicting a galaxy’s star formation history (SFH) from its Spectral Energy Distribution (SED). Traditional approaches to SED template fitting use constant or exponentially declining SFHs, and are known to incur significant bias in the inferred SFHs, which are typically skewed toward younger stellar populations. Machine learning approaches, including tree ensemble methods and convolutional neural networks, would not be affected by the same bias, and may work well in recovering unbiased and multi-episodic star formation histories. We use a supervised approach whereby models are trained using synthetic spectra, generated from three state of the art hydrodynamical simulations, including nebular emission. We explore how SED feature maps can be used to highlight areas of the spectrum with the highest predictive power and discuss the limitations of the approach when applied to real data.
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Sunismi .
2015-12-01
Full Text Available Abstract: The development research aims to develop guided-discovery learning materials of Calculus II by implementing Mathematics Mobile Learning (MML. The products to develop are MML media of Calculus II using guided discovery model for students and a guide book for lecturers. The study employed used 4-D development model consisting of define, design, develop, and disseminate. The draft of the learning materials was validated by experts and tried-out to a group of students. The data were analyzed qualitatively and quantitatively by using a descriptive technique and t-test. The findings of the research were appropriate to be used ad teaching media for the students. The students responded positively that the MML media of Calculus II using the guided-discovery model was interestingly structured, easily operated through handphones (all JAVA, android, and blackberry-based handphones to be used as their learning guide anytime. The result of the field testing showed that the guided-discovery learning materials of Calculus II using the Mathematics Mobile Learning (MML application was effective to adopt in learning Calculus II. Keywords: learning materials, guided-discovery, mathematics mobile learning (MML, calculus II PENGEMBANGAN BAHAN AJAR MODEL GUIDED DISCOVERY DENGAN APLIKASI MATHEMATICS MOBILE LEARNING SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN MAHASISWA MATAKULIAH KALKULUS II Abstrak: Penelitian pengembangan ini bertujuan untuk mengembangkan bahan ajar matakuliah Kalkulus II model guided discovery dengan aplikasi Mathematics Mobile Learning (MML. Produk yang dikembangkan berupa media MML Kalkulus II dengan model guided discovery untuk mahasiswa dan buku panduan dosen. Model pengembangan menggunakan 4-D yang meliputi tahap define, design, develop, dan dissemination. Draf bahan ajar divalidasi oleh pakar dan diujicobakan kepada sejumlah mahasiswa. Data dianalisis secara kualitatif dan kuantitatif dengan teknik deskriptif dan uji t. Temuan penelitian
The Use of Flexible, Interactive, Situation-Focused Software for the E-Learning of Mathematics.
Farnsworth, Ralph Edward
This paper discusses the classroom, home, and distance use of new, flexible, interactive, application-oriented software known as Active Learning Suite. The actual use of the software, not just a controlled experiment, is reported on. Designed for the e-learning of university mathematics, the program was developed by a joint U.S.-Russia team and…
Sari, Delsika Pramata; Darhim; Rosjanuardi, Rizky
2018-01-01
The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high…
A mathematical learning journey of toddlers in a multilingual environment: the case of Danesh
DEFF Research Database (Denmark)
Putra, Zetra Hainul
2018-01-01
This paper aims to present how Danesh, a toddler who moved from Indonesia to Denmark at the age of one and a half years, learned rote counting in three different languages: Indonesian, English, and Danish. Her mathematical learning journey was observed from the first time she moved to Denmark until...
Beyond Discourse and Interaction. Variation: A Critical Aspect for Teaching and Learning Mathematics
Runesson, Ulla
2005-01-01
In this article a theory of learning, variation theory, is presented in order to address the "provocation" created by the relationship between theoretical positions and findings in research and what these do and do not disclose. I demonstrate how this can be used as an analytical tool for studying classroom learning in mathematics by juxtaposing…
The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles
Kablan, Zeynel
2016-01-01
The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…
Cooperative Learning in the Advanced Algebra and Trigonometry Mathematics High School Classroom
Jozsa, Alison
2017-01-01
Over the past three decades, researchers have found cooperative learning to have positive effects on student achievement in various subject areas and levels in education. However, there are limited studies on the impact of cooperative learning on student achievement in the area of high school mathematics. This study examined the impact of…
Hajra, Sayonita Ghosh; Das, Ujjaini
2015-01-01
This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…
Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand
Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee
2015-01-01
The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…
Goodnough, Karen; Murphy, Elizabeth
2017-01-01
The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…
A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach
McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.; Forlizzi, Jodi
2017-01-01
Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The…
Mazzocco, Michele M. M.
2009-01-01
Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…
Learning from Children: Mathematics from a Classroom Perspective. ACER Research Monograph No. 52.
Doig, Brian; Lokan, Jan
This volume has been assembled to show what can be learned about learning from large groups of children's responses to well-constructed assessment questions. The wide range of information gathered through the Basic Skills Testing Program (BSTP) has been divided into chapters that focus either on key aspects of mathematics or the major concerns of…
The Embodiment of Cases as Alternative Perspective in a Mathematics Hypermedia Learning Environment
Valentine, Keri D.; Kopcha, Theodore J.
2016-01-01
This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described…
Bannister, Nicole A.
2009-01-01
This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…
Exploring the Effects of Project-Based Learning in Secondary Mathematics Education
Holmes, Vicki-Lynn; Hwang, Yooyeun
2016-01-01
This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…
Thai, Khanh-Phuong; Son, Ji Y.; Hoffman, Jessica; Devers, Christopher; Kellman, Philip J.
2014-01-01
Mathematics is the study of structure but students think of math as solving problems according to rules. Students can learn procedures, but they often have trouble knowing when to apply learned procedures, especially to problems unlike those they trained with. In this study, the authors rely on the psychological mechanism of perceptual learning…
Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo
Umoh, Joseph B.; Akpan, Ekemini T.
2014-01-01
An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis
Ng, Betsy L. L.; Liu, W. C.; Wang, John C. K.
2016-01-01
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy,…
Kristianti, Y.; Prabawanto, S.; Suhendra, S.
2017-09-01
This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.
influence of gender and learned helplessness on some mathematics ...
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MATHEMATICS-RELATED AFFECTIVE BEHAVIOUR OF LESOTHO. SENIOR ... influences such behaviour among senior secondary school students in the Kingdom of Lesotho. ... environmental set up, stress, emotions and .... significant to students, teachers, educational ..... difference in the level of classroom participation.
Opportunity to Learn First Year Mathematics in Teacher Training ...
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first year teacher training mathematics syllabus were not taught by the end of the year and which ones .... training college in Kommenda, Central Region as a pilot study. The responses ..... calls for efforts to give more attention to these groups.
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Rippi Maya
2011-07-01
Full Text Available This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding task for all students, and students still posed some difficulties on constructing mathematical proof task. The study also found there were not differences between students’ abilities on mathematical understanding and on proving abilities of the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive opinion toward modified Moore learning approach. They were active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities, but there were quite strong association between students’ mathematical understanding and proving abilities.Keywords: modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250
Sociocultural context as a facilitator of student learning of function concepts in mathematics
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Evangelina Díaz Obando
2016-03-01
Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program. Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.
Russell's Unknown Logicism A Study in the History and Philosophy of Mathematics
Gandon, Professor Sebastien
2012-01-01
In this excellent book Sebastien Gandon focuses mainly on Russell's two major texts, Principa Mathematica and Principle of Mathematics, meticulously unpicking the details of these texts and bringing a new interpretation of both the mathematical and the philosophical content.
Developing Mathematical Practices through Reflection Cycles
Reinholz, Daniel L.
2016-01-01
This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics…
African Journals Online (AJOL)
MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.
Choi, Kup-Sze; Chan, Tak-Yin
2015-03-01
To investigate the feasibility of using tablet device as user interface for students with upper extremity disabilities to input mathematics efficiently into computer. A touch-input system using tablet device as user interface was proposed to assist these students to write mathematics. User-switchable and context-specific keyboard layouts were designed to streamline the input process. The system could be integrated with conventional computer systems only with minor software setup. A two-week pre-post test study involving five participants was conducted to evaluate the performance of the system and collect user feedback. The mathematics input efficiency of the participants was found to improve during the experiment sessions. In particular, their performance in entering trigonometric expressions by using the touch-input system was significantly better than that by using conventional mathematics editing software with keyboard and mouse. The participants rated the touch-input system positively and were confident that they could operate at ease with more practice. The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. Implications for Rehabilitation Students with upper extremity disabilities often face barriers to learning mathematics which is largely based on handwriting. Conventional computer user interfaces are inefficient for them to input mathematics into computer. A touch-input system with context-specific and user-switchable keyboard layouts was designed to improve the efficiency of mathematics input. Experimental results and user feedback suggested that the system has the potential to facilitate mathematics learning for the students.
Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.
Zhang, Yiyun; Zhou, Xinlin
2016-01-01
Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.
Miller, Zachary A; Rosenberg, Lynne; Santos-Santos, Miguel A; Stephens, Melanie; Allen, Isabel E; Hubbard, H Isabel; Cantwell, Averill; Mandelli, Maria Luisa; Grinberg, Lea T; Seeley, William W; Miller, Bruce L; Rabinovici, Gil D; Gorno-Tempini, Maria Luisa
2018-04-09
Increased prevalence of language-based learning disabilities (LDs) has been previously reported in patients with primary progressive aphasia (PPA). This study hypothesized that patients with focal neurodegenerative syndromes outside the language network, such as posterior cortical atrophy (PCA), would have a higher rate of nonlanguage LDs, congruent with their mainly visuospatial presentation. To investigate the prevalence and type of LD (language and/or mathematical and visuospatial) in a large cohort of patients with PCA compared with patients with logopenic variant PPA (lvPPA) and amnestic Alzheimer disease (AD). This case-control study reviewed 279 medical records from a university-based clinic and research center for patients with neurodegenerative diseases for LD history, including patients with PCA (n = 95), patients with lvPPA (n = 84), and a matched cohort with amnestic AD (n = 100). No records were excluded. The study compared cognitive and neuroimaging features of patients with PCA with and without LDs. A review of the records of patients presenting from March 1, 1999, to August 31, 2014, revealed 95 PCA cases and 84 lvPPA cases. Then 100 patients with amnestic AD from this same period were chosen for comparison, matching against the groups for age, sex, and disease severity. Data analysis was performed from September 8, 2013, to November 6, 2017. Prevalence of total LD history and prevalence of language and mathematical or visuospatial LD history across all cohorts. A total of 179 atypical AD cases (95 with PCA and 84 with lvPPA) and 100 disease control cases (amnestic AD) were included in the study. The groups were not statistically different for mean (SD) age at first visit (PCA, 61.9 [7.0] years; lvPPA, 65.1 [8.7] years; amnestic AD, 64.0 [12.6] years; P = .08), mean (SD) age at first symptom (PCA, 57.5 [7.0] years; lvPPA, 61.1 [9.0] years; amnestic AD, 59.6 [13.7] years; P = .06), or sex (PCA, 66.3% female; lvPPA, 56.0% female
Mathematics education and students with learning disabilities: introduction to the special series.
Rivera, D P
1997-01-01
The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and
Aligning Literacy Practices in Secondary History Classes with Research on Learning
Nokes, Jeffery D.
2008-01-01
Literacy is a basic element of the discipline of history and of traditional secondary history instruction. However neither the growing body of research on learning with texts nor modern learning theories support the traditional literacy practices that are taking place in many secondary history classrooms. Nor are classroom literacy practices a…
Pakhomova, Elena Grigorievna; Yanushchik, Olga Vladimirovna; Dorofeeva, Maria
2016-01-01
This article analyzes the implementation of e-learning technologies in the study of mathematics at Tomsk Polytechnic University. It describes research findings of the suitability of the e-learning technology for first year students of an engineering university. The research involved 248 students and 38 teachers of Tomsk Polytechnic University. The authors surveyed first-year students to check whether they are ready to learn in the electronic environment. In addition, the students and teachers...
Stein, Sherman K
2010-01-01
Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi